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Face à l’urgence environnementale, l’innovation dans le domaine des nouvelles technologies de l’énergie (NTE) constitue un défi primordial. Les NTE constituent un marché concurrentiel en plein expansion, où s’affrontent dès à présent les acteurs de l’innovation internationale. La R&D énergétique représente donc pour l’Europe un défi multiple : Il s’agit de développer les technologies qui nous permettrons de réduire nos émissions de gaz à effet de serre et nos dépendances énergétiques. L’innovation produite devra également garantir la place de l’industrie européenne à la pointe du marché des NTE dans un contexte hautement compétitif. La collaboration franco-allemande en matière de R&D énergétique recèle ici un potentiel d’innovation disruptive particulièrement important, grâce à des paysages de R&D fortement complémentaires. Les programmes bilatéraux constituent un outil prometteur pour la valorisation des synergies inexploitées. En permettant la mise en place de partenariats franco-allemands restreints, autour de thématiques précises, ils constituent en effet un outil complémentaire aux programmes européens. Le Programme Inter Carnot-Fraunhofer (PICF) constitue un exemple abouti de programme bilatéral ayant permis la concrétisation de collaborations mutuellement bénéfiques dans le domaine des NTE, grâce à la mise au point d’une procédure harmonisée. Néanmoins, l’analyse du PICF montre également que les programmes bilatéraux franco-allemands devront prévoir la possibilité de financements-relai afin de pérenniser les échanges. Dans le contexte particulier des NTE, une extension aux projets de démonstration ainsi qu’un ciblage des sujets porteurs sur la base d’un comité consultatif scientifique indépendant paraissent indispensables. Ces efforts franco-allemands pourront servir de modèle à l’innovation de rupture basée sur la valorisation des synergies intra-européennes.
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.
Purpose
The purpose of this paper is to investigate whether and how evolving ideas about management control (MC) emerge in research about public sector performance management (PSPM).
Design/methodology/approach
This is a literature review on PSPM research through using a set of key terms derived from a review of recent developments in MC.
Findings
MC research, originating in the management accounting discipline, is largely disconnected from PSPM research as part of public administration and public management disciplines. Overlaps between MC and PSPM research are visible in a cybernetic control approach, control variety and contingency-based reasoning. Both academic communities share an understanding of certain issues, although under diverging labels, especially enabling controls or, in a more general sense, usable performance controls, horizontal controls and control packaging. Specific MC concepts are valuable for future PSPM research, i.e. trust as a complement of performance-based controls in complex settings, and strategy as a variable in contingency-based studies.
Research limitations/implications
Breaking the boundaries between two currently remote research disciplines, on the one hand, might dismantle “would-be” innovations in one of these disciplines, and, on the other hand, may provide a fertile soil for mutual transfer of knowledge. A limitation of the authors’ review of PSPM research is that it may insufficiently cover research published in the public sector accounting journals, which could be an outlet for MC-inspired PSPM research.
Originality/value
The paper unravels the “apparent” and “real” differences between MC and PSPM research, and, in doing so, takes the detected “real” differences as a starting point for discussing in what ways PSPM research can benefit from MC achievements.
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