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PurposeTo consider the extent to which (a) regimes of performance measurement in the public sector are fit for purpose and (b) the likely outcomes for public services and public sector workers of such performance measurement systems. Design/Methodology/ApproachThe article considers 4 key issues: The context and content of performance measurement in the public sector; the specific examples of healthcare and higher education; the limitations of performance measurement systems; the likely outcomes of performance measurement systems. FindingsCurrent systems of performance measurement in the public sector are unlikely to have a significant influence on improving services. The most likely outcomes of these systems is further commodification of services and deprofessionalisation of public sector workers. Originality/ValueThe articles builds on established literature and offers a systematic metaphor-driven critique of performance management in the public sector and discusses the implications of this.
Much of the general education and discipline specific literature on feedback suggests that it is a central and important element of student learning. This paper examines feedback from a social process perspective and suggests that feedback is best understood through an analysis of the interactions between academics and students. The paper argues that these two groups will have their own mythology of feedback and that this will inform their beliefs, attitudes and behaviours in the feedback process. Where there are different mythologies, the outcome will be dissonance. The paper reports on a study in which a 15 item questionnaire was distributed to academics and students in a School of Law and a School of Management. 91 responses were received from academics and 1197 from students. The data suggests that academics and students have different perceptions of feedback and this creates dissonance as the two groups offer different interpretations of the same feedback events.
PurposeBusinesses are always seeking resilient strategies so they can weather unpredictable competitive environments. One source of unpredictability is the unsustainability of commerce's environmental, economic or social impacts and the limitations this places on businesses. Another is poor resilience causing erroneous and unexpected outputs. Companies prospering long-term must have both resilience and sustainability, existing in a symbiotic state. This paper explores the two concepts and their relationship, their combined benefits and proposes an approach for supporting decision-makers to proactively build both characteristics. Design/methodology/approach The paper looks at businesses as complex adaptive systems, how their resilience and sustainability can be defined and how these might be exhibited. It then explores how they can be combined in practice. FindingsThe two qualities are related but have different purposes, moreover resilience has two major forms related to timescales. Both kinds of resilience are identified as key for delivering sustainability, yet the reverse is also found to be true. Both are needed to deliver either and to let businesses flourish. Practical implicationsAlthough the ideal state of resilient sustainability is difficult to define or achieve, pragmatic ways exist to deliver the right direction of change in organisational decisions. A novel approach to this is explored based on Transition Engineering and Robustness Engineering. Originality/value This paper links resilience and sustainability explicitly and develops a holistic pragmatic approach for working through their implications in strategic decision-making.
The growth in management education generally, and entrepreneurship education specifically, has occurred at the same time as increasing importance is attached to management both as an activity for academic investigation and as a practical activity in both public and private sectors. This paper argues that the intellectual foundations of this growth are unsupported by a significant volume of evidence and so it is unlikely that the hope for economic outcomes will be achieved. In the specific case of entrepreneurship education, this paper recommends that the tension between prescription and recognition of the activity needs to be resolved by both academics and policy makers before the benefits of education in this area can be realised
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