驾驭 "无意义 "的社会创新：苏格兰社会护理从业人员的观点

IF 5 2区管理学 Q1 MANAGEMENT

Public Management Review Pub Date : 2023-12-20 DOI:10.1080/14719037.2023.2297018

Fiona Henderson, Simon Teasdale

引用次数: 0

摘要

社会创新是一个总括性概念，允许各种不同的观点并存。在本文中，我们将探讨实践者如何应对这种复杂性。我们对 19 个国家的社会创新实践者进行了访谈......

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Navigating the ‘meaningless’ of social innovation: perspectives of social care practitioners in Scotland

Social innovation is an umbrella concept that allows space for a diverse range of perspectives to co-exist. In this paper, we explore how practitioners negotiate this complexity. Conducting 19 inte...

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来源期刊

Public Management Review Multiple-

CiteScore

10.90

自引率

16.30%

发文量

期刊介绍： Public Management Review seeks to: -explore the developing field of public management -embrace research both about the strategic and operational management of public services and about social/public policy development and implementation -encourage in particular work which either presents new empirical knowledge about public management and/or developed theory -encourage questioning both of the legitimacy and hegemony of the ’new public management’ paradigm and its alternatives, and of the developing pluralism in public management which encompasses the governance of inter-sectoral relationships between government, non-profit and for-profit organisations in the provision of public services. The remit of Public Management Review is to promote the dissemination and discussion of such research about public management. Its specific target audience is the academic and research community. Public Management Review is an international journal, seeking to draw together and learn lessons from the development of public management across the world rather than being parochially focused upon one area and encourages cross-national and comparative research papers. The journal promotes inter-disciplinary work. Much of the most important work about public management is coming at the cusp of traditional disciplines. Public Management Review promotes such cross-boundary learning and conceptualisation.