Search for identity: the impact of the “great books” in public administration

Do public administration scholars build upon seminal works by scholars in the field or do they still rely heavily upon other disciplines? This question is addressed by assessing the impact of the “great books” in public administration on research published in academic journals. It is found that the 1980's are characterized by an increasing importance of those classic books that are generic management in orientation, suggesting that scholars still rely heavily on other fields for theoretical direction. Implications for an interdisciplinary approach to public administration and the training of doctoral students is discussed.     

TEACHING SCIENCE AND TECHNOLOGY PRINCIPLES TO NON-TECHNOLOGISTS — LESSONS LEARNED

ABSTRACT

Much has been written over the past several decades on the “inevitability” that the technological revolution will transform international, interpersonal, and business relations. But are the effects of technological change as far reaching as the literature suggests and where it does reach does it penetrate very deeply into the general culture, its organizations, or into the psyche of its citizens? The linkage of science and technology education to industrial trends, and its prominence in pubic policy debates makes it all the more important to ensure that the educated public have as complete a grounding in S&T issues as possible. Perhaps it is a unique twenty-first century paradox that it is more important for “progress” and public policy formulation to focus the attention of our educational system upon the inter-relationships, consequences, and implications of current and previous technological developments rather than mindlessly joining the “bandwagon of progress.” Students must be exposed to the theories, language, culture, engineering difficulties, societal implications, and public policy problems posed by the inevitable advance of technology. The primary target of such efforts should be the non-technologists who tend to enter government service, run for public office, enter the teaching profession, are more politically active and where the greatest multiplier effect can be achieved.     

NETWORKING LITERATURE ABOUT DETERMINANTS OF NETWORK EFFECTIVENESS

Since the early 1990s, public networks have been implemented in many countries to solve ‘wicked’ public problems, addressing such issues as health, social care, local development and education. While considerable research has been carried out into public networks, both managers and scholars are left with some doubts about network effectiveness. In fact literature on this topic has been highly fragmented, comprising a plurality of definitions, multiple theories, multiple methods and multiple explanations. This paper aims to review and classify previous theoretical and evidence‐based studies on network effectiveness and its determinants. Our aim is to rearrange existing literature into a unitary framework in order to shed light on both hitherto unfilled gaps and established theoretical cornerstones.     

Latin America’s think tanks: The roots of nonprofit privatization

Conventional development models refer to two sectors, public and for-profit private. Massive growth of nonprofit private activity undermines that picture. Latin American tyink tanks exemplify a nonprofit privatization that has an enormous impact on development and remolds inter-sectoral relationships overall. Four major dynamics account for the spectacular growth of the region’s nonprofit think tanks. Three push factors are state repression, state weakness, and public university problems, and, as epitomized by financial supply, a pull factor is also crucial to attract nonprofit growth. To conceptualize its findings, this article considers public failure theory. Unhelpful regarding the pull factor, the theory otherwise works reasonably well, especially where there is visible movement from the public to the nonprofit sector. Beyond that, the evidence suggests ways to broaden the theory. Even a broadened formulation cannot fully capture the remarkable diversity and vitality of the growth in Latin America’s think tanks. But we are able to identify and analyze the key growth factors that blend together to produce particular institutional and national configurations. Daniel C. Levy is a professor at SUNY-Albany. After earning his Ph.D. in political science at the University of North Carolina-Chapel Hill, he was research associate for five years at Yale University. He has published five books and roughly seventy articles on politics and higher education, especially on Latin America, and on Mexican politics. Levy has done field research in most Latin American countries and has presented lectures and been published on five continents.     

Purpose and practice in public administration education: The place of substantive public policy areas

Public administration's early identification with the concept of a strong executive has resulted in an emphasis on staff functions in its graduate education programs. In the practicing world, staff functions are viewed as tools employed in the actual practice of public administrators, namely the delivery of substantive public services. Although public administration is characterized as an applied field, it does not focus its theory building and educative efforts on that which practicing public administrators actually do. The field necessarily imports other disciplines, but it does not provide the unique focus that would justify this borrowing; its current research agenda and training curricula are available in other disciplines. Public administration graduate students should concentrate in individual substantive policy areas, and the field should focus on optimizing organizational arrangments for delivering societal knowledge as public services. Interorganizational theory can provide the common theoretical framework necessary to mitigate the centrifugal effects of a variety of “administrations” within the field. The approach developed by J. Kenneth Benson is outlined; it provides a unique theoretical niche for public administration, yields a framework for comparative analysis, and defines the field's relationship to political science.     

The National Research Council’s Rankings of Doctoral Programs in Public Affairs

Using the National Research Council (NRC) data, this study aimed to answer two questions: What are the factors that contributed the most to the rankings of public affairs programs? Are there more specific patterns in the rankings of the doctoral programs in public affairs? The results indicate that faculty research productivity is the most important predictor of the rankings of the doctoral programs in the NRC dataset. The results of cluster analyses show that there are programs at large public universities, which are ranked highly and have highly diverse faculty and students.     

“The Rain Grows Plants,the Thunder Does Not”: Refugee Mothers’ Narratives on Child Abuse and Neglect

Abstract

Child abuse and neglect are regarded as a public health problem in the United States and around the world. While refugee families experience extreme parenting stress as they resettle, little attention is placed upon how refugee women themselves view child abuse and neglect. The primary objective of this qualitative exploratory research project was to document, through interviews, the compelling narratives of 17 refugee women regarding child abuse and neglect. We discuss the unique struggles faced by refugee families while parenting their children as they resettle in the United States. Recommendations are provided for professionals working with children and refugee families.     

EXECUTIVE EDUCATION FOR STATE AND LOCAL GOVERNMENT: A SURVEY

ABSTRACT

Executive education is a growth industry in the United States. Executive education programs and, more particularly, the variety of teaching techniques they use, promise to be key issues in the field of public administration in as much as they may be precursors of techniques and technology that will be used in more traditional teaching venues. This study reports the results of a survey of executive education programs conducted in 1998 under the auspices of the South Carolina Executive Institute. The survey covered four areas – curriculum, participants, faculty, and program administration. We conclude that the immediate future of executive education likely will be marked by a continuing emphasis on customization, experimental learning, and rigorous evaluation of the results. Two areas in which there are likely to be more significant departures from existing practices in public sector executive education are program alliances and the use of new communications and information technology.     

Cross-cultural conflicts within sports teams

Since sports are increasingly used a way to bring formerly conflicting parties together post-conflict, more work needs to be done to ensure that sports are actually conducted in a way that promotes peace rather than exacerbates the conflict. Since many sports-for-peace programs cross cultural boundaries, this exploratory study was conducted to gain insights into interpersonal and cross-cultural conflicts within sports teams. This research was accomplished with three very culturally diverse teams of college-level athletes in a public university in the United States and focused on the types of conflicts, where those conflicts occurred, how the conflicts developed, who was involved, how the conflicts ended, and their effects on team cohesion. The findings of the study give valuable insight into how cultural differences and their resultant ramifications were viewed and worked through by the athletes involved. The authors also considered some ethical issues that resulted when groups of athletes were brought together from different cultures. This study is a first in a series of studies that examine the types of cross-cultural conflicts that occur within sports teams. The findings in this study are of interest to physical education instructors, coaches, peace education teachers, and professionals using sports to promote peace.     

CAN TEACHING BE SAVED?

ABSTRACT

Future generations of professors may be harder to recruit and to retain compared to the current generation of nearly-retired senior faculty. This is especially the case in public colleges and universities. The condition of academic life in public higher education at the beginning of the twenty-first century was not enviable. Decades of sacking and pillaging by external and internal forces have left the professoriat stranded in purgatory, overrun by larger numbers of under prepared students and evaluated by pseudo processes. The professoriat has also contributed to the demise of liberal learning by substituting escapism for scholarship and by rolling over for various forms of coercion and financial seduction.

This essay discusses one person's teaching experience in the context of evolving cultural norms about learning, of professional standards pertinent to teaching, and of the psycho-social consequences for college teachers of the secular anti-intellectual drift in post-literate society. Public college and university teaching in the last decade of the twentieth century, for most workaday faculty not heavily endowed with external research funds or not capable of manipulating endless leaves of absence, has been a voyage of uncertainty. The combined effects of triumphant managerialism, techno-idolatry, political correctness and bureaucratic rationalization have subverted public higher education, and the subversion has occurred with the willing collusion of many “insiders” in the academic establishment. Worse: so engrained is the system of incentives for self-preservation (on the part of administrators and faculty) and evasion of accountability (on the part of students) that the system is unable and unwilling to correct its own dysfunctions. The absence of complaint from the “consumers” of higher education, students and their parents, is not the result of good institutional performance. It is, unhappily, the result of tacit collusion in the willingness to certify mediocrity and call it excellence.

Many volumes would be required to diagnose and prescribe remedies for the entire matrix in which public higher education now finds itself. Space does not permit comprehensiveness here. Instead, I offer admittedly selective perceptions of my own teaching experiences of more than two decades, as related to the problems cited in the preceding paragraph. However, I doubt that it is a singular view. More than a personal cri de coeur, it represents the frustration of a generation of educators who have seen public higher education seduced and sacked by some of the same forces that might have been expected to nourish and protect it: including the educators themselves.

Of course, the cynical saying of one of my colleagues remains true: “Institutions never lose: individuals always do.” And he is right–higher education will endure and prosper, even if those who still remember what education is forare marginalized or driven into another line of work. No one can doubt that American colleges and universities have succeeded as organizationsand in the pursuit of organizational values over the past two or three decades: many are richer, larger, and as marketing savvy as the most endowed Fortune 500 corporation. Whether American higher education still has anything useful to say about American society and culture is another, and more arguable, matter. There is significant risk that institutional value distortion has pushed the critical faculties of students and teachers into a Phantom Zone of indifference or even hostility, relative to what “really” matters to the governing boards and administrations of many institutions of higher learning. The commingling of academic institutional and organizational–corporatist values has another side: it has betrayed many students by asking of them as little as possible, and many professors by rewarding them for their entertainment value.     

New localism or fuzzy centralism: policymakers’ perceptions of public education and involvement in education

This research examines local authority involvement in education as a function of local policymakers’ perceptions of education as a public service – namely, whether public education is for the benefit of society as a whole, or for individual students and parents. Perceptions of education and involvement in education were assessed through 107 questionnaires returned by mayors and heads of local education departments in Israel. The results show that (1) local policymakers tend to perceive public education as a general public service, and (2) the relationship between this perception and involvement in education varies with the locality’s centre-periphery status. In peripheral localities, perceiving education as a general public service and an understanding of ‘society’ as the local community leads to greater involvement in education. In central localities, involvement rose with a more individualised perception. Implications of the findings are discussed in line with viewing education in the spirit of new localism.     

The Benefits of Globalization: Why More for South Korea than Mexico?

ABSTRACT

This article examines the arguments for globalization and analyzes Mexico’s “maquiladora experience,” which indicates that globalization alone does not bring about a higher standard of living. The primary reason that Mexico has not benefitted as much as might be expected from globalization has to do with the poor quality of its governance, referring especially to public administration. This assertion is supported by a comparison of Mexico and South Korea. In explaining South Korea’s greater success, Political Elasticity (PE) theory is introduced, suggesting that political power needs to become elastic in two meanings of this word: a “rubber band” meaning (referring to the ability of leaders to delegate power without losing or diminishing it) and “a balloon meaning” (having to do with the ability of leaders to reliably influence the behavior of the general public). Based upon studies of rural and industrial development, South Korea is shown to be more politically elastic than Mexico. This article concludes by examining the lessons that Mexico can learn from Korea’s experience.     

The Applicability of Best Value in the Nigerian Public Sector

We examine the applicability of Best Value practices in the Nigerian public sector and present a Best Value Model for Nigeria. We find the literature does not extend to the Nigerian context. We make contributions towards understanding stakeholder perceptions of public service delivery best practice. We show Best Value as a significant initiative for improving public service delivery. The mixed methods survey reveals Nigerian Best Value initiatives do not exist significantly, but are applicable. Outcomes are exploration of a new area for Best Value application, incorporation of implementation issues into the model and the seven-stage process for its implementation.     

PUBLIC POLICY

Public policy is not simply a subset of public administration, but draws on and contributes to a number of aspects of public administration, political science and other disciplines. This article traces the growth of interest in a policy focus in Britain during the 1970s and early 1980s, and its subsequent partial displacement by the emphasis on public management. Despite this partial displacement, the policy focus is now institutionalized in academic research, textbooks, journals and teaching. The recent lack of interest in generic policy analysis by British central government is reflected in the way in which the policy aspects have been an afterthought to managerial and organization changes. There is plenty of scope for further refining the skills of those who research, teach and are taught in public policy.     

The information age in concept and practice at the National Library of Medicine.

The evolution of today's information age is mirrored in the growth of the National Library of Medicine's bibliographic services: from the pioneering work of the Library in the last century to develop Index Medicus, to developing the innovative computerized MEDLARS system in the early 1960s, to the easily searchable on-line data bases now available to health professionals. The evolution has not come about without controversy, however, as tension developed between the public sector, where the information was viewed as a social benefit, and the private sector, where it was viewed as a source of profit. The Library has fostered research and development in biomedical communications in the laboratories of its Lister Hill Center and through grants to assist in establishing the field of medical informatics. The future of biomedical communications will be profoundly affected by work now being carried out by the Library: in fields such as biotechnology, through integrative methodologies such as the Unified Medical Language System now under development, and by a grant program to improve the infrastructure for information within academic health science centers.     

Managing Goal Commitment in Public Organizations: The Effects of Goal Conflict

Public personnel policies increasingly adapt performance management systems that focus on goal attainment, and this makes goal commitment a critical issue in contemporary public administration research. Few studies have however empirically investigated the relationship between goal conflicts and goal commitment. This study examines the interplay between public managers’ goal prioritization, goal conflict and employees’ goal commitment. Multilevel data from 73 principals and 1464 teachers in secondary education show that goal conflict has a negative effect on the relationship between goal prioritization and goal commitment. The study thus adds to our knowledge about the conditions for influencing public employees’ goal commitment.     

Policy analysis: past,present, and future

This article reviews three themes in the past, present and future of policy analysis—policy analysis as a paradigm for policy advice, the fragility of public policy analysis organizations, and the emergence of ideologically based policy analysis organizations. The policy sciences have evolved from the rational model and the efficiency emphasis to an increased sensitivity to political factors in policy settings and to softer forms of analysis as legitimate ways of understanding policy issues. The article traces the growth of policy analysis staff in both the legislative and executive branches of the Federal Government. The article closes with a consideration of the implications for policy analysis education of the trends described above.

Commenting on the state of policy analysis is like trying to describe Southern California. Continuing claims and counter claims have been made about the area's demise. Yet, people from many backgrounds continue to flock to it and proclaim native status. Observers agree there is something important there but they warn that its future is potentially imperiled.

This is a selective roadmap to the past and present of policy analysis with some added perspectives on its future.⁽¹⁾ Three themes are developed in the discussion. One is the durability of policy analysis as a paradigm for policy advice. The second is that, despite this durability, government policy analysis organizations are fragile entities. The third is the challenge to policy analysis brought about by ideologically oriented policy movements. Rather than drawing a tight boundary around policy analysis, this discussion defines the field as those activities which are undertaken, ostensibly at least, in support of decision making about prospective actions for addressing public problems. The key distinguishing points are that the activities—whether labeled policy analysis, policy research, policy design, implementation analysis, program analysis, regulatory analysis, or something else—are: (1) decision oriented, (2) problem driven, and (3) forward 10oking.⁽²⁾ Specifically excluded from this categorization are both retrospective evaluations and traditional academic research. As the diverse set of labels listed above suggests, policy analysis presently comes in many forms and is produced in a variety of institutional settings.     

Public service as a calling: An exploration of a concept

Several years ago, the public administration faculty of Virginia Polytechnic Institute and State University issued their famous “Blacksburg Manifesto” the public Administration and the Governance Process: Refocusing the American Dialogue. In this document they call for a substantive change in the American Dialogue regarding the role of the public administrator. Nothing that the founding fathers viewed public service as a “calling”, as did the populists, Progressives, and New Dealers, they suggest that today’s government officials should percive themselves as “trustees” with a sense of a calling in serving for a cause. This call for a renewed convenant stimulated this researcher to speculate on the nature of the calling, its origins, definitions, applications, and its applicability as a psychological motivator for effective. productive performance in the public sector.

Our exploration for understanding starts with an examination of Western society’s earliest written record of man’s behaviour, the Bible, which is replete with stories of divine calls, first from God to the individual, and then to a group or society. We also review subsequent religious and secular calls, noting their universality and the reciprocal phenomena of “good” and “evil” which such calls exemplify. Thus, God’s call to Moses to lead the Jews out of Egypt is balanced by the fombat-driven calling of the city-state of Sparta.

We also not that the calling is subject to a hierarchy process. Plato writes about the natural endowments of individuals which creates three social classes that are called upon to serve the state; artisans, warriors, and philosopher-kings. Later on Eusebius defines a difference in the intensity and degree of suffering suffering between those professing a “high calling” and those following their“calling”.

This study also considers the meaning of the word “calling”. The researcher proposes a modification of its meaning which is less sacred and more secular in context. “Klesis Diakonis”, two separate Greek words, in combination, can be defined as a “call to joyous service”. This secular interpretation of the calling, frees it from its classic, religious association, and provides for its application to non-religious endeavor.

In conclusion, it is suggested that upon further research and study, the concept of a calling can be a vital and significant motivator, indded, part of the critical psychological and emotional makeup for those individuals in our society who are not fulfilled by material rewards. It is hypothesized here that the public-minded individual can find his or her calling through the medium of public service, can help restore the sacredness of public service as a public as a public trust, and can satisfy his or her search for self-fulfillment through the redefined concept of the calling.     

Public administration in Marshall Dimock's textbooks

This article examines the relationship between Marshall Dimock's positive, broad-based concept of public administration and his approach to writing undergraduate textbooks. Analysis shows that both Dimock's American government and public administration textbooks provide a different slant on public agencies than that available in most current introductory volumes. In particular, his American government textbook is more positive in tone about agencies than are its modern counterparts. The public administration textbook has comparative material that rarely appears in introductory-level textbooks.

This article analyzes how Marshall Dimock's conception of public administration as an important area of study with links to policy and leadership anchored his textbook writing. In the 1950s Dimock co-authored two popular textbooks for basic undergraduate courses, one in American government and the other in public administration.⁽¹⁾

Scholars still debate what textbooks in either field should teach students about public agencies. Cigler and Neiswender argue that current American government textbooks portray administration in a negative light. All authors see bureaucracy as a problem of some sort, few explain the role administrators play in shaping policy and none discuss reasons to enter the public service.⁽²⁾ Cigler and Neiswender suggest that American government textbooks must change to aid accurate perceptions of the administrative role. In particular, they believe the texts must add material on the public service as a profession and compare American agencies with those in other nations.

Since public administration textbooks are a key way that majors in the field learn material, debate ensues on what material they should contain. Recent articles explore how textbooks define key terms such as policy and how they integrate the work of various theorists.⁽³⁾

While all widely-used textbooks deal with both the political environment and internal agency functions (e.g., personnel, finance), no consensus exists on how to allocate space between political and managerial concerns nor on exactly which subtopics should be covered. No consensus exists on how much space should be devoted to policy making and policy analysis with some textbooks covering this topic and others skimming it lightly.

One often cited problem with contemporary texts is the lack of a comparative focus and a concomitant need to internationalize the curriculum.⁽⁴⁾ The thrust of current proposals is that students need a more broad-based education to prepare them for global leadership.

Interestingly, Dimock's approach to public administration led him to write textbooks that in some ways surpass what is available today. While the majority of the topics he presents (and their ordering) are similar to current efforts, he offers unique emphases that deal with the above mentioned criticisms. Far from being an exercise in academic nostalgia, examining Dimock's textbooks is a useful way of giving current writers new insights.

To appreciate Dimock's approach to textbook construction we first have to identify the core concepts behind his approach to public administration education. Afterwards, we can analyze the treatment of public agencies in American Government in Action, relating it to Cigler and Neiswender's critique of contemporary textbooks, and -examine how various editions of Public Administration conceptualize the field.     

From public action to public administration: where does it lead?

Minnowbrook I and Minnowbrook II differ in one important way. Minnowbrook I involved mostly scholars who came to the field primarily through formal academic training. Several of those who participated in Minnowbrook II are products of comrnunity-based applied revisions of so-called new public administration in the 1960s. Radin served as a union employee and then a staff member of the U.S. Commission on Civil Rights. Cooper worked as a minister at several inner-city churches. Both Radin and Cooper took their doctorates later in their careers, after extensive street level experience. From this perspective they focus on the unique political setting of public administration, on the field's publicness, on the salience of theories of change, on a process perspective, and on “soft” research methodologies.

Through much of its history, the field of public administration in the United States has been punctuated by figures who moved from the arena of action to opportunities for reflection, either through writing or teaching or both. A review of the literature of the field up to the 1960s provides strong evidence of this pattern and is particularly illustrated by two important eras of public administration—the municipal reform period and the post-New Deal period.⁽¹⁾ The decade of he 1960s was one of the few periods of the twentieth century in which action was not the predominant pathway to concern about administrative issues. In contrast to this earlier pattern, the generation of public administration academics in the 1960s focused on writing and teaching as a goal unto itself, rather than as a way of searching for the meaning of action in which one was previously engaged.

Indeed, the original group of participants in the Minnowbrook conference came to the field of public administration through formal academic training; their quest for values, relevancy, and meaning developed as they looked out of the windows of the academy to the turbulent society of which they were a part.⁽²⁾

While some were on the inside looking out during the 1960s, others were attempting to define meaning and relevancy within the world of action rather than the world of the academy. This paper is an attempt to explore the influence of that action experience on the public administration field. The authors of this paper spent the 1960s engaged in a part of the social action that spawned the “new” public administration movement.

We believe that our involvements in the 1960s led to the development of perspectives on public administration which are somewhat different from those of individuals who were primarily involved in academe during those turbulent times. This paper begins with a short autobiographical account which provides the personal context for our perspectives. It then contrasts our views with those of the Minnowbrook group and focuses on those elements that make up our perspective on the field.