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This chapter tells the story of the initiation, development (over two decades) and collective contribution of the Copenhagen Forum since its foundation in 1996. This Forum comprises a grouping of teachers and directors of masters-level public administrative programmes (notably the MPA) from different academic institutions across Northern Europe. Each year a workshop is convened where a series of papers are presented by the participants, and from which this volume, and a number of other related publications, have been derived.

The chapter is essentially factual and descriptive in style; summarising the story of the Copenhagen Forum so far; doing so under the following five headings – ‘overview’, ‘origins’, ‘odyssey’, ‘outputs’ and ‘outcomes’.

The chapter is particularly oriented towards teachers of public administration and by focusing on the pedagogical aspects of the public management programmes that they are responsible for delivering, provides insights, guidance and suggestions from experience to help them develop their practice.

The aim is to provide readers with an appreciation of the context from which the inspiration for this volume, and the individual contributions, derive. It is a context that has been all about a shared fascination with, and collective commitment to, the advancement of learning and development among practicing public managers.

The UK Government’s’ “modernisation” programme has impacted and will continue to impact on the Law courts and judiciary procedures. Explores these impacts in seven areas: judicial independence; quality of service; cost‐effectiveness; democracy; efficiency; speed; and government as the driver.

The purpose of this paper is to reflect on the opportunities and challenges provided by the introduction of Police and Crime Commissioner (PCC), and particularly the prospects for enhanced public accountability of policing as a result. It considers how the new accountability framework might work in practice and in comparison with the existing arrangements of Police Authorities and highlights the key accountability relationships on which success is likely to depend.

The paper draws on a range of published research on public accountability and applies the key ideas to the particular context of police governance and accountability.

While the plans for directly elected PCCs have proved controversial, the overall view is that the new approach to police governance deserves its chance because it seems to offer at least some potential for stronger public accountability. Much depends on the three key accountability relationships and probably it will take some time for clear, significant and lasting impacts to show themselves. But in four years time, when the next round of elections are due, the nature of the challenge of injecting more effective public accountability into policing will be better understood.

The paper offers conceptual insights on the governance and accountability framework for policing, both as currently exists and as is intended with directly elected PCCs. It also highlights the three key accountability relationships which lie at the heart of the new arrangements and upon which success, to a large extent, will depend.

The purpose of this paper is to focus on issues of assessment in leadership and management programmes for mid career public managers. Drawing on experiences of such programmes from across Europe, the paper examines the potential conflict between traditional perspectives on academic study, with the typically‐associated focus on testing what has been learned, and the expectations and needs for competence and relevance for the work‐place.

The paper aruges that two key distinctions are crucial – on the one hand, between formative and summative assessment (i.e. between assessment and feedback during a programme to help participants learn, as opposed to assessment at the end of a programme to judge and determine if they have met the grade), and on the other, between participant‐centred and institution‐centred approaches (i.e. between commitment to collaborating with individual participants to ensure that their personal learning and development objectives are met, and a more traditional perspective reflecting a culture of “the institution knows best” and of concern to protect academic standards).

From the evidence gathered the conclusion is reached that, despite the claims made about the developmental objectives of such programmes, mostly, the assessment processes tend to accord with traditional academic perspectives, and give only limited weight to learning and skills for the workplace.

The paper argues for more emphasis on formative assessment and participant‐centredness and also for greater clarity about purposes in such management programmes. It advocates more imaginative and innovative learning and development approaches to mirror better the diverse realities and requirements of a public service organisational context.

The objective of this paper is to highlight the advantages of tenting as a process worthy of meeting the current and future challenges of the PWB industry. A further refinement of the tenting process will also be described, which enables “mini‐land” tenting to be accomplished, and also makes the standard tenting process less sensitive to misregistration.

“The issue we confront today is not primarily one concerning a special day for an individual. The issue is in reality whether our nation can summon the will and vision to recognize a great and historic period in its history by designating the birthdate of one who made major contributions to the period a national public holiday.”

The purpose of this paper is to analyse three innovative Master's programmes designed for public and voluntary sector managers across three EU countries.

The paper compares similarities and differences between the programmes in order to shed light on the “innovation journey” which the authors took in establishing these programmes, and on the distinctive pedagogies which have been designed and developed to help address the complex dilemmas and challenges facing public and voluntary sector managers in the three countries.

The paper draws on theories of innovation and entrepreneurship to illustrate how these programmes were created, and how both new curriculum content and new approaches to pedagogy had to be developed.

The paper addresses the current and future learning needs of these public and voluntary service managers.

Focuses on criminal justice, and especially on the courts, as a case study to illustrate some of the main changes which public sector managerialism has imposed on public sector institutions. Presents both theoretical and empirical evidence to suggest that the relevance of managerialism is now receding as contemporary concerns and conditions are encouraging a focus on new priorities and a post‐managerial style of organization. Finally, considers the ways in which postmanagerialism is likely to develop, again using criminal justice as the case study to illustrate possibilities and their implications for the wider public sector.