What kind of reflection do we need in public management?

IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2013-03-01 DOI:10.1177/0144739413479199
Monika Knassmüller, Renate E. Meyer
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引用次数: 15

Abstract

In a rapidly changing and increasingly complex environment, the importance of reflection for public managers has been acknowledged almost unanimously by academics as well as practitioners. In this article we highlight the necessity to look at reflection in a more nuanced way. Reflection is a broad and multifaceted concept and public sector work environments are not consistently complex. We therefore argue that a differentiated and nuanced approach towards the role and purpose of reflection is required in order to do justice to the great variety of different constellations and to make the concept manageable in practice. Focusing on three standard configurations – newcomers, experts and line managers in public administration – we illustrate that different types of reflection processes are required to different extents in various practical situations. By this approach we aim to provide a multilayered perspective on reflection that sheds light on its advantages as well as highlighting the downsides and suggesting ways to address them.
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公共管理需要什么样的反思?
在一个快速变化和日益复杂的环境中,反思对公共管理者的重要性几乎得到了学术界和实践者的一致认可。在本文中,我们强调以更细致的方式看待反射的必要性。反思是一个广泛和多方面的概念,公共部门的工作环境并不总是复杂的。因此,我们认为,需要对反思的作用和目的采取一种区别和细致入微的方法,以便公正地对待各种不同的星座,并使这一概念在实践中易于管理。我们着重于三种标准配置- -新来者、专家和公共行政部门经理- -说明在各种实际情况下不同程度地需要不同类型的反思过程。通过这种方法,我们的目标是提供一个多层次的反思视角,揭示其优点,突出缺点,并提出解决它们的方法。
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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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