Who are the relevant stakeholders to the local government context? Empirical evidences on environmental influences in the decision-making process of English Local Authorities

Abstract

This article presents empirical evidence of stakeholding in the local government context. It is the result of a survey carried out with English Local Authorities in 2001. It outlines the arena in which local government make decisions by pinpointing the relevant stakeholders in the process as well as the amount of power they are perceived to represent by chief executives. The investigation has its theoretical basis in resource dependence and institutional theories, which are commonly used for explaining an organization's behaviour and performance as influenced by its environment. As an empirical contribution, the article proposes a stakeholder map for any kind of local government organizations that will help in identifying strategies for managing stakeholders.

Stakeholder management in public procurement: Rethinking the engagement strategy for cofinancing in Rivers state, Nigeria

“…Stakeholder management is the overarching strategy that calls for matching the objectives of the various project stakeholders with the objectives of the project, to ensure a win-win outcome 85 . Gomes (citing Mitchell et al) stated that the stakeholder management process involves organizations "identify[ing] and assess[ing] their stakeholders as well as their salience (measurement of power and influence) in order to devise proper strategies for dealing with them" 86 . On the other hand, "stakeholder engagement can be defined as a process of involving and aligning the stakeholders to the project objectives and reducing the risks to achieve the project goal" 87 .…”

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“…A escassez de boas políticas e o desinteresse do Estado revelam a despreocupação em preparar (educar) o trabalhador para o ofício (Romanelli, 2005;Savianni, 2007;Gomes, 2013). Gomes (2004) considera que o descaso com o ensino profissional foi fruto de inúmeras propostas e reformas malsucedidas provenientes de disputas entre classes que sempre existiram no país. Para Romanelli (2005), a função da escola sempre esteve associada à manutenção de privilégios de classes e para isso, utilizaram-se mecanismos de seleção escolar e um conteúdo cultural que não foram capazes de propiciar às diversas camadas sociais uma preparação democrática adequada para os trabalhadores.…”

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