{"title":"Culture matters – the training of senior civil servants in Austria, Germany, the Netherlands and Switzerland","authors":"Monika Knassmüller, Sylvia Veit","doi":"10.1177/0144739415620949","DOIUrl":null,"url":null,"abstract":"Senior civil servants (SCS) are powerful actors with great responsibilities in the field of policymaking and management. Due to public sector reforms that are New Public Management oriented, specialised education and structured training programmes for (future) SCS as well as fast-track systems for high-potential employees have become increasingly important in many Western democracies over the last two decades. However, in several middle European countries SCS are hardly ever training participants, and furthermore, training systems have not been subject to larger reform efforts. In this article, the training of SCS in Austria, Germany, the Netherlands and Switzerland is explored, and we discuss how the observable patterns of training policies can be explained. We argue that the existence or lack of desired human resource measures such as fast-track programmes might be explained by the dominant cultural orientations in these countries. In order to systematically address, further analyse and account for observations such as the fast-track example, we apply and explore the potential of grid-group typology, developed by anthropologist Mary Douglas as part of the cultural theory approach.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"34 1","pages":"120 - 149"},"PeriodicalIF":1.5000,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415620949","citationCount":"11","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0144739415620949","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 11
Abstract
Senior civil servants (SCS) are powerful actors with great responsibilities in the field of policymaking and management. Due to public sector reforms that are New Public Management oriented, specialised education and structured training programmes for (future) SCS as well as fast-track systems for high-potential employees have become increasingly important in many Western democracies over the last two decades. However, in several middle European countries SCS are hardly ever training participants, and furthermore, training systems have not been subject to larger reform efforts. In this article, the training of SCS in Austria, Germany, the Netherlands and Switzerland is explored, and we discuss how the observable patterns of training policies can be explained. We argue that the existence or lack of desired human resource measures such as fast-track programmes might be explained by the dominant cultural orientations in these countries. In order to systematically address, further analyse and account for observations such as the fast-track example, we apply and explore the potential of grid-group typology, developed by anthropologist Mary Douglas as part of the cultural theory approach.
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.