Biased,not blind: An experimental test of self‐serving biases in service users’ evaluations of performance information

Based on literature about motivated reasoning, this article proposes that choosing a public service provider from among competing options may bias service users in a positive direction when evaluating the performance of their chosen provider. Users are expected to defend their choice through processes of goal reprioritization, meaning that they will alter the weight they assign to given pieces of information depending on the (in)convenience of that information. This article uses nine experimental studies to test this expectation on students who had recently chosen to study at one university instead of competing universities. As expected, findings show signs of biases in students’ evaluations, but the biases are small and not consistently significant. Thus, prior research may have been too pessimistic regarding the general potential of performance information in the public sector.     

Stalking on the College Campus: The Influence of Suitable Target and Guardianship Variables on Victimization Comparing Male and Female Students

Current estimates predict that more than 5% of men and 8% women will be stalked at some point in their lifetime, and up to 6% of both men and women will be stalked during their time at college. While variables related to sexual assault have been extensively examined, factors that contribute to stalking and influences specific to university students remain a point of concern for administration and those attending the institution. Using a proportioned stratified sampling technique, this study obtained cross-sectional survey data collected from 873 students at a university in the upper Midwest. Utilizing a routine activity theory theoretical perspective, hierarchical and binary logistic regression are employed to investigate the prevalence of stalking, as well as the influence of individual and campus guardianship variables on the stalking victimization of college students, and an experiential comparison of female and male students. Findings reveal that among the total female student sample, 43% had been stalked at some point in their lifetime, with 13% stalked during their time at the university. Of the male students, 34% had been stalked, with 18% stalked while at the university. Sexual history, year in school, and perceived vulnerability were positive predictors of stalking.     

Nonviolence as teacher education: a qualitative study in challenges and possibilities

This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last.     

The Educational and Professional Goals of International Students in Public Service Degrees

International student enrollment in public service degrees such as Public Administration in the United States has grown rapidly. Harnessing this growth to improve the knowledge and expertise of employees in public service is a vital opportunity. However, our survey of public service schools shows that international students perceive an extensive lack of support with financial and linguistic challenges. Furthermore, schools practice little performance evaluation concerning international student experience. We conclude that schools collect more data on international students and communicate better information about programs to improve services and ensure that students know accurately what to expect from their overseas education.     

Leading and learning? Knowledge transfer in the Beacon Council Scheme

This paper examines the Beacon Council Scheme as a distinct policy element within the UK government's wide–ranging local government modernization agenda. The aim of the Beacon scheme is two–fold. First, reward for high performing councils and second, the achievement of substantial change by sharing 'best practice' from identified centres of excellence. The scheme presupposes an implicit theory of organizational change through learning. The Beacon Council Scheme is based on the assumption that the organizational preconditions exist which will facilitate learning, and through its application to practice, improve service delivery. The paper analyses the presumed and possible conditions which facilitate or impede interorganizational learning and service improvement through the scheme. The paper then examines empirical data from 59 local authority elected members and officers about their attitudes towards and motivation to take part in the Beacon scheme during the first year of its existence. The data indicate that there are differing motivations for participation in the scheme and that these reflect different learning needs. The experiences of local authority participants suggest that the formulators of the dissemination strategy at the heart of the scheme have not yet given sufficient consideration to the processes of interorganizational learning, the conditions that support such learning between authorities and the embedding of new understandings, practices and organizational cultures in the receiving authority. This suggests that the underlying theories of organizational learning and cultural change may be insufficiently developed to create and sustain the kind of transformational change that is intended by central government.     

A Coordinated Community Response to Intimate Partner Violence on the College Campus

Recent statistics indicate that intimate partner violence is magnified on college campuses. In the university setting, victims of intimate partner violence may encounter numerous agencies (e.g., campus police, local courts, victim advocates) following reporting of victimization. The need for a coordinated community response to intimate partner violence of college students has been emphasized in recent years, yet little research has been conducted. This qualitative, exploratory study examines perceptions of 15 service providers in a recently implemented, campus-based, coordinated community response. Narrative data from semistructured interviews indicate that service providers are generally satisfied with the current response, but report a need for increased training and resources. Implications for future research, education, and public policy are discussed.     

The Study of Public Administration in Hong Kong and Macao: Evolutionary Paths and Implications

Comparatively speaking, the birth and the growth of public administration programmes, at both undergraduate and postgraduate levels, in Hong Kong and Macao have been a response to the increasing need for the training of students and civil servants in the discipline of public administration. Since the 1990s, the proliferation of Master of Public Administration (MPA) programmes in both the Hong Kong and Macao Special Administrative Regions can be explained by the demand for local people to govern the two places in accordance with the principle of ‘one country, two systems’. The content of various MPA programmes also reflects the changing political and administrative circumstances; its public administration focus has been accompanied by core courses training students from a variety of disciplines, ranging from public finance to economics, from public policy analyses to globalization, and from regional planning to a deeper understanding of mainland Chinese government and politics. In both Hong Kong and Macao, some graduates from both the Bachelor and Master programmes have joined the civil service or enhanced their skills in public sector management and governance. Although the medium of instruction varies from one university to another, their programme objective shares one thing in common: the imperative of training existing civil servants and students to join the governments of Hong Kong and Macao. This paper compares and contrasts the development of public administration programmes in Hong Kong and Macao and examines its theoretical implications for the changing relations between politics and public administration.     

Assessment of the Service Quality Provided by the Kuwaiti Cultural Office in Cairo: An Empirical Investigation

This study is an extension of the research on the service quality of public organizations. It is concerned with evaluating the quality of the service provided by the Kuwaiti Cultural Office in Egypt as perceived by both students and staff. The gap analysis model is adopted in this study to identify the key dimensions and related components of the quality of service delivered by the Office. Additionally, the study offers evidence of a quality gap between the perceptions of the public service providers and the end beneficiaries. The findings reveal that there are obvious differences between the staff's and students' perceptions of the quality of the service provided by the Office in terms of tangibles, reliability, and responsiveness. The students indicate that the service provided has many shortcomings, related mainly to the tangible aspects of the service reliability and responsiveness. However, they feel secure in dealing with the Office, and feel the administration and employees consider their interests a top priority to the Office.     

Achieving Useful Performance and Cost Information in a Comparative Performance Measurement Consortium

Abstract

As countless local governments engage in performance measurement, many have become interested in comparing their performance relative to other organizations. Formalized benchmarking consortiums, like the North Carolina Local Government Performance Measurement Project, allow governments to compare their service delivery with that of other jurisdictions. This article asserts that reliability and relevance of performance and cost data are key elements in achieving data use in a comparative performance measurement consortium. These two elements are examined in detail within the context of services studied by the North Carolina project.     

Locus of control and academic efficacy in the thoughts of life and death of young Quebec university students

This study evaluated the role of control and efficacy expectations in the thoughts of life and death of 50 male and 50 female university students and investigated sex differences in this regard. It followed a correlational design and employed measures of tridimensional locus of control, expectations of academic efficacy, thoughts of life and death. A comparison of means revealed that male students did not differ from their female counterparts on any of the variables under study. Stepwise regression coefficients indicated that the two cognitive factors accounted more for thoughts of death than for thoughts of life; expectations of academic efficacy were the single variable that most explained variance. Regression equations by sex showed that thoughts of life were associated with internality and expectations of academic efficacy in females, and that thoughts of death were associated with expectations of academic inefficacy in males. The university counseling personnel should be especially sensitive to youths presenting with expectations of externality and of academic inefficacy. The latter variable seems to be particularly important, regardless of sex.     

Chainbuilding: A New Building for the New New School

Until a souring national and local economy led them to scale back their plans in 2008, The New School in New York City had been designing a new, 500,000-ft² “signature building” intended to embody what administrators were calling The new New School, a university committed to progressive, interdisciplinary, urban, global education. The building was to offer glimpses of the horizon of academic infrastructure and media and their potential impact—structural, pedagogic, and symbolic—on the university and its communities. Although the building will not be realized in the form presented to the public in spring 2008, the design deliberations that generated that proposal offer valuable insights into how a university might reembody its ideals in a time of intense globalization and mediatization. Complementing Robert Kirkbride’s paper on the pedagogical practice of chainmaking and its historical relationship to learning spaces, we examine in this paper how media can be instrumental in wayfinding, how they can help to organize a building into various “processual” paths that reflect different approaches to learning, and how their presence in learning spaces can enhance teaching and learning. We also discuss how the building can serve as a mediator within the community, reflecting the institution’s identity and its pedagogical philosophy.

Opening up the black box: looking for a more capacious version of capacity in global health partnerships

Abstract

Some versions of capacity building construe the goal of North?South partnerships as rendering African laboratories, doctors, scientists, and universities indistinguishable from their counterparts in wealthier nations. The specificities, histories, peculiarities, or inner workings of African institutions and individuals are black-boxed ? no one needs to know about them. This article draws on research at Malawi’s College of Medicine and the work of other social scientists and historians to sketch out a more capacious model of capacity, one in which capacity building is grounded in specificity, attends to material difference, is flexible and innovative, and involves as much learning as teaching. This model of capacity building requires consideration of areas in which the Northern partners in “global health” can be brought to the level of their colleagues in Africa.     

Strategic competence and agency: individuals overcoming barriers to change in South African higher education

Social relations, institutional arrangements and cultures bequeathed by South Africa’s system of apartheid continue be felt in the present despite the country’s formal transition to democracy 25 years ago. Race, class and gender inequities continue to structure South African society in ways that have proven intransigent to change, leading to growing frustration and widespread public dissatisfaction expressed in multiple arenas including worker strikes, service delivery and university student protests. While it is clear that social structures inherited from the past are difficult to change, it is also the case that change does happen. In this paper, we discuss the findings of a hermeneutic phenomenological study with 10 academics at one historically White university in South Africa, who have been agents of change within their particular context. We show how participants engaged in struggles to counter resistance to their efforts. In doing so they demonstrate what we call ‘strategic competence’ – the ability to act in ways that not only draw on personal resources but recognise the resources, contradictions and opportunities offered within the existing limitations of the social structure. Strategic competence thus emerges as a central feature of agency, enabling individuals to stretch the boundaries of what is possible.     

The Organization of Purchasing at German Universities: An Empirical Investigation

The objective of this article is two-fold: first, it studies how German universities organize their purchasing activities, and, second, it identifies patterns in the structure of the purchasing function and analyzes factors that influence the design of purchasing. For this purpose, the article develops an analytical framework based on ideas of contingency and organization theory and presents the results of an empirical study which analyzed the purchasing organization of 65 German universities. The results of the study indicate that German universities use a medium level of centralization and specialization to organize their purchasing activities, and that the purchasing process is highly formalized in most universities. As to influential factors of the structure of purchasing, the study indicates that the number of employees, the number of employees with purchasing-responsibility, the purchasing volume, and the number of students enrolled at the university influence the structural variables.     

Crossing borders: development,learning and the North – South divide

While the validity of categories like ‘First’ and ‘Third’ World or ‘North’ and ‘South’ has been increasingly questioned, there have been few attempts to consider how learning between North and South might be conceived. Drawing on a range of perspectives from development and postcolonial scholarship, this paper argues for the creative possibility of learning between different contexts. This involves a conceptualisation of learning that is at once ethical and indirect: ethical because it transcends a liberal integration of subaltern knowledge, and indirect because it transcends a rationalist tendency to limit learning to direct knowledge transfer between places perceived as ‘similar’. This challenge requires a consistent interrogation of the epistemic and institutional basis and implications of the North – South divide, and an insistence on developing progressive conceptions of learning.     

An education for peace model that centres on belief systems: the theory behind the model

The education for peace model (EFPM) presented in this paper was developed within a theoretical framework of complexity science and critical theory and was derived from a review of an empirical research project conducted in a conflict affected environment. The model positions belief systems at the centre and is socioecologically systemic in design to capture the holistic dynamic of education within community. There is increasing interest, in both academic and development communities, in closing the gaps that exist between theory and practice in educational development in conflict affected settings and providing practioners with practical models. This paper makes a contribution in this through the presentation of the EFPM and the theory that informed its development. There are five key components to the EFPM: belief systems, learning experiences, students, teachers and schools. Belief systems are core as knowledge is generated from culture. Learning experiences are viewed as opportunities for growth, and schools are viewed as environments that provide opportunities and engender cultures for learning and conflict resolution. Teachers, drawn from the local community, are co-creators of these cultures, environments and opportunities and agents of effective change.     

Management in New Public Service Systems: Reframing the Position of Managers and Their Training and Development

Management training and development (T&D) plays an important part in enabling managers to deal with complexity and change associated with new public service systems. Using a service-dominant logic approach, this paper explores the relevance of T&D in preparing managers for changing roles, responsibilities and relationships that integrated service systems demand. Exploring the views of service managers working in Community Health Partnerships, the study establishes that present management T&D does not support the delivery of integrated services which require different abilities and new ways of working. New public service systems demand new processes of learning where re-framing the position of managers and their T&D becomes increasingly necessary.     

The American University in Bulgaria and U.S. Agency for International Development Relationship

Abstract

Upon recognizing a need for a center of western oriented university education, an initiative committee including representatives from the Republic of Bulgaria, the city of Blagoevgrad, and the University of Maine obtained support from philanthropist George Soros's Open Society Institute and the U.S. Agency for International Development (USAID) to start a university in Bulgaria in 1991. The hallmark of its existence was that its programs would be oriented toward teaching democratic values through the American liberal arts tradition. Instruction would be in English so it could draw on students throughout the region if they were proficient in English. The university has grown from a small enrollment of 208 students to over 700 students in several disciplines in the humanities and social sciences. As the American University in Bulgaria (AUBG) has become a regional institution, the AUBG–USAID relationship has been crucial. Now it is beginning to offer an EMBA program and has developed an excellent reputation through its graduated students.     

Teaching the “introduction to public administration” course from a generic perspective: putting business and public administration undergraduates in the same classroom

A “generic” oriented management course was developed for business and public administration majors. A study was completed to determine the effects of learning generic management principles with 48 college students. Results indicate that generic learning can be fostered without adversely affecting the learning of management principles specific to either business or public administration. Similar generic learning did not take place in a control group consisting of 39 students. A discussion of generic management and implications for further study are offered.     

Rethinking organisational learning in local government

The article outlines the results of research undertaken with 146 local authorities in England and Wales. There are two aims to this paper. First, to identify some of the ways in which local government understands and puts into practice the notion of organisational learning. Second, to encourage a broader understanding and practice than exists at present. Our research suggests that local authorities have created a self‐limiting notion of organisational learning particularly based on performance management and management development imperatives orientated towards the individual employee. We suggest various ways in which authorities might shift the focus from individual to organisational learning.