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The purpose of this paper was to examine the relationship between image, service satisfaction and public opinion towards reforms in public organizations and postulate a more detailed relationship among them. The concept “New Public Management” (NPM) was initially suggested in the literature sometime around the early 1990s (Aucoin, 1990; Hood, 1991). NPM-style reforms raised the flag of responsiveness to citizens and improved public satisfaction with the assumption that organizational image would also be positively affected by such reforms. Image, satisfaction and support in public sector reforms are, therefore, the major focus of this study.

The focus is on a major reform in the Israel electricity industry and data were collected from 500 respondents by telephone interviews.

The findings support the authors ' hypotheses concerning the major role of image and satisfaction in forming attitudes towards NPM-style reforms. However, beyond conventional direct effects, the authors point to the mediating effect of organizational image on the relationship between satisfaction and support for reforms.

First, other factors not included in the model may influence support for NPM-style reforms in public organizations. Second, the study focused on a single organization in one country only and a very specific culture. Finally, the study is cross-sectional and may suffer from common-method and common-source biases and for this reason, should be replicated to allow better generalization and firmer implications.

The findings about the preponderance of organizational image over service satisfaction can contribute to policymakers in their efforts to increase support for reforms among the public. The results demonstrate the strong relationship between organizational image and public opinion towards reform and the secondary effect of service satisfaction.

The centrality of organizational image as a core social focus for citizens as clients and for policymakers is highlighted in the discussion. It is maintained that NPM-style reforms in the social arena, and beyond, are predominantly affected by image. Therefore, there is a need to better understand how image affects social and economic reforms and attitudes towards those reforms and what may be the social consequences of such attitudes by citizens and by policymakers’ decisions.

The originality of this study is fourfold: a unique model of image, satisfaction and attitudes towards NPM-style reforms not been studied thus far is in its current form; exploring interrelations of citizens’ satisfaction, image of the public sector and calls for reforms and change in the market-like environment of the public sphere; a telephone survey of opinions towards a specific NPM-style reform; and a focus on a major public sector organization in Israel going through reform.

This study evaluates whether sociodemographic characteristics, political affiliation, family-related circumstances, self-reported health status, and access to health insurance affect public opinion toward the current US health-care system. Opinions about the health-care system were measured in terms of consumer confidence and perceived need for health-care reform. Data come from the 2008 Cooperative Congressional Election Study (CCES), a nationwide survey of 1,000 respondents. All data were collected in November 2008, thus providing a useful alternative to volatile polling data because they were collected prior to and are thus immune to the polarized tone of the debates that have occurred over the past few years. Overall, we found that public confidence in medical technology and quality of care were consistently high, while confidence in the affordability of medical care was much lower among respondents. Younger adults, those with poor health, and those without health insurance had particularly low confidence in their ability to pay for health care. Although a strong majority of the population agreed that the US health-care system was in need of major reform, support for particular types of government-sponsored health insurance programs was primarily determined by political affiliation. In an era where a large proportion of the population has little access to health care (due to lack of insurance) and where the US government is facing tremendous opposition to the implementation of major reform efforts, it is useful to understand which subgroups of the population are most confident in the current health-care system and most likely to support reform efforts, as well as those who are most resistant to change given their precarious health needs, their inability to access health care (as a result of insurance or noninsurance), or their political affiliation.

Scholars have focused their attention on systemic reform as a way to support instructional coherence. These efforts are often layered on to existing social relationships between school staff that are rarely taken into account when enacting reform. Social network theory posits that the structure of social relationships may influence the direction, speed, and depth of organizational change and therefore may provide valuable insights in the social forces that may support or constrain reform efforts. This study aims to discuss this issue.

This mixed‐methods exploratory case study examined five schools within one under‐performing school district as it enacted a system‐wide reform. Quantitative survey data were collected to assess social networks and teacher work perception of five schools enacting the reform. Qualitative data were gathered through individual interviews from educators within representative grade levels as a way to better understand the diffusion and implementation of the reform.

Despite being enacted as a system‐wide reform effort, the results suggest significant variance within and between schools in terms of reform‐related social networks. These networks were significantly related to the uptake, depth, and spread of the change. Densely connected grade levels were also associated with more interactions focused on teaching and learning and an increased sense of grade level efficacy.

The findings underline the importance of attending to relational linkages as a complementary strategy to the technical emphasis of reform efforts, as social networks were found to significantly facilitate or constrain reform efforts. Implications and recommendations are offered for leadership, policy and practice that may support the design and implementation of reforms, which may ultimately increase student performance.

The study makes a unique contribution to the reform literature by drawing on social network theory as a way to understand efforts at reform. The work suggests that the informal social linkages on which reform is layered may support or constrain the depth of reform.

This study aims to draw on elements of diffusion theory to understand leadership reform. Many diffusion studies examine the spread of an innovation across social units but the objective is to examine diffusion of a collective leadership model within school units. Specifically, the strength of reform diffusion is tested to account for differences in instructional capacity and to explain the spread of leadership reform within Title I elementary schools.

A mixed method design was used to understand how social factors facilitated the diffusion of leadership reform, and to test for a diffusion effect. Qualitative data were derived from interviews, field notes, observations, and documents using a grounded theory approach. Open and axial coding techniques were used to develop coherent categories of major and minor themes. Quantitative data were hierarchical, with teachers and students nested in schools. A random‐intercepts, means‐as‐outcomes model was used to test for a diffusion effect on instructional capacity.

Strong principal leadership, a commitment to collective responsibility and shared influence, frequent and open communication, and time to build capacity were conditions that supported diffusion of the leadership model. Diffusion of the leadership model mattered for instructional capacity. Each indicator of instructional capacity was more prevalent in schools that had diffused the leadership model to the mentoring and sustaining stages.

The study is limited to one type of reform and 36 Title I elementary schools from an urban and urban fringe district in a Southwestern state. Further, the study does not delve deeply into facilitative factors within various stages of the diffusion processes. It focuses on social factors that enable schools to bring the leadership reform to scale.

Framing reform as an intervention to be implemented in schools, rather than a social process that institutionalizes planned change, trivializes the actual complexity of transforming practice. Regular interactions among school members around the school's vision, coupled with leadership and time, contributed to reform diffusion and improved instructional capacity in this study. Reform diffusion, a process that takes time, strong leadership, and regular social interactions, needs to be given more consideration as a valuable process to improve school performance.

The findings suggest that facilitative factors of diffusion can advance reform and improve capacity simultaneously. Successful reforms, defined as ones that disrupt traditional cultures and achieve goals, evolve through developmental stages that eventually lead to a changed culture. The rate of this evolution may vary, but the temporal process of establishing a shared understanding; designing, experimenting, and developing new tools; fostering expertise; and forming strong social networks are foundational supports for authentic and sustainable reform.

Reform diffusion offers an alternative framework to better understand the institutionalization of planned change in schools. The findings, while limited to elementary schools engaged in leadership reform, provide support for studying reform as an holistic social process that encompasses the design, adoption, implementation, and institutionalization of planned change.

Leadership for public sector reforms in Indonesia involves both national level efforts and leadership from local levels that have been empowered by prior decentralization. This chapter focuses on reforms made by the national government, which has been guided by the values of serving public, increasing efficiency and becoming corruption-free. Although the National Development Agency and the Ministry for Administrative Reform provided central impetus and coordination, reforms were seen as quite fragmented across ministries with uneven results. The authors are concerned about reform effectiveness and sustainability. Reform leadership is challenged by human capital and legally mandated but inefficient bureaucratic processes and structures as well as challenges of public distrust and disobedient civil servants. The latter is sometimes dealt with by using patronage to insert allies for reform, and they take note of leaders gaining leverage from working across boundaries and jurisdictions, and by improving their authorizing environment. The chapter describes a strategy of leaders-led efforts that are cascaded through ministries through institutionalization (e.g., of policies) and obtaining support from successive reform champions at different levels and locations. The authors argue for increasing the number of ‘champion leaders’ who pragmatically, transactionally and successfully get subordinates to commit to reform efforts.

The purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school's readiness?

The research methodology is quantitative. Teachers (N = 288) completed a written questionnaire. One-way ANOVA was used to investigate teachers' perceptions of the reform and its contributions to school effectiveness and to teachers' working conditions according to reform stage, while controlling for managerial position, teaching experience and school level. Multivariate modeling was used to examine the relationships between the variables.

Teachers' overall attitudes toward the changes associated with the education reform lay between moderately negative and neutral. Reform was perceived to have made a greater contribution to school effectiveness than to teacher working conditions. School readiness for reform and the presence of school mechanisms supporting reform explained much (41%) of the variance in teachers' attitudes. Teachers holding leadership roles and those whose schools were in the Institutionalization stage exhibited more positive attitudes toward the reform and perceived it as having improved their working conditions to a greater extent than those without leadership roles or whose schools were in the Initiation or Implementation stages, respectively.

Teachers' attitudes toward reform have not previously been examined in the context of reform stage.

To cope with the challenges of the twenty‐first century, the Hong Kong SAR government initiated the Curriculum Reform in 2001. In 2006, a research team from a tertiary institution was commissioned to review the progress of change for smooth implementation of the reform in its next phase. This paper aims to examine this issue.

The nature of the review is basically a survey, applying questionnaires and follow‐up focus‐group interviews to collect data from different groups of subjects. The sample was around 20 per cent of the population, i.e. a total of 252 primary (n=138) and secondary (n=114) schools.

The paper reports findings on the support for the Reform by primary and secondary schools. Five areas of agreement among school heads are examined, which include challenges to be met, guiding principles of the reform, learning goals, reform framework and the overall agreement with the rationale of the reform. It is found that, while the curriculum reform was supported among school heads, senior teachers and teachers, there was a gap between the views of senior management team and frontier teachers.

This is a very comprehensive research project with a limited timeframe. The paper can only report and discuss findings mainly on the support for curriculum reform by school heads. Other aspects of the study will be discussed and reported separately in subsequent papers.

The gap between the views of senior management team and frontier teachers is worth probing as this is the most obstructive factor to the implementation of the reform. Identifying the cause would be the first step in formulating strategies to address and, hopefully, to facilitate the smooth transition from the phase of implementation to the continuation phase of the change process.

The study has suggested the development of a two‐dimensional framework of agreement areas and stakeholders which will contribute to a better understanding of the change process in general, and achievements of a curriculum reform in particular. Other issues are also discussed.

The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and the future, potential, best possible conditions of general stable equilibrium which both pure and practical reason, exhaustive in the Kantian sense, show as being within the realm of potential realities beyond any doubt. The first classical revolution in economic thinking, included in factor “P” of the equation, conceived the economic and financial problems in terms of a model of ideal conditions of stable equilibrium but neglected the full consideration of the existing, actual conditions. That is the main reason why, in the end, it failed. The second modern revolution, included in factor “A” of the equation, conceived the economic and financial problems in terms of the existing, actual conditions, usually in disequilibrium or unstable equilibrium (in case of stagnation) and neglected the sense of right direction expressed in factor “P” or the realization of general, stable equilibrium. That is the main reason why the modern revolution failed in the past and is failing in front of our eyes in the present. The equation of unified knowledge, perceived as a sui generis synthesis between classical and modern thinking has been applied rigorously and systematically in writing the enclosed American‐British economic, monetary, financial and social stabilization plans. In the final analysis, a new economic philosophy, based on a synthesis between classical and modern thinking, called here the new economics of unified knowledge, is applied to solve the malaise of the twentieth century which resulted from a confusion between thinking in terms of stable equilibrium on the one hand and disequilibrium or unstable equilibrium on the other.

These reforms offer a vision of a fairer welfare system where truly no one is written off, where nearly everyone is preparing or looking for work, where everyone is treated as an individual and gets the support they need. More importantly, these reforms point the way to a fairer society where children don't grow up in poverty, where disabled people enjoy real equality, and everyone is given real help to overcome the barriers to achieving their full potential. (DWP, 2008, p. 8)Workfare has finally arrived in the UK, but not with trumpet blasts of outrage: it's been smuggled in with lofty rhetoric about ‘personalisation’, ‘individually tailored’ advice and support which will enable people to ‘take control of their journey to work'. (Bunting, 2009)