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The New Public Management and Public Management Studies  

Ewan Ferlie

The New Public Management (NPM) is a major and sustained development in the management of public services that is evident in some major countries. Its rise is often linked to broader changes in the underlying political economy, apparent since the 1980s, associated with the rise of the New Right as both a political and an intellectual movement. The NPM reform narrative includes the growth of markets and quasi-markets within public services, empowerment of management, and active performance measurement and management. NPM draws its intellectual inspiration from public choice theory and agency theory. NPM’s impact varies internationally, and not all countries have converged on the NPM model. The United Kingdom is often taken as an extreme case, but New Zealand and Sweden have also been highlighted as “high-impact” NPM states, while the United States has been assessed as a “medium impact” state. There has been a lively debate over whether NPM reforms have had beneficial effects or not. NPM’s claimed advantages include greater value for money and restoring governability to an overextended public sector. Its claimed disadvantages include an excessive concern for efficiency (rather than democratic accountability) and an entrenchment of agency-specific “silo thinking.” Much academic writing on the NPM has been political science based. However, different traditions of management scholarship have also usefully contributed in four distinct areas: (a) assessing and explaining performance levels in public agencies, (b) exploring their strategic management, (c) managing public services professionals, and (d) developing a more critical perspective on the resistance by staff to NPM reforms. While NPM scholarship is now a mature field, further work is needed in three areas to assess: (a) whether public agencies have moved to a post-NPM paradigm or whether NPM principles are still embedded even if dysfunctionally so, (b) the pattern of the international diffusion of NPM reforms and the characterization of the management knowledge system involved, and (c) NPM’s effects on professional staff working in public agencies and whether such staff incorporate, adapt, or resist NPM reforms.


Accountability and Responsibility  

Robert Gregory

Accountability and responsibility are related ideas that are central to political, constitutional, and institutional arrangements in Western liberal democracies. However, political elites in non-democratic systems are generally not held accountable by citizens through such arrangements, and accountability is primarily a means of securing the compliance of state functionaries to the will of these elites. In liberal democracies the terms “accountability” and “responsibility” are often used in common discourse as if they were synonyms, but they are not. The former is a concept that embodies a number of different types, with a common theme of answerability by an accountor to an accountee, usually—but not necessarily—in a hierarchical relationship designed to ensure compliance and control. Responsibility, on the other hand, speaks of the associated but different domain of individual moral choice, where often conflicting duties of obligation are experienced by those in official positions. Beginning in the 1980s, the so-called new public management movement, which brought major changes to many Western systems of public administration, sought to enhance the accountability of public bureaucrats, especially their answerability to their elected political superiors. The effects have been mixed and uncertain, often with unintended consequences, such as the reinforcement of risk aversion and blame shifting and gaming behavior. The quest for accountability is inherently a political process, in which “holding to account” may often depend much less on any forensic determination of specific culpability and much more on evidential and political disputation, where the search for the “truth” is highly—and increasingly—contestable.


Accountabilities in Schools and School Systems  

Bob Lingard, Sam Sellar, and Steven Lewis

This article surveys developments in educational accountabilities over the last three decades. In this time, accountability in schools and schooling systems across Anglo-American nations has undergone considerable change, including a move away from bureaucratic approaches that endorsed teacher professionalism. Educational accountabilities have evolved with the restructuring of the state through new public management and the emergence of network governance. Accountability can be understood in two senses: (1) being held to account; and (2) giving an account. Within the post-bureaucratic state, the former sense has become dominant in the work of schools, principals, and teachers, and has affected curriculum, pedagogy, and student learning. For instance, schooling systems in Anglo-American nations have introduced standardized testing to hold schools and teachers to account. Comparative performance data are now made publicly available through websites and the creation of league tables of school performance. These processes are central to the creation of markets in schooling, where comparative test data are deemed necessary to enable parental choice of schools and, in turn, to raise standards. This top-down, performative mode of accountability also moves the field of judgment away from teachers and the profession. There are now emergent attempts to reconstitute more democratic and educative modes of accountability, which are multilateral and multidirectional in character, and which seek to limit the negative effects of top-down data-driven accountability. These approaches reassert trust in the teaching profession and reconstitute parents and communities as democratic participants in schooling. We argue that accountability is a pharmakon that requires balancing of mechanisms for holding educators to account and opportunities for educators to give accounts of their work. The article reviews relevant literature to provide a brief history of accountability in schooling, with particular emphasis on Anglo-American contexts. Drawing on the work of Ranson, we examine four types of existing educational accountabilities before concluding with a discussion of three alternative approaches.


Problem Definition and the Policy Process: Wicked Problems  

Brian W. Head

In the early 1970s, Rittel and Webber asserted that conventional approaches to scientific analysis and rational planning were inadequate for guiding practitioners and researchers who were tackling complex and contested social problems—which they termed “wicked” problems. The full implications of this challenging critique of rational policy planning were not elaborated at that time, but the underlying issues have attracted increasing attention and debate in later decades. Policy analysts, academic researchers, and planning practitioners have continued to grapple with the claim that conventional scientific-technical approaches might be insufficient and even misleading as a basis for understanding and responding to complex social issues. This is paradoxical in the modern era, which has been attracted to notions of evidence-based policymaking, policy evaluation, and performance-based public management. Scholarly discussion has continued to evolve concerning methods for addressing highly contested arenas of policy and planning. One key proposition is that citizens and key stakeholders tend to have conflicting perceptions about the nature of particular social “problems” and will thus have different views about appropriate responses or “solutions.” A related proposition is that these disputes are anchored in differing values and perceptions, which are not able to be adjudicated and settled by empirical science, but require inclusive processes of argumentation and conflict resolution among stakeholders. Hence, several kinds of knowledge—lay and expert, civic and professional—need to be brought together in order to develop transdisciplinary “usable knowledge.” As the research literature produces a richer array of comparative case analyses, it may become feasible to construct a more nuanced understanding of the conditions underlying various kinds of wicked problems in social policy and planning. In the meantime, generalized and indiscriminate use of the term wicked problems is not helpful for delineating the nature of the challenges faced and appropriate remedial actions.


New Public Management  

Per Lægreid

New Public Management (NPM) reforms have been around in many countries for over the past 30 years. NPM is an ambiguous, multifaceted, and expanded concept. There is not a single driving force behind it, but rather a mixture of structural and polity features, national historical-institutional contexts, external pressures, and deliberate choices from political and administrative executives. NPM is not the only show in town, and contextual features matter. There is no convergence toward one common NPM model, but significant variations exist between countries, government levels, policy areas, tasks, and over time. Its effects have been found to be ambiguous, inconclusive, and contested. Generally, there is a lack of reliable data on results and implications, and there is some way to go before one can claim evidence-based policymaking in this field. There is more knowledge regarding NPM’s effects on processes and activities than on outcome, and reliable comparative data on variations over time and across countries are missing. NPM has enhanced managerial accountability and accountability to users and customers, but has this success been at the expense of political accountability? New trends in reforms, such as whole-of-government, have been added to NPM, thereby making public administration more complex and hybrid.


African Public Administration  

Goran Hyden

Public administration in Africa has its own specific features for at least two reasons. First, African societies are not organized along the lines of competing interests driven by their grounding in the economic production process. These societies have never been subject to an agrarian revolution, let alone an industrial one, that allows for the evolution of a system of social stratification similar to what is found in economically developed countries. In the latter, society is shaped by the state, much of it in its own image. The second reason, therefore, is that the African state—the locus of public administration—is a foreign creation imposed on society without roots in the economy or society. This tends to make its governance capricious and shaped foremost by political battles over how rents and privileges are shared among groups that come together for reasons of consumption rather than production. This is a general feature of the African scene, but it is qualified by a variable colonial legacy and a postindependence development experience. Former British and French colonies differ because of the legal systems they inherited—the former the common law tradition, the latter the Napoleonic civil law apparatus. This difference is important in shaping not only public administration but also the wider political outlook—a factor that affects inter-African cooperation. Since independence, public administration in these countries has been influenced by international and domestic pressures to accelerate development and promote democratic governance. This postindependence experience has been variable, some having managed to steer clear of violence, others having suffered political breakdowns. The African story of public administration since independence is diverse and representative of both successes and failures. Three countries—Botswana, Kenya, and Rwanda—are of special interest because they indicate different pathways that other countries in the region may follow to improve their governance and public administration.


The Principal–Agent Approach and Public Administration  

Jan-Erik Lane

In the years since Ross published the article “The Economic Theory of Agency: The Principal’s Problem” in 1973, many publications have established the principal–agent framework as an interesting paradigm for the analysis of incentives in contracting, both short-term and long-term. The practice of public administration can be conceptualized from a principal–agent approach. New light can be shed on established arguments in the discipline of public administration by the key concepts of principal–agent interaction. In this context principal is used to describe the government responsible for legislation and policymaking in well-ordered societies, whereas the set of agents includes all organizations and people engaged in policy implementation: traditional departments, bureaus, public trading departments/public enterprises (using the vocabulary of New Public Management (NPM)), executive agencies, boards, quangos, and public joint stock corporations.


Governance in Higher Education  

Jung C. Shin and Glen A. Jones

Governance has become a commonly used and studied concept within the scholarship of higher education, in large part because the term is defined broadly to include the relationships between institutions and the state, the development of system-level policies and the influence of external stakeholders, as well as institutional decision-making arrangements and structures. The concept is therefore understood as involving both multiple levels of power and authority and multiple agents and actors. It has increasingly been used as an umbrella concept in the analysis of major policy changes and reforms that are central to the study of higher education, including funding, quality assurance, and accountability. Neoliberalism and the adoption of New Public Management have transformed the governance structures and arrangements within many systems by valorizing the role of markets, strengthening the role of institutional managers as the state-centered systems decentralize elements of authority, focusing attention on institutional performance measures, and linking performance to state funding mechanisms. Government coordination of higher education has become increasing complex given the development of multiple institutional types (institutional diversity) and the positioning of higher education as a core component of national research and innovation systems. In many systems, coordination now includes multiple agencies. Institution-level governance has also been transformed in many jurisdictions with structural arrangements that reinforce the importance of central management operating under the oversight of a corporate board representing external interests and stakeholders. There has been a general decline in the influence and authority associated with traditional collegial decision processes. Research has highlighted challenges related to the understanding of governance effectiveness and the relationship between governance reform and institutional performance. There has also been an increasing interest in comparative international scholarship to identify common trends, although there is also an increasing recognition of how governance has been influenced by differences in the history, traditions, and sociopolitical contexts of national systems. A multitude of issues are deserving of greater attention within governance scholarship, including the influence of major political shifts within national governments, international rankings, and the quest for the improvement of institutional performance on system- and institution-level governance.


Administrative Reform: Opportunities, Drivers, and Barriers  

Anthony B.L. Cheung

Administrative reform has become an almost permanent feature of most governments across the world driven by the pursuit of efficiency, responsiveness and performance and sometimes induced by domestic or external crises. The paradigms and priorities of reform vary at different times in tandem with the dominant ideological currents. Despite similarities in the vision, rhetoric and tools of reform engaged, regional and national variations can be observed attributable to historical, cultural, political and institutional factors. These factors mediate the specific reform agenda setting and implementation processes, resulting in distinct national reform hybrids. The realpolitik of reform cannot be devoid of the prevailing political order and structures of power and resources, which determine institutional interactions such as between politicians and bureaucrats, between the center and localities, and between the executive and legislature. Forces for and against change interplay in the domains of politics, bureaucracy and society to ultimately make or break reform. Opportunities for change are rooted in the same setting as the resistance to reform, such that the drivers of and the barriers to reform are paradoxically two sides of the same coin. All reform junctures comprise elements of both preservation and innovation or renovation, mostly ending in a negotiated settlement and mixed results.



Gisela Gil-Egui

E-government refers to a set of public administration and governance goals and practices involving information and communication technologies (ICTs). It utilizes such technologies to serve public agencies’ external audiences and constituents. However, the scope of that service is the subject of much debate and, consequently, no consensual definition of e-government had been formulated. The prehistory of e-government resonates with assumptions from the “new public management” (NPM), which proposed a restructuring of governmental agencies by adopting a market-based approach to ensure cost efficiencies in the public sector. Coined in the mid-1990s, the notion of e-government as equivalent to better government, economic growth, human development, and the knowledge society in general was quickly and uncritically accepted by practitioners and scholars alike. As scholars from different disciplines, including politics communication and sociology, paid increasing attention to the intersections of structural factors, hardware, and culture in the adoption and use of ICTs, research on e-government began to show some diversification. By the twenty-first century, the number of e-government websites from local and national administrations has grown sufficiently to allow some generalizations based on empirical observation. Meanwhile critical and comprehensive approaches to e-government frequently adopt a critical stance to denounce oversimplifications, determinisms, and omissions in the formulation of e-governance projects, as well as in the evaluation, adoption, and assessment of e-government effectiveness. Beyond the particularities of each emerging technology, reflection on the intersections between ICTs and government is moving away from an exclusive focus on hardware and functionality, to consider broader questions on governance.


Collaboration Constructs and Institutions  

Elise Boruvka and Lisa Blomgren Amsler

Collaboration, the act of “co-laboring,” takes place when actors come together to achieve common goals. Collaborative efforts can take many forms, working across sectors and involving many actors. When these efforts involve the government or public purposes, they represent collaborative governance. Collaborative governance provides opportunities for voice and participation among the public (both citizens and residents) and stakeholders regarding solutions and services that would otherwise be challenging for a single unit, actor, or sector to create. Collaborative public management, new public governance, public–private partnerships, network governance, and participatory governance all fall within collaborative governance. Among these literatures, 10 categories of constructs appear: governance, structure, interaction continuum, motivations for entering arrangements, member roles, within network characteristics, performance, value creation, public role, and public engagement.


Performance Assessment of Natural Hazards Governance  

Warren S. Eller and Michael S. Pennington

Assessment is a necessary and critical component in process improvement. Moreover, there is a strong public expectation that because governance is a public good, it will incorporate demonstrable equitable and efficient processes. As a central tenet of New Public Management (NPM), a widely accepted approach to increase efficiency of public sector performance through the introduction of “business” practices, performance assessment has helped improve governance in general. However, employing assessment practices has been problematic at best in the realm of hazards preparedness and response. Notably, the fragmented nature of governance in the disaster response network, which spans both levels of government and public and private sectors, is not conducive to holistic evaluation. Similarly, the lack of clear goals, available funding, and trained evaluation personnel severely inhibit the ability to comprehensively assess performance in the management of natural hazards. Effective assessment in this area, that is evaluation that will significantly enhance hazard and vulnerability management in terms of mitigation, preparedness, and response, requires several distinct steps for effective implementation. This includes first understanding the dimensions of the natural hazards governance community and the assessment process. These are: (1) identifying the purpose of the review (formative—evaluation intending to improve processes or summative—evaluation intended for final examination of processes), (2) Identifying clear and concise goals for the program and ensuring these goals are consistent with federal, state, and local policy, and (3) identifying the underlying fragmentation between sectors, levels of governance, and disaster phase in the governance system. Based on these dimensions, the most effective assessments will be those that are incorporated within or developed from the actual governance system.


Civil Service Systems  

Vainius Smalskys and Jolanta Urbanovič

Civil service consists of civil servants and their activity when implementing the assigned functions and decisions made by politicians. In other words, it is a system of civil servants who perform the assigned functions of public administration. The corpus of civil servants consists of people who work in central and local public administration institutions. The concept and scope of civil service in a particular country depends on the legal framework that defines the areas of public and private sectors and their relationship. In many countries, civil service consists of an upper level, a mid-level, and civil servants who work for coordinating, independent, and auxiliary institutions. However, the scope of civil service in different countries varies. When analyzing/comparing civil service systems of different countries, researchers often categorize them as Western European, continental European, Anglo-American, Anglo-Saxon, Eastern European, Scandinavian, Mediterranean, Asian, or African. All European Union member states can be classified into two groups: the career system—dominant in continental Europe, with the prevalence of traditional-hierarchical public administration, rational bureaucracy, and formalized operational rules—and the position system—dominant in Anglo-Saxon countries, with the prevalence of managerial principles, pragmatic administration, and charismatic leadership. Neither of the two models exists in pure form. If features of the career model dominate in the civil service of a country, it is identified as a country with the career CS model; if elements of the position model dominate the country is identified as a country with the position civil service model. An intermediate version of this model, characteristic of a number of countries, is the mixed/hybrid model. Many civil service researchers claim that in the case of two competing systems of civil service—closed (the career model) and open (the position model)—reforms of the open civil service system win. It has been argued that the organizing principles of the open, result-oriented civil service system (the position model), which is under the influence of “new public management,” will permanently “drive out” the closed, vertically integrated and formal procedure-oriented career model. Scholars argue that civil servants of the future will have to be at ease with more complexity and flexibility. They will have to be comfortable with change, often rapid change. At the same time, they will make more autonomous decisions and be more responsible, accountable, performance-oriented, and subject to new competency and skill requirements.


Academic Capitalism  

Richard Münch

Academic capitalism is a unique hybrid that unites the scientific search for truth and the economic maximization of profits. It turns universities into enterprises competing for capital accumulation and businesses into knowledge producers looking for new findings that can be turned into patents and profitable commodities. To understand what this new institutional setting means for science and the evolution of scientific knowledge, science as a field in a Bourdieusian perspective, which operates in the tension field between autonomy and heteronomy, is explored. On this basis, crucial features of academic capitalism and their impact on science as well as the evolution of scientific knowledge are described. Academic capitalism is located in the zone of the intersection of scientific research, economic profit maximization, and innovation policy. The institutional conflicts of interest involved in the corporate funding of academic research are addressed. The logic of academic capital accumulation is spelled out by describing the entrepreneurial university. Field effects of academic capital accumulation on science, namely increasing inequality, over-investment at the top, and under-investment among the rank and file are examined, along with the organizational effects of academic capital accumulation in terms of tightened managerial quality assurance on diversity and creativity as crucial prerequisites of advancing scientific knowledge. The main results of the analysis are summarized and some guidelines for future research are presented.