Search results

Bidhya Bowornwathana is associate professor at the Department of Public Administration, Faculty of Political Science, Chulalongkorn University, Bangkok, Thailand. His research interests are on governance and administrative reform. His writings appear in journals such as Governance: An International Journal of Policy and Administration, Public Administration and Development, Australian Journal of Public Administration, Asian Survey, Public Administration Quarterly, Public Administration: An International Quarterly, Asia Pacific Journal of Public Administration, Asian Review of Public Administration, and Asian Journal of Political Science. He has written several books in Thai on administrative reform and public administration. He co-edited a book with John P. Burns on Civil Services Systems in Asia (Edward Elgar, 2001). He also has chapters in recent books such as in Christopher Pollitt and Colin Talbot, eds., Unbundled Government (Taylor and Francis, 2004), Ron Hodges, ed., Governance and the Public Sector (Edward Elgar, 2005), Eric E. Otenyo and Nancy S. Lind, eds., Comparative Public Administration: The Essential Readings (Elsevier, 2006), and Kuno Schedler and Isabella Proeller, eds., Cultural Aspects of Public Management Reform (Elsevier, 2007). He was Chairman of Department of Pubic Administration, Chulalongkorn University. He has served several times as member and secretary of the national administrative reform commissions appointed by Thai governments.

Focusing on a 24-year period, specifically, 1980–2004, this chapter provides a historical and theoretical perspective on gender and educational administration in the United States. Drawing from extant literature on women in educational administration and on social theory, our analysis indicates that certain structural features of the public education system, namely the sorting rules for selection, retention, and promotion have critical consequences for all participants, especially for women. In order to identify the state of research on women in educational administration during this era, we discuss these concepts in relation to Shakeshaft’s “paradigm shift” model, which helps highlight where future researchers might add to the conversation. Based on our findings, we contend that future research on women administrators must move toward challenging and transforming extant leadership theories by incorporating women’s experiences.

Until the 1960s, the Dutch state was characterized and limited by “pillarization,” “corporatism” and “consensus-democracy.” Its public administration reflected the juridical perspective that dominated continental European administration during the 19th and 20th centuries. The rise of Dutch administrative science in the 1960s is related to the postwar expansion of its welfare state. The growing welfare state needed scientific support for policy making and planning. Legal expertise alone was no longer sufficient. The one-sided orientation in U.S. literature in the 1970s made way or a growing self-identity and self-confidence. Dutch administrative research today has reached a relatively high level of maturity, which might possibly contribute to the development of a new kind of European thinking about public administration.

This paper focuses on the strategic role of elites in managing institutional and organizational change within English public services, framed by the wider ideological and political context of neo-liberalism and its pervasive impact on the social and economic order over recent decades. It also highlights the unintended consequences of this elite-driven programme of institutional reform as realized in the emergence of hybridized regimes of ‘polyarchic governance’ and the innovative discursive and organizational technologies on which they depend. Within the latter, ‘leaderism’ is identified as a hegemonic ‘discursive imaginary’ that has the potential to connect selected marketization and market control elements of new public management (NPM), network governance, and visionary and shared leadership practices that ‘make the hybrid happen’ in public services reform.

British public administration has endured radical antistate reforms since 1979. This essay outlines the three phases of these administrative reforms, their sources of support, underlying rationales, basic institutional elements as well as their limitations. As a result of profound administrative changes, UK academic administrative sciences have undergone a redefinition and relabelling. Yet, there is still not a distinctive British School of public administration, nor a pronounced shift to Continental European thinking. Indeed, the author concludes, “UK academic public administration is still more that of a North American satellite than a core European State.”

The objective of this chapter is to describe and analyze Brazil's main steps in its long and incomplete process of organizing a professional and responsive public service. During the twentieth century, Brazil had two authoritarian regimes and organized a state-oriented process of industrialization. After 1988, democracy has changed how public administration should be constituted, imposing demands for universal recruitment and accountability. The level of professionalization of the federal public service was improved, with a higher level of education, better wages and the recruitment of public servants to management positions. The challenges ahead are improving governance and executive coordination and raising the responsiveness and quality of public management (such as human resources, planning, budgeting, procurement, information and communication technologies, and organizational modeling) in a context of political instability, slow economic recovery, and substantial public debts at the federal government.

Spending constraints in state budgets have resulted in a need to evaluate the effects of alternative budgeting techniques. We study public school administrations, where improvements in budgetary processes could help align system goals with reduced levels of funding. A budgeting technique, called strategic budgeting (SB), emphasizing information symmetry and mutual monitoring, is investigated in a nonprofit setting by comparing it to a traditional budgeting (TB) method. The experiment finds that the effect of reduced spending previously discovered in a corporate setting are also evident in a not-for-profit setting. Results indicated an overall cost savings with SB of almost 25 percent. Public school administrators made spending decisions in a hypothetical three-year task and provided comments to justify their decisions. These comments along with anecdotal evidence from prior field research indicate that collaborative characteristics in a budget format may reduce unnecessary spending.