同样的职位，不同的角色？专业、组织和公共政策逻辑如何塑造一线管理人员的角色观念

IF 5 2区管理学 Q1 MANAGEMENT

Public Management Review Pub Date : 2023-12-26 DOI:10.1080/14719037.2023.2298228

Anne Mette Møller, Mathilde Cecchini

引用次数: 0

摘要

本文综合了街道官僚制和制度逻辑理论，探讨并存的制度逻辑如何影响一线管理人员对其管理角色的理解。

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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Same position, different roles? How professional, organizational, and public policy logics shape frontline managers’ role conceptions

This article integrates street-level bureaucracy and institutional logics theory to investigate how co-existing institutional logics shape frontline managers’ understanding of their managerial role...

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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.