The county administrator and productivity improvement: An examination of contrasting styles

The study examines productivity improvement efforts among a sample of United States County Administrators. Administrators' actions were divided into “tough” and “soft” approaches which were then examined in light of external and internal environment, governmental actors, duties of the office, management and policy actions and roles, and personal and demographic characteristics. Strong correlates were found in the areas of external environment, managerial role, and personal characteristics.     

Efficiently Taking Soundings in a Sea of Change: Two Histories of Public Budgeting and Finance

Books reviewed:
Irene S. Rubin, Class, Tax, and Power: Municipal Budgeting in the United States.
Donald R. Stabile, The Origins of American Public Finance: Debates over Money, Debt, and Taxes in the Constitutional Era, 1776–1836.     

Facilitating technology transfer among organizations: An applied communication strategy concept for organizational boundary spanners

Facilitating technology transfer from one organization to another is a complex process. Organization representatives are key players in the facilitation process and act to span the boundary between organizations. This paper offers a conceptual framework concerning organizational “boundary” spanners who must cross lines to transfer technology. From a communication viewpoint, boundary spanners need to reduce uncertainty, process information, and provide representation in order to achieve organizational outcomes of building relationships, achieving performance, and applying technology. This framework describes several strategies involved in the process of technology transfer: inquiry, self-disclosure, enhancing self-image, bargaining, and relationship-building. In short, we argue that individual boundary spanners need to be effective communicators when facilitating the technology transfer process.     

Teaching criminal investigation: A critical thinking approach

The purpose of this paper is to explore the “critical thinking” approach to teaching and develop those concepts into meaningful instructional activities in the classroom. The authors offer practical suggestions based on the critical thinking philosophy for implementing an active learning approach. The case study method serves as the foundation for an investigative process course and lead-up activity to the simulated preliminary and follow-up investigation. The instructor presents the critical thinking process and content information that enables students to perform five basic progressions: (1) case studies; (2) the preliminary investigation; (3) follow-up; (4) suppression hearing; and (5) moot court criminal justice simulations.