Theory and the Public Administration Student/Practitioner

The modern theory that dominates our classrooms and training programs meets the needs of staff-oriented practitioners and public administration students. Line managers, present and future, are less well served by our offerings. Open systems and constructed reality describe both postmodern theory and the world faced by the line manager. Incorporating the learning principles imbedded in postmodernism would add diversity and strength to our MPA curricula.     

Die drei Welten der sozialen Ungleichheit: Belohnungen,Prestige und Citizenship

Talcott Parsons’s contribution to an analysis of social inequality seems to have had a strange destiny: it was either neglected as if Parsons had not contributed to the problem at all; or it was rejected as an allegedly useless kind of functional analysis of social stratification of modern societies. However, I argue, there is no single theory of functional stratification. Rather, there are at least three versions that have to be seen as separate approaches: First, the theory of rewards as it was developed by Parsons and, more important, by Kingsley Davis and Wilbert E. Moore; second, the theory of moral respect, that Parsons presented in two different versions; third, the theory of a balance of equality and inequality in modern societies that Parsons developed following T.H. Marshall’s theory of citizenship. The article presents a historic and systematic analysis of these three strands of Parsons’s contribution to the debate on social inequality. While the theory of functional stratification failed as a whole, I show that Parsons nevertheless anticipated crucial aspects of recent sociological debates, like the importance of the vagueness and fluidity of social stratification, or the crucial significance of education being the most important resource for a realization of individual life chances in modern societies.     

The Same Old Song?—Stability and Change in Relationship Schemas from Adolescence to Young Adulthood

Relationship schemas are core elements of personality that guide interpersonal functioning. The aim of this study is to examine stability and change in relationship schemas across two developmental epochs—adolescence and young adulthood—in the stories that people tell about their interactions with others. Using the Core Conflictual Relationship Theme Method, relationship themes were coded from semistructured interviews conducted in adolescence and again at age 25. The sample consisted of 40 participants in a longitudinal study of adolescent and young adult psychological development. There was considerable stability in the frequency with which particular themes were expressed in the narratives of adolescents and young adults. Significant changes from adolescence to young adulthood included a decrease in the perception of others as rejecting and of the self as opposing others. Young adults saw themselves and others more positively, and used a broader repertoire of themes in their relationship narratives than they had as adolescents. The basic continuity and particular changes in relationship schemas found in this study are consistent with knowledge about the adolescent-to-young-adult transition derived from other empirical and clinical findings. Relationship schemas may be rich units of study for learning about the development of interpersonal functioning.     

A comparison of rent-seeking models and economic models of conflict

This paper provides a comparative analysis of the basic rent-seeking model and a simple economic model of conflict. Each model is concerned with a game in which players invest resources in pursuit of a prize. The purpose of the analysis is to elucidate structural differences between the two models, and to analyse the consequent behavioral differences and equilibrium outcomes in the two cases. A key finding is that, where such comparisons are possible, the conflict model tends to involve greater relative expenditure on wealth-redistribution activities than does the rent-seeking model.