NPM Reforms and Professionals in Health and Higher Education in Portugal

The aim of this article is to analyze comparatively how academics, physicians, and nurses positioned themselves in relation to the reconfiguration of power structures and decisional processes, under New Public Management influence, in the hospitals, and higher education institutions. The empirical data are gathered from a survey applied to the three professional groups. Quantitative results show that the three groups have similar positions concerning power concentration at institutions’ top governance. However, relevant differences emerge in their views concerning the organization and control of the social division of work and also of their professional practices.     

The DPA: Perspectives on its past and present

This essay examines the origins, development and current issues involving U.S. doctoral education in public administration by focusing particularly upon the DPA degree-—the first doctorate offered in the field. The article argues that the growth of the DPA coincided with the rapidly expanding needs for professionals in governmnt and the growth of American higher education in the postwar era. As a result, early DPA education contained a significant “professionalixing component” in its course work and dissertation research. The sharp public reactions against government professionals and professionalism in the late 1970s and 1980s combined with a new scientific research emphasis for doctoral education stressed by NASPAA's Comprehensive Schools Section, October 20, 1981, called into question the older professional assumptions upon which the DPA was created as a degree program. These trends now raise fundamental intellectual issues regarding its future and serve to fragment the once cohesive programmatic orientation of PA doctoral education today.     

How to Improve the Outcome of State Welfare Services. Governance in A Systems-Theoretical Perspective

Much governance literature deals with the limited capacity of the state and the market to govern core state welfare services such as education, scientific research and healthcare. Rather less attention has been focused on how the outcome of these services can be improved politically. An analysis of Niklas Luhmann's systems theory (Luhmann 1997a, 2000) leads to the hypothesis that self-governance, that is, a combination of professional autonomy and public peer-evaluation, is a superior strategy. Though this may seem counterintuitive at first glance, this paper shows that it corresponds to well-rooted principles of public administration and, in the sphere of education, to empirical findings on school choice and school effectiveness. This raises new perspectives for future comparative governance studies.     

Reputation management by Chinese universities: Primary profile and comparative features

In this study, we analyse data from 176 Chinese universities to examine the use of reputation symbols on official websites. We find that Chinese universities prefer professional and performative symbols more than moral symbols. Reputation symbols are mainly observed in teaching, research, history and strategy categories, whereas their use in internal operations and the external environment is limited. A comparison with samples from the United States and Nordic countries indicates that their universities differ in the use of reputation symbols, with relatively high emphasis on professional and moral symbols, respectively. This difference can be attributed to divergent national cultures, higher education regimes and globalization. Here, we discuss the implications of our findings on reputation management by universities in a globalized world.     

DOING BUSINESS IN THE TEMPLE? MANAGERS AND QUALITY ASSURANCE IN THE PUBLIC SERVICES

Quality' is now high on the policy agenda for many of our major public services. This article raises the question of what are the respective roles in securing quality of, on the one hand, professional service deliverers and, on the other, managers. It reviews a range of possible roles for managers and concludes that some of these are likely to be illegitimate and ineffective. Even the more appropriate roles will, however, often prove difficult to establish in practice. The article concludes with an examination of some possible key design features for successful relationships between managers and professional service deliverers. These are examined against the background of specific changes currently underway in the health care and education sectors.     

Russian Educational Reform and the Introduction of the Unified State Exam. A View from the Provinces

The introduction of the Unified State Examination (USE) in Russian higher education has been the subject of much debate. One of the primary factors hindering the transition has been ambivalent public and professional perceptions of the effectiveness of the USE in addressing the problems associated with inequalities of access to higher education. This essay contributes to research in this area through a case study analysing the introduction of the USE in Ul'yanovsk Oblast’. It draws on survey data collected from pupils and parents of final year high school students about the USE reforms and explores the reasons why the transition to USE did not proceed as smoothly as its creators might have envisaged. Here the negative perceptions of the high-school graduates and parents reveal that the reforms have been judged to be largely ineffective with regard to reducing the role of material and regional inequalities in determining access to higher education, and in addressing how the differing institutional status of ordinary ‘comprehensive’ and elite, specialised schools continues to create inequalities in access to higher education in Russia.     

Decolonisation,dignity and development aid: a judicial education experience in Palestine

Abstract

Taking Palestine as the focus of inquiry, and drawing on our experiences as co-directors of Karamah, a judicial education initiative focused on dignity, we reflect on the attributes of colonisation and the possibilities of decolonisation in Palestine through development aid. We conclude that decolonisation is possible even within development aid frameworks. We envision the current colonial condition in Palestine as a multi-faceted, complex and dynamic mesh that tightens and expands its control over the coveted colonial subject but that also contains holes that offer opportunities for resistance or refusal. We turn to Karamah to illustrate how some judges have insisted on a professional identity that merges the concepts of human dignity and self-determination and ultimately rejects the colonial condition inherent in both occupation and development aid. We conclude that in this process of professional identity (re)formation, members of the Palestinian judiciary have helped reveal the demands of decolonisation by demonstrating their commitment to realising human dignity through institutional power, and bringing occupation back into international development discourse.     

Changes in human capital and earnings inequality: Recent evidence from Brazil 1

Abstract

This paper estimates changes in the rates of return to human capital across the earnings distribution using data from over a 10-year period for Brazil. It uses these estimates to simulate the separate impacts of changes in returns to skills and changes in the supply of skills on earnings inequality. Evidence points strongly to growing inequality in rates of return to education in Brazil. This finding suggests that recent macroeconomic and trade reforms have been of most benefit to the skilled rather than the unskilled. Supporting evidence points to an improved competitiveness in the labour market, with workers increasingly rewarded for productivity. However, although increases in returns to education are more pronounced at the top of the earnings distribution, this did not in practice led to increased inequality. This is because levels of education and other labour market-rewarded endowments have increased and offset the rate of return effect. Appropriate education policy is therefore an essential partner for macroeconomic and trade reform if a developing economy is to avoid worsening income inequality.     

Women’s human rights education trainers in Turkey: situated empowerment for social change

This article presents evidence of the links between human rights education and social change by analyzing the long-term effects on 88 trainers engaged in a non-formal adult training program sponsored by a women’s human rights group in Turkey, Women for Women’s Human Rights – New Ways. In this article, I show the transformative impacts of carrying out human rights education on the trainers themselves: in their identity; knowledge, skills, and attitudes; and behaviors in their family and in the workplace. This article extends the treatment of an emerging question within social change theory – that of the long-term influence on activists brought about by their very engagement in these activities. At the same time, because the activists are trainers associated with a human rights education program that infuses critical pedagogy with a feminist perspective, this qualitative case study provides the opportunity to explore ‘situated empowerment’ on trainers in both their personal and professional domains. The article concludes that further studies of human rights educators engaged as long-term trainers will further enrich the social change literature and the treatment of activists.     

PROFESSIONAL POWER PLAY: ORGANIZING MANAGEMENT IN HEALTH CARE

Because of the managerialization of health care and the rise of health care managers, professionals and managers increasingly ‘clash’. To reduce clashes, managerial and professional domains have not only been (re)connected; they have also been restructured. Managers, in particular, have started to make sense of their own ‘professionalism’. Health care managers are professionalizing in order to cope with reform consequences. They have established professional associations, which establish educational programmes, journals, and codes of conduct, in order to define and standardize managerial work. By tracing the evolution of a new profession of Dutch health care executives, and by studying its educational underpinnings, this article will analyse whether the professionalization of managers homogenizes occupational definitions and standards. It will show that managerial education masks ideological struggles over the substance of ‘good’ health care management. Different ‘schools’ have arisen, producing heterogeneity in executive circles.     

PUBLIC SECTOR REFORM IN DUTCH HIGHER EDUCATION: THE ORGANIZATIONAL TRANSFORMATION OF THE UNIVERSITY

During the past few decades traditional state‐centred governing arrangements have been critiqued and replaced by alternative modes of governance. Higher education is one of the public sectors where such shifts in governance have been seen. As a consequence of the reshuffling of authority and responsibilities across the different levels in Dutch higher education, universities as organizations have become important foci of attention in the system’s coordination. The main question addressed in this article is to what extent we can speak of an organizational transformation of Dutch universities. Based on conceptual ideas from researchers such as Greenwood and Hinings (1996), Ferlie et al. (1996) , and Brunsson and Sahlin‐Andersson (2000) , we use a framework that focuses attention on the concepts of the construction of identity, hierarchy and rationality to systematically analyse the various aspects of transformations of professional organizations.     

Entrepreneurship and growth of entrepreneurial firms in cote d'Ivoire

This article analyses the determinants of individuals’ choice for self‐employment and entrepreneurial success in Cote d'Ivoire. Entrepreneurial activity is found to be undertaken by individuals who succeed in increasing their entrepreneurial abilities and reducing the risk of starting a business through a learning process that takes place through ageing, professional experience, and apprenticeship or, alternatively, formal education. The learning process takes place both before and after entry into the industry, as firms grow into a larger size. However, financial constraints continue to play a major restraining role for entrepreneurship and firm growth.     

MPA as management education

The central theme of this article is that we have not adequately addressed the question of teaching management. The academic community has done a better job of preparing persons for technical/professional positions in personnel, budgeting and policy analysis. This failure to address the problem of teaching management leaves students (particularly mid-career students) without a foundation for understanding their role as managers. Given that so many MPA students aspire to be managers, it is time we faced this failure and sought means to correct it.

The article suggests a framework to understand and promote public management education. The central argument is to direct management education toward those factors which reflect the public values which underlie the concept of governance. Toward that end public management education must reflect three elements:

1) the political and ethical foundations of publicness,

2) the examination of the practice of management in public organizations, and

3) the skills needed to accomplish the task of management.

An MPA program should reflect all three of these elements if it is to provide an adequate management education. Nevertheless, it must also be recognized that career-long learning is the ultimate goal. Further, management education is but one task of an MPA program. The development of technical competencies in the other aspects of government, such as in budgeting and policy analysis are similarly important goals for MPA programs. A curriculum that accommodates both the management skills and technical competencies needs of students should be our goal.     

How to grow a public executive: The federal executive institute experience

The symbol of excellence for executive development and managerial education throughout the world is The Federal Executive Institute (FEI) in the United States. In fact, the FEI became the model laboratory for growing public executives in the 1970s, as hundreds upon hundreds of visitors from around the world came to see the ”mecca of applied executive development.“ The FEI became a distinct culture and a genuine learning community that others attempted to model throughout the world. And yet, the failure of the ”FEI imitations“ was due mainly to academics who failed to understand the need for a ”PRAXIS, pracademic model of development,“ rather than a ”theory, academic framework of education.“ Hence, an analysis of this noted executive development success may help others to avoid the pitfalls that academics too often encounter when they attempt to train, develop, and/or educate the public administrators who do the work.     

Making “A Political Movie That Does Not Take a Political Stand:” Specialization and Depoliticization in American Cinema

Based on sociological interviews and observations, this paper addresses the question of the politicization of art in a contemporary American fieldwork: the production and promotion of a fiction film referring to the war in Iraq, Day Zero (2007). The analysis of this artwork reveals the modes of politicization open to artists—holding different types of position in the film industry and diversely positioned in terms of their own careers—in this particular professional sphere. This case study contrasts both with the experiences of activist filmmakers in the 1960–1970s, in the USA as well as in France, and with the explicitly political, if not partisan, posture taken in a number of contemporary documentary films regarding Iraq. The paper first depicts the ambivalent type of involvement built through the participants’ discourses and activities around this movie. They refer to a civic duty fulfilled through their contribution to the making of the film but, at the same time, they remain extremely cautious, restrictive and minimal in the way they publicly acknowledge its connection to any “political message.” In so doing, they paradoxically define an “a-political engaged art.” The second section of the study analyzes the professional logics and rules driving the protagonists, resulting in such naming and framing mechanisms. The participants work to reshape the political events referred to in the movie according to the formats and limits required by the film world, in order to avoid the risk of transgressing the specialized norms and codes used to evaluate the quality of an artwork. The conditions of appropriate actions are thus defined at the crossroads between political dynamics and professional constraints.     

Talking about death: patterns of lay and professional change

For the past thirty years, researchers have surveyed attitudes of providers and patients to the disclosure of the diagnosis and prognosis to the dying cancer patient. Though the lay population has expressed the wish to know over time, a change in provider attitudes is apparent: physicians are now more likely to inform their dying patients of the truth than before. This trend is viewed against a number of precipitating factors: changes in perception of the impact of disclosure and changes in the basic ethical norms related to disclosure with new cohorts of younger physicians reflecting these changes. These correlate with changes in underlying social structure brought about in part by the shift to chronic disease as the paradigm for medical care. With increasingly bureaucratized health care delivery, the physician must collaborate with others who may hold different judgments about what ought to be disclosed. Some nurses not only find it right to disclose, but also in their professional interest. In such settings, honesty may be necessary to avoid conflicting messages to the patient. These shifts may signal underlying shifts in the sick role and in the medical professional role with the patient more active and more knowledgeable in medical decisions and the physician serving as a source of information and counsel.     

Suicide prevention: a pragmatic review of recent studies

Because of the almost complete absence of randomized controlled trials demonstrating the effectiveness of specific treatments, there is sometimes a degree of pessimism about our ability to prevent suicidal behaviors. However, the methodological challenges to produce such research are formidable and may never be overcome. Therefore, a pragmatic review of evidence-based methods of suicide prevention is required. This review of recent studies using a variety of research strategies, both nonpharmacological and pharmacological, particularly at the community level, provides persuasive data that suicide prevention is possible. This is achievable by the application of broad community and professional education programs, as well as by the optimum management of mental disorders.     

The Effectiveness of Inputs in Primary Education: Insights from Recent Student Surveys for Sub-Saharan Africa

With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 21 sub-Saharan African countries and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. In our analysis we focus on school equipment, teacher quality and class organisation. The issue of teacher and student incentives cannot be adequately addressed with the given data. Our results are based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries. In contrast to the ‘nothing works’ result from most industrialized countries' studies we find robust positive correlations of achievement test scores and the possession of textbooks and negative correlations with teaching in shifts. The most striking result is the weak or even absent correlation of achievement test scores and teacher education and professional training. However, some differences between francophone and anglophone education systems can be observed in this context if differences in the sampling methodology are duly taken into account.     

Public budgeting and financial management curriculum reform: A conceptual framework

Public budgeting and financial management (PBFM) education has been undergoing intense scrutiny which can be seen through many professional conferences, journal symposia, and recently, the creation in 1984 of a Task Force on Budgeting and Financial Management Curriculum Reform by the Section on Budgeting and Financial Management of the American Society for Public Administration. This study analyzes pedagogic deficits in PBFM, suggests a comprehensive scope of PBFM, points to some dilemmas in PBFM curriculum design or reform, proposes some models for a curriculum reform, and raises some implementation constraints in each model.     

Changing Forms of Accountability in Education? A Case Study of LEAs in Wales

Political mechanisms of accountability were marginalized by Conservative government reforms during the 1980s and 1990s which sought a more market-oriented approach within the public sector in order to enhance ‘consumerism’. In education, parents were given more choice between schools and were provided with more information on school performance. The promotion of market accountability has involved a reduction in the powers of local education authorities (LEAs) which had been central to the operation of political accountability. However, whilst market-based forms of accountability were firmly enhanced in principle by the legislation, to what extent have the forms of accountability operating within LEAs changed in practice? Interviews with Chief Officers and the Chair of the Education Committee are used to identify changing perceptions and practices of accountability in LEAs in Wales. The findings indicate that although local politicians and officials have been forced to operate within the legislative framework of market accountability, they have sought to impede its successful implementation. The policy community in Wales facilitated the LEAs’ capacity to respond in this way. The market-based reforms conflicted with fundamental values held in Wales, which remain those of professional accountability.