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Balancing the Moods
(2018)
Quality management (QM) has spread around the world and reached higher education in Europe in the early 1990s (Mendel, 2006, 137; Kernegger and Vettori, 2013, 1). However, researchers were rather more interested in national quality assurance policies (macro-level) and accreditation systems (meso-level) than in intra-organizational perspectives about the day-to-day implementation of quality assurance policies by various actors (micro-level). Undoubtedly, organizational change is a challenging endeavor for all kinds of groups. On the one hand, it provides the opportunity of further development and innovation, but on the other hand, it exposes organizations and actors to the risk of losing established structures and accepted routines.
Like in many other organizations, actors may not necessarily perceive change as a promoter of innovation and development. Instead, they may consider change as a threat to the existing status quo or, as March points out, as an “interplay between rationality and foolishness” (March, 1981, 563). Consequently, change provokes either affective or behavioral actions (Armenakis and Bedeian, 1999, 308–310), such as, for example, resistance. Anderson (2006, 2008) and Lucas (2014) have shown, for example, that academic resistance is an important issue. However, Piderit characterizes resistance as a multidimensional construct (Piderit, 2000, 786–787) subject to a wide variety of issues related to quality and QM. Although QM has been described as a “fashion” (Stensaker, 2007, 101) in the higher education sector that provokes many different reactions, its implementation in higher education institutions (HEIs) is still a rather unexplored field. Thus, the evidence provided by Anderson (2006, 2008) and others (Newton, 2000, 2002; McInnis et al., 1995; Fredman and Doughney, 2012; Lucas, 2014; etc.) needs to be expanded, because they only consider the perspective of academia. In particular, the view of other actors during the implementation of quality assurance policies is a missing piece in this empirical puzzle. Nearly nothing is known about how quality managers deal with reactions to organizational change like resistance and obstruction. Until now, only a few studies have focused on intra-organizational dynamics (see, for example: Csizmadia et al., 2008; Lipnicka, 2016).
Besides the lack of research on the implementation of quality assurance policies in HEIs, quality managers seem to be an interesting subject for further investigations because they are “endogenous” to institutional processes. On the one hand, quality managers are the result of quality assurance policies, and on the other hand, they influence the implementation of quality assurance policies, which affect other actors (like academics, administrative staff, etc.). Here, quality managers, as members of an emerging higher education profession, are involved in various conflict lines between QM, HEI management and departments, which need further research (Seyfried and Pohlenz, 2018, 9).
Therefore, the aim of our paper is twofold: firstly, to answer the question of how quality managers perceive resistance, and secondly, which measures they take in situations of perceived resistance. We offer a new research perspective and argue that resistance is not merely provoked by organizational change; it also provokes counter-reactions by actors who are confronted with resistance. Thus, resistance seems to be rather endogenous.
To theorize our argument, we apply parts of the work of Christine Oliver (1991), which provides theoretical insights into strategic responses to institutional processes, ranging from acquiescence to manipulation (Oliver, 1991, 152). We, therefore, investigate the introduction of QM in teaching and learning, and the emergence of quality managers as higher education professionals as one of the results of quality assurance policies. Consequently, the introduction of QM may be considered as an institutional process provoking reactions and counter-reactions of various organizational units within HEIs. These circumstances are constitutive for how quality managers deal with resistance and other reactions toward organizational change. We use this theoretical framework to analyze the German higher education sector, because this particular case can be considered as a latecomer in New Public Management reforms (Schimank, 2005, 369) and Germany is a country where academic self-governance plays a very important role, and strongly influences academics’ behavior when it comes to organizational change (Wolter, 2004).
Our empirical results are based on a mixed-methods research design and integrate half-structured interviews and a nationwide survey at the central level in German HEIs, which excludes faculty members of QM (decentral level). They reveal that quality managers take different types of action when resistance occurs during the implementation of quality assurance policies. Furthermore, quality managers mainly react with different tactics. These tactics seem to be relevant for convincing academics and for the enhancement of their commitment to improve the quality of teaching and learning, instead of provoking further resistance or avoidance practices.
This article proceeds as follows: the next sections describe the context and explain our main theoretical concepts referring to the work of Oliver (1991) and others. After that, we present our case selection and the methodological framework, including the data sources and the operationalization of selected variables. Finally, we provide our empirical results about quality managers’ perceptions on resistance and we draw conclusions.
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.
Conservation nongovernmental organisations (NGOs) are often involved in the design and implementation of global forest management initiatives such as the REDD+, which currently is being rolled out by the UNFCCC, the UN-REDD Programme and the World Bank as part of efforts to mitigate climate change. Nigeria joined the UN-REDD in 2010 and submitted its REDD+ readiness proposal in 2011. The proposal has a national component and subnational forestry activities in the Cross River State (CRS) as the pilot site. This chapter examines the involvement of local NGOs in the CRS consultative participatory meetings to validate the Nigeria-REDD proposal. It shows that political representation of local communities in the validation exercise was through customary authorities and NGOs who claim to speak for and are recognised as advocates for the communities. Local government authorities, the substantive political representatives of local communities were left out of the process. The chapter also shows how the CRS Forestry Commission, which organised the validation exercise, used NGOs as pawns to legitimise it, and how these NGOs were powerless to challenge the Forestry Commission. In contrast, local governments, the third tier of government and political authority routinely disrespected by state-level administrators, regularly challenge such higher level government actors in the courts and the national legislature. Thus, local NGOs may speak and work for local social development but compared to the substantive political representatives at the local level (e.g., local government authorities), local NGOs have limited resources to challenge the political shenanigans of the state.
German international legal scholarship has been known for its practice-oriented, doctrinal approach to international law. On the basis of archival material, this article tracks how this methodological take on international law developed in Germany between the 1920s and the 1980s. In 1924, as a reaction to the establishment of judicial institutions in the Treaty of Versailles, the German Reich founded the Kaiser Wilhelm Institute for Comparative Public Law and International Law. Director Viktor Bruns institutionalized the practice-oriented method to advance the idea of international law as a legal order as well as to safeguard the interests of the Weimar government before the various courts. Under National Socialism, members of the Institute provided legal justifications for Hitler’s increasingly radical foreign policy. At the same time, some of them did not engage with völkisch-racist theories, but systematized the existing ius in bello. After 1945, Hermann Mosler, as director of the renamed Max Planck Institute, took the view that the practice-oriented approach was not as discredited as the more theoretical approach of völkisch international law. Furthermore, he regarded the method as a promising vehicle to support the policy of Westintegration of Konrad Adenauer. Also, he tried to promote the idea of ‘international society as a legal community’ by analysing international practice.
On a small scale
(2018)
This study argues that micro relations matter in peacekeeping. Asking what makes the implementation of peacekeeping interventions complex and how complexity is resolved, I find that formal, contractual mechanisms only rarely effectively reduce complexity – and that micro relations fill this gap. Micro relations are personal relationships resulting from frequent face-to-face interaction in professional and – equally importantly – social contexts.
This study offers an explanation as to why micro relations are important for coping with complexity, in the form of a causal mechanism. For this purpose, I bring together theoretical and empirical knowledge: I draw upon the current debate on ‘institutional complexity’ (Greenwood et al. 2011) in organizational institutionalism as well as original empirical evidence from a within-case study of the peacekeeping intervention in Haiti, gained in ten weeks of field research. In this study, scholarship on institutional complexity serves to identify theoretical causal channels which guide empirical analysis. An additional, secondary aim is pursued with this mechanism-centered approach: testing the utility of Beach and Pedersen’s (2013) theory-testing process tracing.
Regarding the first research question – what makes the implementation of peacekeeping interventions complex –, the central finding is that complexity manifests itself in the dual role of organizations as cooperation partners and competitors for (scarce) resources, turf and influence. UN organizations, donor agencies and international NGOs implementing peacekeeping activities in post-conflict environments have chronic difficulty mastering both roles because they entail contradictory demands: effective cooperation requires information exchange, resource and responsibility-sharing as well as external scrutiny, whereas prevailing over competitors demands that organizations conceal information, guard resources, increase relative turf and influence, as well as shield themselves from scrutiny. Competition fuels organizational distrust and friction – and impedes cooperation.
How is this complexity resolved? The answer to this second research question is that deep-seated organizational competition is routinely mediated – and cooperation motivated – in micro relations and micro interaction. Regular, frequent face-to-face interaction between individual organizational members generates social resources that help to transcend organizational distrust and conflict, most importantly familiarity with each other, personal trust and belief in reciprocity. Furthermore, informal conflict mediation and control mechanisms – namely, open discussion, mutual monitoring in direct interaction and social exclusion – enhance solidarity and mutual support.
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.
Purpose
The purpose of this paper is to discuss different approaches of performance measurement and benchmarking as reflexive institutions for local governments in England, Germany and Sweden from a comparative perspective.
Design/methodology/approach
These three countries have been selected because they represent typical (most different) cases of European local government systems and reforms. The existing theories on institutional reflexivity point to the potential contribution of benchmarking to public sector innovation and organizational learning. Based on survey findings, in-depth case studies, interviews and document analyses in these three countries, the paper addresses the major research question as to what extent and why benchmarking regimes vary across countries. It derives hypotheses about the impacts of benchmarking on institutional learning and innovation.
Findings
The outcomes suggest that the combination of three key features of benchmarking, namely - obligation, sanctions and benchmarking authority - in conjunction with country-specific administrative context conditions and local actor constellations - influences the impact of benchmarking as a reflexive institution.
Originality/value
It is shown in the paper that compulsory benchmarking on its own does not lead to reflexivity and learning, but that there is a need for autonomy and leeway for local actors to cope with benchmarking results. These findings are relevant because policy makers must decide upon the specific governance mix of benchmarking exercises taking their national and local contexts into account if they want them to promote institutional learning and innovation.
Many European municipalities rely on municipally owned corporations (MOCs) to serve the public interest. Some MOCs, e.g. utilities or hospitals, are also aimed at generating financial revenue, others provide funded services like public transportation. Our article explores local governments’ approaches to the managerial control of influential MOCs. To conceptualize control, we distinguish control mechanisms (e.g. output control), correlates (e.g. policy-profession conflict), and perceived managerial autonomy. Drawing on a sample of 243 MOC top managers in Germany, structural equation modelling reveals four complex relationships between output control, process control, supervisor trust, and policy-profession conflict as antecedents of perceived managerial autonomy.
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.