SHIFTING SANDS: TEACHING PUBLIC ADMINISTRATION IN A CLIMATE OF CHANGE

This article analyses influences which in recent decades have changed the way in which public administration has been taught in British higher education. Focusing mainly on the former polytechnics, the article argues that a curriculum shift away from the social sciences and towards management, and changes in the nature of the British public sector, have profoundly influenced approaches to teaching public administration. It suggests that learning strategies are closely related to debate about the nature of the discipline and its location within the academic spectrum. The article also raises questions about the extent to which public administration teachers in British universities are equipped to present the more applied and skills-based teaching which has often been adopted in recent years, and the tensions which this might pose particularly in the‘new’universities with the increasing emphasis upon academic research.     

CHANGING PATIERNS OF BUDGETING IN ENGLISH LOCAL GOVERNMENT

Worsening financial circumstances have prompted local authorities to review the appropriateness of traditional budgetary arrangements. Using Wildavsky's concept of incremental budgeting as a guiding framework this paper examines how and why authorities have altered their budgetary processes. Results indicate that underlying incrementalism is the assumption of growth, although certain aspects of incrementalism are more affected than others by declining revenues.     

EVALUATION OF THE PAINT CREEK YOUTH CENTER: A RESIDENTIAL PROGRAM FOR SERIOUS DELINQUENTS*

A classic experimental design was used to determine whether youths assigned to a small experimental program, designed to offer a comprehensive and highly structured array of intervention services and activities, actually received significantly different treatment, and performed better, than control youths assigned to traditional training schools. Interviews with staff and youths suggest that the experimental program did deliver significantly more treatment services. One-year follow-up data showed no significant differences in arrests or self-reported delinquency between experimental and control groups, although those who completed the experimental program performed significantly better than those who were removed for disciplinary reasons.