Search results

The purpose of this article is to provide an overview of agent-based modeling as an alternative method for public administration research. It is focused on encouraging public administration scholars to come to better understanding of the method.

This article performed a comprehensive review of methodological issues relative to agent-based modeling.

After reviewing the current research themes in public administration and the methodological nature of agent-based modeling, we found that agent-based modeling can help researchers to advance theories by means of sophisticated thought experiment which is not possible by formal modeling and verbal reasoning. We also pointed out that agent-based modeling does not substitute empirical research, but can add much value through being part of a mixed-method and multidisciplinary research.

We suggested that interested researchers may need to take a strategic approach in developing and describing a pertinent model and reporting its results.

Agent-based modeling has rarely been used in public administration research. The article provides an introductory overview for researchers not familiar with ABM and suggests to the academic community future venues that would unfold from agent-based modeling.

The purpose of this paper is to explore and describe the perspective of the management group regarding how they reasoned when deciding to engage in a model focussing on systematic work environment management, and what motives that influenced their decision.

This qualitative study with semi-structured interviews includes 18 representatives from the management groups in 18 Swedish municipalities. Data were analysed with a constant comparative method.

The participants described two aspects that were of importance when making the decision; establishing commitment before making the decision and establishing strategies to legitimise the decision. Furthermore, they expressed motives that were linked both to their individual expectations and wishes and to policies and facts in their organisations. The participants experienced the model as a valuable tool in their organisations to increase employee participation and to provide structured support to their first-line managers.

The managers’ motives were linked to individual expectations and external directives. These were often intertwined and influenced their decisions. When implementing this type of model, it is important to discuss decisions in a larger group to avoid building an organisational initiative on one person’s expectations. Furthermore, it is important to support the management’s work to establish commitment for the model in the municipal organisation.

This study adds to knowledge of the complexity of deciding and implementing models to support systematic work environment management in organisations.

Is there a specific way of thinking about organisational learning in Nordic countries? Are concepts such as organisational learning and learning organisations imported, or do they emerge with specific meanings from more local discourses? Beyond that, are they supported by specific learning theories? The purpose of this paper is to trace the way that the concepts of organisational learning and learning organisations appear in research and policy documents in Norway and to identify what sort of learning theories pertain to those concepts. The authors discuss whether Norway’s case exemplifies a Nordic way of thinking about learning in organisations.

Through an archaeological investigation into the concepts of organisational learning and learning organisations, the authors explore the theoretical and cultural framing of the concepts in research and policy. The authors limit our work to large industrial field experiments conducted in the 1960s and to large education reform in the 2000s.

During the industrial field experiments in the 1960s, the concept of organisational learning evolved to form participatory learning processes in non-hierarchical organisations able to contribute to democracy at work. Education policy in the 2000s, by contrast, imported the concept of the learning organisation that primarily viewed learning as an instrumental process of knowledge production. That strategy is incommensurable to what we define as a Nordic way, one in which learning is also understood as a cultural and social process advanced by democratic participation.

The authors add to organisational learning theories by demonstrating the importance of cultural context for theories and showing that the understanding of learning is historically and culturally embedded.

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes.

This paper concerns public sub-sector branding within the higher education (HE) system. The purpose of this paper is to investigate how public sub-sector branding within HE is organized and how it is influenced by the use of national values, traits and characteristics.

The study relies on two data sources: first, the paper benefits from a data set of one-stop web-portals for HE from the 23 countries listed in Times Higher Education’s top-60 universities ranking. Second, it builds on a sample and brief overview of Norway’s sub-sector branding of its HE sector.

Expert authorities within the HE sector are legally and organizationally responsible for sub-sector branding, and they establish coordinated and coherent web-portals. In practice, however, nation-branding concerns are influencing on how the HE sub-sector is branded. The paper concludes with a discussion of democratic implications, and points to paradoxes arising from the use of national clichés and characteristics in this highly international sub-sector of the public realm.

The paper informs discussions about public sub-sector branding within HE, a phenomenon that thus far has not been systematically studied. The practical applications of such a study are evident, as branding is becoming more important in the public sector in general, and in HE in particular.

The chapter summarizes key literature, including emerging ideas, that is pertinent to the question of how organizations and their leadership deal with and are resilient through crises – highlighting what works in surviving unexpected crises. The chapter presents an illustration of organizational response; it concludes with an analysis of what is missing from the literature and recommends a path forward to expanding actionable knowledge in this area. Multiple, interdependent factors that foster resilience are identified including (1) being sensitive to possible threats – even seemingly small failures, (2) not relying on simple interpretations of events but rather seeking diversity to create a complete view of the environment, (3) leadership that embraces communication, transparency, and continuous learning, (4) valuing expertise and allowing expert staff to make decisions during a crisis, and (5) a cultural commitment to a resiliency mindset that accepts failures as opportunities to learn and improve. Emerging concepts that may foster resilience but require more research include managing paradox, emotional ambivalence and diversity. Additional areas for fruitful research include: the impact of short-term versus long-term, or successive, crises; external versus internal shocks and the framing of the source of shocks; how crisis affect the pace of innovation and change; the role of diversity in organizational responses to crises; and a set of methodological opportunities to leverage natural experiments or simulations in ways that allow for longitudinal data illuminating the full cycle of crises across organizations from anticipation, to response, to longer-term adaptation to the new normal.

The purpose of this paper is to explore and understand the perceptions of residents of Southeastern Nigeria about glocalizing tourism in the region to help improve their support for the sustainability of the industry. Emphasis is laid on their expectations and strategies to maximize the positive impacts while minimizing the negative aspects in a bid to address their specific local needs.

This paper adopts an ethnographic approach to explore the perspectives of key stakeholders in Southeastern Nigeria's tourism industry. These include traditional rulers, men, women and youth representatives, chief priests and local security agents. Decision-making theory is adopted to frame the study.

The findings identified residents' expectations from glocalizing tourism. They see tourism as an avenue for initiating community projects, creating jobs, patronizing farm produces, reviving cultural practices and addressing religious crises.

This research focused only on selected communities within Southeastern Nigeria. The implication is that the findings do not represent what obtains in other communities within the region. Future research should extend to these areas to have a deeper understanding of how residents perceive the glocalization of tourism.

As the government and developers continue to invest in the tourism industry in the study area, glocalization could be a good way to address specific local needs and gain residents' support in the future.

This paper represents a new research approach for understanding the perceptions of residents about the Nigerian tourism industry.

The purpose of this paper is to increase the understanding of organizational challenges when decision-makers try to comply with technological developments and increasing demands for a more rational distribution of health care services. This paper explores two decision-making processes from 2007–2019 in the area of vascular surgery at a regional and a local level in Norway.

The study draws upon extensive document analyses, semi-structured interviews and field conversations. The empirical material was analyzed in several steps through an inductive approach and described and explained through a theoretical framework based on rational choice (i.e. bounded rationality), political behavior and institutionalism. These perspectives were used in a complementary way.

Both decision-making processes were resource-intensive, long-lasting and produced few organizational changes for the provision of vascular services. Stakeholders at both levels outmaneuvered the health care planners, though by different means. Regionally, the decision-making ended up in a political process, while locally the decision-making proceeded as a strategic game between different departments and professional fields.

Decision-makers need to prepare thoroughly for convincing others of the benefits of new ways of organizing clinical care. By providing meaningful opportunities for public involvement, by identifying and anticipating political agendas and by building alliances between stakeholders with divergent values and aims decision-makers may extend the realm of feasible solutions.

This paper contributes to the understanding of why decision-making processes can be particularly challenging in a field characterized by rapid technological development, new treatment options and increasing demands for more rational distribution of services.

This article addresses the relationship of universities to their changing regulatory environments internationally.

This article updates analysis published in 2004 exploring the contrasting modes of, and key trends in, regulation of higher education across eight OECD (Organisation for Economic Co-operation and Development) states. The article offers a wider analysis of the changing patterns of regulation rooted in mutuality, oversight, competition and design, and the implications for the management of higher education institutions.

Since 2004, higher education has seen more growth in oversight-based and competition-based regulation, but also some decentralization of regulation as an increasing cast of actors, many international and transnational in character, have asserted themselves in key aspects of the regulatory environment. This article explores the implications of these changes in the regulatory mix over higher education for the ways that universities manage their regulatory environment, arguing first, that there is significant evidence of meta-regulatory approaches to regulating universities, and second, that such a meta-regulatory approach is consistent with an emphasis on university autonomy, raising a challenge for universities in how to use the autonomy (variable by country) they do have to manage their environment.

This article offers an original analysis of how universities might most appropriately respond, deploying their autonomy, however variable, to address their external regulatory environment. The author suggests we might increasingly see the external regulatory environment as meta-regulatory in character and universities making more use of reflexive governance processes.

While the university as an institution is a great success story, one hears the constant chatter of the crises in higher education usually associated with the organizational transformation of universities. Regardless of one’s normative assessment of these observations, the institutional success of the university has been accompanied by the emergence of universities as organizational actors. I reflect on how these changes could alter the university as an institution, using the Australian higher education sector as an example. In doing so, I explore how universities as organizational actors, in responding to the demands of their external environment, set in motion a series of changes that redefine highly institutionalized categories, and, in doing so, radically remake the university as an institution.