Search results

This symposium focuses on the individual and the organization in resource allocation decisions. Budgeting is an information exchange function involving “relational learning,” according to John P. Forrester and Charles J. Spindler. Their framework for assessing budget participant interactions and learning can guide future research on public budget theory. As if in a direct response to Forrester and Sprindler’s call for an examination of "the role played by the executive budget office,” Kurt Thurmaier dissects the microbudgeting decision making process by budget analysts in a state budget office. He examines the rationalities adopted by budget analysts as they shape budget problems (agency requests) into solution sets for consideration by the chief executive. Adopted budgets have implications for employees, especially when allocations challenge organizational culture. Mark A. Glaser and Lee E. Parker assess the impact of a community policing strategy on police officer perceptions as resources respond to a mission-accomplishment focus. I want to thank the ad hoc reviewers for this symposium, including Wes Clark, Ed Clynch, Arie Halachmi, Ken Klase, Earle Klay and Cliff McCue. The authors and reviewers deserve the credit for the quality of the symposium, while I assume any problems that arise from this collective effort

In this paper we develop a framework to assess the implications of information exchange within the complex setting of governmental budgeting. The framework draws on principal-agent relations and organizational learning, a perspective we call relational learning. Matching the agency’s style of learning with predominant patterns of information exchange (i.e., principal-agent relations-organizational networks and relationships), we construct a matrix of definable "relational learning" budget behaviors or models. Each model is associated with a pattern of information exchange recognizable to most budgeters, namely the budget process and budget contract. The models are presented as reasonable theoretical benchmarks for assessing budgeting practice and reforms.

This paper updates and expands Norton's 1979 study of the political economy of city life cycles in thirty jurisdictions. Using 1970 and 1976 fiscal data, Norton had found that older cities of the Northeast and North Central states provide a more extensive range of services and have a stronger commitment to social welfare functions than younger cities of the South and Southwest. A thirty-five city survey using 1991 data generally confirms his findings. We found significant differences in the service mix, spending patterns and revenue sources of older and younger cities. Older cities offer a broader mix of services with the most dramatic differences among redistributive and safety functions, and notable differences in the public works and administrative services categories. Older cities expend more per capita on local services and exhibit different spending priorities. They spend propor-tionately more on redistributive services, eg. health, hospitals, welfare and housing. They also spend more per capita on police, fire and education. On the revenue side, older cities depend more on commercial property taxes, while newer cities rely more on residential property taxes. The most significant difference on the revenue side, however, concerns the greater reliance of younger cities on locally generated non-tax sources (eg. user fees), whereas older cities remain more dependent on intergovernmental aid.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

On February 18, 2021, the NASA Perseverance rover traveled 292.5 million miles, safely landing on Mars, proving the power of science, technology, engineering, and mathematics (STEM) in accomplishing such a historical feat. Glaringly absent from the photos, tweets, and commentaries showing NASA's team celebrations, however, are African American males. Their absence gives rise to the question “Where are the Black males?” – not just in NASA's celebratory photos, but in STEM-related careers altogether. Perhaps even more important questions are “What K-12 systems are in place that exclude Black males from being prepared – academically and socially – for careers with NASA and the like? And what strategies are necessary to engage them in STEM education?”

In this chapter, the author offers a historical overview of the STEM contributions offered by Black males, while explaining the competition of academic identity and Black male identity in successful school experiences. Four K-12 education barriers that derail African American males from their STEM trajectory are highlighted. As a conclusion, strategies to engage Black males in developing and nurturing an early interest in STEM are offered.

The Mississippi Legislature adopted casino gaming in 1990 for the purpose of curing financial ills that have long plagued the Magnolia state. Local policy makers were given the opportunity to tax the casino industry at 3.2 percent of gaming wins, with an additional .8 percent if these local government stakeholders deemed it necessary to extract additional supplemental revenue from the casino industry. One program designated as a beneficiary of this revenue-generating source was education. This paper borrows research techniques from the lottery literature in an effort to measure the impact of casino gaming dollars on per pupil spending in Mississippi. The conclusions reached by this research suggests that the thirteen school districts receiving casino proceeds for education are significantly benefiting from this supplemental source of revenue.

During the latter half of the 20th century many states began to use the lottery as an alternative method to increasing the amount of revenue within their general funds. Apparently, this method was a lot more palatable than increasing taxes. Passing lottery legislation was easier in states where the funds were partially or wholly designated for primary, secondary, or higher education. The main purpose of this paper is to determine if the presence of a lottery impacts educational outcomes (high school graduations rates, bachelor degrees awarded, ACT, and SAT scores). Using state level data for the period 1985-2000 in a pooled time series regression model, the analysis indicates that the presence of a lottery is useful in models explaining educational outcomes.

Previous literature suggests that exposure to trauma has both positive and negative impacts on leadership and leadership development, although there is a lack of empirical research. This exploratory study compared military leaders’ use of transformational leadership styles (TLS) before and after trauma exposure from the followers’ perspective. This study used a retrospective pretest design to survey veteran and active duty military personnel. Significant differences were found between pre- and post-trauma exposure TLS ratings, with a mean decline in the TLS after trauma exposure. The analysis of the open-ended questions indicated a reduction in the use of the TLS after trauma, but identified positive changes in some cases. There was no evidence that changes in the TLS were concentrated in any of the five styles.

The U.S. has a deficit problem. Both political parties agree that the debt and the deficit must be addressed, but are at odds about how to do so. Worse still, there are members of both parties who make finding solutions difficult because of entrenched ideology. As we approach the second year of Congressional impasse, it appears that this crisis is far from over. It is little wonder that teaching students about this issue is difficult. There are myriad nuances and complexities that are challenging to get across to students through traditional means. Simulations are one way to introduce students to complex phenomena by allowing them to experience them. Simulations have proven to be effective teaching tools for addressing subjective experiences and fostering inquiry. Shifts in student dispositions also may occur with simulations. This paper walks the reader through an adaptation of the board game Monopoly to demonstrate how this simulation game can be used to teach students about the deficit crisis and debate from multiple perspectives across the socioeconomic spectrum.