320 Politikwissenschaft
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This chapter outlines the strategy of the European Group for Public Administration (EGPA) and reflects on some of its key strengths, and how these may equip the European community of scholars and practitioners of public administration (PA) to contribute to the development of the field. The chapter reviews the key trait of the EGPA organisational model: the Permanent Study Groups, which are communities of scholars centred on the key areas of the administrative sciences in Europe. It also discusses the partnerships that EGPA has developed with key institutions in Europe and beyond, and highlights the significance of the EGPA policy papers on European governance. Finally, it discusses the strategic, forward-looking project European Perspectives on Public Administration, which aims to reflect on the future of the research and teaching of public administration.
Kuhlmann, Laffin and Wayenberg point out three main strands of subnational changes that have significantly dominated the research field and focus of Permanent Study Group 5. Elaborating upon the Study Group’s contributions, the chapter overviews relevant research questions, approaches and findings that have been touched upon concerning local and regional government systems, subnational reforms and their evaluation in a multi-level governance setting. The chapter concludes with zooming in on austerity as a main driver of future developments upon and amongst all levels of government.
Political Narrations
(2018)
This book analyzes narrations embedded in political disputes, allowing readers to gain a deeper understanding of modern political reality. The author explores this theme in readings of the Sophocles tragedy Antigone, the Melian Dialogue of Thucydides, Heinrich von Kleist’s novella Michael Kohlhaas, Fyodor Dostoevsky's The Grand Inquisitor and E.L. Doctorow’s Ragtime novel, taking into account the relevant interdisciplinary aspects of the narratives. His study of these four narrations focuses on key political concepts, such as might and right, self-interest, legality and justice, the nation-state and democracy, and relates them compellingly to current actuality. Since narrations can exert comprehensive and lasting influence on individuals’ political discernment, this systematic analysis allows for a better comprehension of politics in education and civics.
This chapter highlights the role and contribution of EGPA in educating and socializing the next generation of young researchers into the interdisciplinary community of public administration, management and policy scholars in Europe. In doing so, it also provides an overview of the current state of the art in doctoral education in the field of public administration in Europe. Against this background, the chapter presents the annual “EGPA Workshop for PhDs and Young Researchers” (or for short: the EGPA PhD project) in the context of changing institutional settings and academic markets of PhD education in Europe. Consequently, EGPA carries an important responsibility as a representative of the public administration community in shaping the course of PhD education in our field in Europe.
The chapter aims at addressing collaboration between the two main professional organizations in the field of Public Administration in Europe—the European Group of Public Administration (EGPA) and the Network of Institutes and Schools of Public Administration in Central and Eastern Europe (NISPAcee)—in their contribution to understanding, creating and institutionalizing the European Administrative Space. While the chapter gives an overview of both informal collaboration between Eastern and Western European scholars, and a joint accreditation initiative (EAPAA), its main focus is on Trans-European Dialogue (TED). The chapter outlines the challenges for the future of TED and proposes other potential ways of EGPA-NISPAcee collaboration.
With the aim to improve the quality of public administration (PA) programmes in Europe, EGPA established in 1999—together with the Network of Institutes and Schools of Public Administration in Central and Eastern Europe (NISPAcee)—the European Association for Public Administration Accreditation (EAPAA). This chapter presents the development of EAPAA in the last two decades and the experiences made with voluntary accreditation of academic PA programmes in Europe. The authors illustrate the basic accreditation concept of EAPAA, its integration into the European quality assurance institutions and the scope of accreditation missions over time. Finally, the effects of accreditation measures in the educational field of PA are discussed.
The chapter presents an overview about the evolution of the teaching dimension in the academic debate within the EGPA community. Major topics of EGPA’s permanent study group on “PA and teaching” over the last decade are displayed. From a more general perspective, the authors discuss the various types and target groups of academic programs in Public Administration and their change over time. They also shed some light on the change of contents and pedagogical approaches in the last decades. Furthermore, different patterns and degrees of institutionalization of Public Administration as academic discipline across Europe are illustrated. In a short résumé the authors reflect about future educational developments in our field and about the role of EGPA