重新审视公共行政研究中制度理论的范围并提出新的研究领域

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Herman Aksom, V. Vakulenko
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引用次数: 1

摘要

在这篇概念性论文中,我们旨在重新审视当代组织制度主义的关键研究主题,并通过这样做,将公共管理学者的注意力转向制度理论最有前途的应用领域。我们建议将注意力从制度理论的授权和权力诱导框架转移到将其理解为一种有助于认识和分析影响公共组织行政改革和其他组织变革尝试的制度压力、约束和惯性的理论。我们通过分析制度理论应用领域之外的问题,明确了制度解释的界限,并提出了最有前景的研究方向。因此,我们警告不要对理论机构的范围进行不必要的膨胀,并“解释”行为者如何创建、改变和破坏制度,并提出如何应用制度理论来预测公共部门变革的成功或失败模式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Revisiting the scope and suggesting novel domains of institutional theory in the public administration research
In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and “explaining” how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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