Optimism and Pessimism in Comparative Administration

Savage, Peter; University-Montgomery, Auburn

doi:10.2307/974846

Cited by 22 publications

(4 citation statements)

References 4 publications

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“…Researchers have noted that socialist China, being governed by a Marxist-Leninist party subscribing to Mao Zedong's logic of strategic development, has characteristics and experiences that deeply influence how the state administrative system operates. For example, Morgan (1981) finds that Chinese bureaucratic problems are rooted in the legacy of the Chinese socialist experience; Dittmer reveals that factionalism, as a factor affecting the operation of the state bureaucracy, was part of China's Cultural Revolution (1966-1976 experience. Because China has institutionalized a Soviet-type command economy under the dictatorship of the Communist Party of China (CPC)-which stresses unquestioned control, secrecy, loyalty, democratic centralism, and comradeship-regime-type variables within this context invariably affect the nature, processes, and outcomes of Chinese public administration.…”

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confidence: 99%

Public Management Policy and Practice in Western China

Chan

Chow

2007

The American Review of Public Administration

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On the basis of our fieldwork conducted during the past two decades, in this article, we report our principal findings about the metapolicy and tacit knowledge of public management in western China. We focus on the deeper patterns of managerial and organizational behavior and argue that Chinese bureaucratic culture and practices (especially practices of the Communist Party of China) have transformed various Western approaches (New Public Management, performance audit, etc.). In the process, government officials are also being transformed. Genuine administrative reform, as has diffused globally, has not taken place in China. Implications for Chinese administrative studies and management innovation transfer are discussed.

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confidence: 99%

Public Management Policy and Practice in Western China

Chan

Chow

2007

The American Review of Public Administration

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“…A point of view that is supported by authors like Jreisat (1975), Savage (1976), Sigelman (1976) and Springer (1976), who all conclude that by the second half of the 1970s comparative public administration lacks an integrative paradigm and has been unable to focus the many diverse studies on a theoretically interesting and practically useful set of topics. Fried (1990, p.322) offers two sets of factors that might explain this failure of comparative public administration, 'one relating to the nature of the subject matter and the other relating to the nature of the knowledge industry concerned with that subject matter'.…”

Section: Intellectual Malaisementioning

confidence: 86%

Comparative higher education studies: The perspective from the policy sciences

Goedegebuure

Vught

1996

High Educ

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“…In exploring this aspect of the public affairs education literature, we may first note that American-centric studies and regional analyses that utilize comparative approaches abound (Savage, 1976;Bapuji and Rao, 2001;Donatella, 2008), but teaching techniques have failed to inspire students to reach beyond their comfort levels to better understand how the demographical construction, administrative structure, and cultural attributes of their nation compare and differ to other systems. This is a facet of the field that this article hopes to address.…”

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confidence: 99%

Teaching diversity, cultural competency, and globalization to American public affairs students: Integrating comparative approaches to public administration and policy

Baracskay

2020

Teaching Public Administration

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Diversity, cultural competency, and global awareness are three broad and mutually reinforcing conceptual themes in the literature of American public affairs education that are rarely implicitly interconnected. A primary challenge has concerned how to teach these themes, either separately or in unison, when designing courses and curricula to satisfy professional standards. This article first explores how broad conceptual themes can be practically transformed into course learning objectives on which assignments may be based. Second, this article explores how comparative public administration and policy may be utilized as a venue for drawing analytical connections across the three themes to promote higher levels of critical thinking. Although comparative approaches have historically been grounded in research-focused studies, pedagogical development of the field holds significant promise in training public administrators to better understand the intricacies of different cultures, nations, governments, and policies as a facet of learning and job performance. This article illustrates several assignment examples of how comparative analysis may be integrated as a pedagogical strategy in teaching American public affairs students the complexities of public service in the diverse and multicultural world of the 21st century.

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Optimism and Pessimism in Comparative Administration

Cited by 22 publications

References 4 publications

Public Management Policy and Practice in Western China

Public Management Policy and Practice in Western China

Comparative higher education studies: The perspective from the policy sciences

Teaching diversity, cultural competency, and globalization to American public affairs students: Integrating comparative approaches to public administration and policy

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