Education and Training in Public Administration and Management in Europe

Reichard, Christoph; Schröter, Eckhard

doi:10.1057/978-1-137-55269-3_3

Cited by 24 publications

(12 citation statements)

References 16 publications

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“…Hajnal 2003;Hajnal 2015;Matei and Matei 2013), and / or deal with programs across Europe -e.g. Reichard (2017), or Reichard and Schröter (2018) (Reichard 2017 focuses especially on executive academic programs for professionals).…”

Section: Research On the Pa Education -A Literature Reviewmentioning

confidence: 99%

Public Administration Education in the CEE Countries: How has it Developed during the Recent Decades ?

Pevcin

Špaček

Klimovský

2019

NISPAcee Journal of Public Administration and Policy

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This paper presents findings on the developments of PA education in 11 CEE countries and discusses various patterns based on the data on the historical background of PA education, forming thus the initial outcome of a more complex research carried out within the PAQUALITY project. The analysis is based around two main contextual factors: the role of imprinting (path-dependence) of the PA education in the framework of history and evolved PA ideologies, and the development of PA as discipline; and the role of institutional and HE legal factors on the current existence and status of PA education in the selected cluster of countries. The research question relates to the potential observation of differences in the development and current status of PA education in 11 CEE countries today. For this purpose, we utilize a co-variational international comparative case-study methodological approach, since this is a variable-centered approach, as it is acknowledged that a full-fledged theory might be absent in the framework of this specific investigation. The results indicate that we can argue in favor of the role of path-dependence in shaping PA education in CEE countries, where different starting points affected the outcomes in the content of current PA education. However, path-dependence is not to be taken as a sole factor corresponding to the development of the PA discipline in specific countries, as also more context-based factors and legal provisions do play the role. The outcome is that there is a lack of uniformity of PA education across CEE countries, where the country-specific context is the major factor in shaping the structure and content of programs, in some instances even creating new “sciences”. Although it would be expected to have some convergence in PA programs after almost three decades after the political and economic transformations started, we can even argue that PA education is more diverse now. This would give a specific role to the internalization and / or international accreditation in re-shaping and reversing the divergence processes in the future, but the anticipation for program consolidation might also be the factor that could have converging effects.

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Section: Research On the Pa Education -A Literature Reviewmentioning

confidence: 99%

Public Administration Education in the CEE Countries: How has it Developed during the Recent Decades ?

Pevcin

Špaček

Klimovský

2019

NISPAcee Journal of Public Administration and Policy

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“…Germany belongs to a group of countries that require comprehensive pre-service education and training as an essential qualification for future members of the public sector workforce. Accordingly, applicants for a civil service position usually have at first to pass an intensive educational programme, either in the form of an apprenticeship or as a study programme at a public or government-specific university (Reichard and Schröter 2018).…”

Section: Recruitment and Qualificationmentioning

confidence: 99%

Civil Service and Public Employment

Reichard

Schröter

2021

Governance and Public Management

Self Cite

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The German system of public sector employment (including civil servants and public employees) qualifies as a classical European continental civil service model moulded in traditional forms of a Weberian bureaucracy. Its features include a career-based employment system with entry based on levels of formal qualification. Coordinated by legal frames and centralised collective bargaining, the civil service is, at the same time, decentralised and flexible enough to accommodate regional differences and societal changes. In comparison, the civil service system stands out for its high degrees of professionalism and legal fairness with low levels of corruption or cronyism.

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“…HEIs adapt their programs to the country requirements, so that if IPSASs (or accounting requirements based on that accounting framework) are adopted, programs are modified accordingly. In this context, it has to be noted that the inclusion of IPSASs in future PSA and financial management curricula in European countries will probably depend on the development of the EPSASs project and on the extent of EPSAS-IPSAS mirroring, confirming that education for the public sector is the product of the general features of how government and public administrations are organized in every country (Reichard and Schröter, 2018). Nonetheless, the perception about the significance of PSA within the field of public sector financial management is considered highly relevant in Italy, Portugal and Spain, whereas respondents in Germany considered that PSA should have a high significance (but not the highest) within public sector financial management.…”

Section: Higher Education Institutions In Europementioning

confidence: 99%

“…), it is necessary to acquire at least basic knowledge of how accounting information systems, accounting technologies and accounting standards work in public sector entities, thus requiring course design effort by faculty members (Thom, 2019). Furthermore, education in PSA is often country-specific, being related to the general features of public sector entities and administrative system in place in each country (Reichard and Schröter, 2018). Cordery (2013) found that financial accounting education for private sector corporations crowded out the teaching of public services content in New Zealand.…”

Section: Introductionmentioning

confidence: 99%

Are higher education institutions in Europe preparing students for IPSAS?

Adam

Brusca

Caperchione

et al. 2019

IJPSM

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Purpose The purpose of this paper is to analyze whether higher education institutions (HEIs) in EU Member States are aware of the relevance of the ongoing reforms in public sector accounting (PSA) and the need to prepare their students to become expert professionals in that area. It particularly assesses whether these organizations currently provide, or will provide in the near future, education on International Public Sector Accounting Standard (IPSAS)/EPSAS, so that a sufficient number of graduates will be ready to match the foreseeable demand for experts in IPSAS/EPSAS. Design/methodology/approach Adopting a purposive sample, the paper compares the situation in four EU countries (Germany, Italy, Portugal and Spain). Data have been obtained through a questionnaire provided to selected professors in relevant HEIs in the selected countries. Findings HEIs are giving only limited room to PSA and financial management, with differences in terms of program offerings and coverage of topics among the four countries. Furthermore, in most cases, the programs are adapted to the national budgetary and accounting standards and courses are seldom focused on the IPSASs. Originality/value The paper contributes to the literature on PSA harmonization, through an innovative analysis of PSA and financial management teaching, both at national and international levels.

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Education and Training in Public Administration and Management in Europe

Cited by 24 publications

References 16 publications

Public Administration Education in the CEE Countries: How has it Developed during the Recent Decades ?

Public Administration Education in the CEE Countries: How has it Developed during the Recent Decades ?

Civil Service and Public Employment

Are higher education institutions in Europe preparing students for IPSAS?

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