scholarly journals ‘Public administration in an age of austerity’: positive lessons from policy studies

2012 ◽  
Vol 27 (3) ◽  
pp. 230-247 ◽  
Author(s):  
Paul Cairney
2019 ◽  
Vol 3 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Quinton Mayne ◽  
Jorrit De Jong ◽  
Fernando Fernandez-Monge

Abstract Governments around the world are increasingly recognizing the power of problem-oriented governance as a way to address complex public problems. As an approach to policy design and implementation, problem-oriented governance radically emphasizes the need for organizations to continuously learn and adapt. Scholars of public management, public administration, policy studies, international development, and political science have made important contributions to this problem-orientation turn; however, little systematic attention has been paid to the question of the state capabilities that underpin problem-oriented governance. In this article, we address this gap in the literature. We argue that three core capabilities are structurally conducive to problem-oriented governance: a reflective-improvement capability, a collaborative capability, and a data-analytic capability. The article presents a conceptual framework for understanding each of these capabilities, including their chief constituent elements. It ends with a discussion of how the framework can advance empirical research as well as public-sector reform.


Global policy making is unfurling in distinctive ways above traditional nation-state policy processes. New practices of transnational administration are emerging inside international organizations but also alongside the trans-governmental networks of regulators and inside global public—private partnerships. Mainstream policy and public administration studies have tended to analyse the capacity of public sector hierarchies to globalize national policies. By contrast, this Handbook investigates new public spaces of transnational policy making, the design and delivery of global public goods and services, and the interdependent roles of transnational administrators who move between business bodies, government agencies, international organizations, and professional associations. This Handbook is novel in taking the concepts and theories of public administration and policy studies to get inside the black box of global governance. Transnational administration is a multi-actor and multi-scalar endeavour having manifestations at the local, urban, sub-regional, subnational, regional, national, supranational, supra-regional, transnational, international, and global scales. These scales of ‘local’ and ‘global’ are not neatly bounded and nested spaces but are articulated together in complex patterns of policy activity. These transnational patterns represent an opportunity and a challenge for the study of both public administration and policy studies. The contributors to this Handbook advance their analysis beyond the methodological nationalism of mainstream approaches to re-invigorate policy studies and public administration by considering policy processes that are transnational and the many new global spaces of administrative practice.


2019 ◽  
Vol 38 (1) ◽  
pp. 63-77
Author(s):  
Joshua Newman

Academic integrity matters are relevant to all areas of university teaching, but they are of particular importance to degree programmes whose graduates intend to work in the public service. While a large body of scholarship exists on academic integrity, very little has been written that specifically relates to students who intend to pursue careers in the public sector. This article is a reflection of the author’s experience as Academic Integrity Officer in the School of Social and Policy Studies at Flinders University in Adelaide, Australia, between January 2016 and July 2017, during which time 92 cases of suspected breaches of academic integrity were reviewed and adjudicated. An analysis of the cases presented here suggests that universities can make more use of preventative strategies than they currently do, and that more emphasis should be placed on prevention and less on punishment as a response.


1986 ◽  
Vol 48 ◽  
pp. 10-11
Author(s):  
Robert A. Heineman

The emergence within the past two decades of implementation as a distinct subject for analysis has been an important development in both public administration and policy studies. Since the Pressman and Wildavsky study of the activities of the Economic Development Administration in Oakland, there has been a steady stream of books and articles presenting case studies of implementation or suggesting methodological approaches for understanding the process or for improving it. Despite this growth in the literature, the teacher of implementation continues to be without broad conceptual frameworks for presenting the available material. The teaching of implementation remains an eclectic endeavor because of the lack of viable theory. Indeed a major writer in the area has urged scholars to focus on providing policy relevant data because he can not foresee at this time the development of generally applicable theory. I shall argue here that the conceptual failings of the study of implementation can be traced to its origins as a separate area for study and that an understanding of these limitations may point the way toward better theoretical structures.


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