This chapter takes its point of departure in the vision of educating public leaders and managers with the ability to create public value in a networked governance…
This chapter takes its point of departure in the vision of educating public leaders and managers with the ability to create public value in a networked governance structure. The purpose of the chapter is to revise this vision by unpacking the notion of public value in contemporary governance and discuss the implications for public leadership and for public leadership and management programs.
The chapter explores the notion of public value as a conceptual framework for emergent forms of networked governance. Drawing on insights from sociology of law and governmentality studies, a set of key tensions inherent in the public value discourse are identified as the diagnostic impetus to consider the somewhat excessive leadership figure put forward in the literature. The chapter shows that the discourse of networked governance and public value thinking is rather contested and imply a certain kind of hybridisation of public administration and public purpose into opposite identity spheres. Instead of forming a ‘whole system’ as suggested in the literature, the hybridisation implicates an ongoing suspension that allows the governance structure to become tense and unresolved. The hybridisation forms new dilemmatic spaces in contemporary governance, it is argued.
The author suggests that public leadership should be considered as hybrid practices, formed around an ongoing search of ‘publics’ and images of ‘wholeness’ by way of oscillating between varying values and identities. This form of hybrid leadership calls for new explorative learning formats in public leadership programs, it is argued.
The chapter undertakes a careful critical reading and conceptual examination of the current paradigm of public value management. By drawing on sociology of law and Foucault’s genealogy of rationalities of government the examination brings new insight into the doubled identities and dilemmatic spaces of contemporary governance and elaborates the concept of public leadership theorized as distributed and hybrid practices.
Purpose – Reform, transformation and restructuring have become endemic in public services. This paper aims to examine the central “modernisation” and improvement themes of…
Purpose – Reform, transformation and restructuring have become endemic in public services. This paper aims to examine the central “modernisation” and improvement themes of public service reform in Denmark and the UK. Design/methodology/approach – The paper is based on the authors' reflections on experience and analysis, drawing on the UK and Denmark as sites where there have been substantial efforts to undertake public services reform. It argues that there has been a weakening of the hierarchically organised state in favour of more differentiated governance regimes that cut across the public, private and voluntary sectors. However, the new dynamic image of public leadership and the apparently enlarged opportunities for managerial discretion seem to be counter‐balanced by a strengthening of central interventions and controls. Findings – The paper identifies that managing the tensions and paradoxes of governance regimes has become a key element of the work of public service managers, and that this means that three sets of dynamics need to be worked with. First, the dynamics of self‐creation means that authority is not solely formal but that self‐constitution is necessary. Second, the dynamics of strategising means that managers cannot rely on a fixed legal or professional set of values but must be able to decode, challenge and develop varied sets of values and goals, working with varied rationales for action. Third, the dynamics of networking and negotiation mean that management and leadership positions are partly created through negotiated relations in a network‐like governance structure. Practical implications – These dynamics mean that teaching and learning have to address new challenges if programmes for public service leaders and managers are to be enabling. Originality/value – The paper highlights the challenges facing public sector leaders and managers.
The purpose of this chapter is to consider a public value(s) approach as a response to the challenges besetting public management and to investigate the implications of…
The purpose of this chapter is to consider a public value(s) approach as a response to the challenges besetting public management and to investigate the implications of such an approach for management education.
The chapter investigates the concepts of public value and public values and their influence on the norms and practices of public management. It then focuses on the way in which management education has responded to a changing context resulting in innovation and realignment in order to enable public managers to espouse public values and achieve public value. The chapter concludes by exploring the philosophical and practical impact of a public value(s) approach in mid-career public management education.
A public value(s) approach provides not only a relevant discursive framework for public managers but also an appropriate mode of management for the changeable context in which they work. This changes their expectations of mid-career education and influences programme content and pedagogy, enabling innovation and experimentation.
The chapter identifies and analyses the benefits, outcomes and challenges of the public values(s) approach in the mid-career classroom.
The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific…
The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific knowledge in professionals’ practice, thus arguing for a particular type of scholarly competence in professional degree programs.
The chapter conceptually develops a theory of practitioners’ knowing in action that reframes use of scientific knowledge as part of practical inquiry.
The chapter formulates the notion of extended ‘scientific temper’ to open up spaces for reflection in the context of everyday professional practice and avoid the pitfalls of technical rationality. It argues for an ontological – as opposed to mere epistemological – dimension of knowing in action. It suggests that changes in practitioners’ stance in line with the extended ‘scientific temper’ enable specific uses of scientific knowledge and help achieve aims of emancipation and transformation.
The chapter sketches a list of scholarly competencies and principles of didactics of training scholarly competence of civil servants in line with the notion of extended ‘scientific temper’ and post-structuralist paradigms in science.
The chapter’s value lies in reconceptualising the use of scientific knowledge in relation to everyday professional practice in public administration.