The technocratic tendencies of economists in government bureaucracy

Abstract

Economists are by many accounts the most influential group of experts in contemporary political decision‐making. While the literature on the power of economists mostly focuses on the policy ideas of economic experts, some recent studies suggest that economists also hold particular technocratic ideas about the policy process. The article systematically tests this argument. Focusing on economists within government bureaucracy, the study is based on a quantitative analysis of a large‐scale survey of Norwegian ministerial civil servants. It finds that economists are more likely to hold technocratic role perceptions than officials with other educational backgrounds only if they work in the finance ministry or in higher administrative grades. The findings contribute to scholarship on the political sway of economists and to debates about technocracy and the technocratic views of civil servants.

Exploration of the technocratic mentality among European civil servants

“…In the course of their educational training, students are likely to develop specific habits of the mind and eventually generalize “the cognitive convictions of their discipline into more general sociopolitical attitudes” (Elchardus and Spruyt, 2009: 448). Thus, the educational backgrounds of civil servants can be expected to shape the degree to which they have technocratic views of policymaking (Aberbach et al., 1990; Christensen and Mandelkern, 2019; Christensen, 1991; Dierickx, 2003; Gregory, 1991; Putnam, 1977; Ribbhagen, 2011).…”

“…Receiving an education in these disciplines is likely to increase trust in political institutions (Claes and Hooghe, 2017), foster understanding of the merits of representative democracy, and promote commitment to democratic norms and values (Esaiasson and Persson, 2014). Furthermore, it would enhance the realization that a pluralist political system should consider the multiplicity of interests (Christensen and Mandelkern, 2019). All those aspects are likely to lessen the technocratic mentality of civil servants.…”

“…Several empirical studies have sought to assess the effect of education on technocratic attitudes (e.g. Aberbach et al., 1990; Christensen and Mandelkern, 2019; Christensen, 1991; Dierickx, 2003; Gregory, 1991; Putnam, 1977; Ribbhagen, 2011). Overall, they present us with mixed findings about the impact of educational field on technocratic attitudes: while some find that getting a degree in more technical fields (rather than social sciences and humanities) does indeed contribute to technocratic mentality (Aberbach et al., 1990; Gregory, 1991; Putnam, 1977), others report that the field of education has no significant impacts (Dierickx, 2003; Ribbhagen, 2011).…”

“…Since the path-breaking research by Putnam (1977), few studies have explored technocratic mentality and attitudes among bureaucrats. Technocratic attitudes refer to skepticism about politics, politicians, and political institutions, preference for making decisions on the basis of technical and scientific knowledge, and belief that the public interest might be better advanced by rational decision-making rather than on the basis of ideology or the parochial interests of politicians (Bertsou and Caramani, 2020; Caramani, 2020; Christensen and Mandelkern, 2019; Esmark, 2017; Putnam, 1977; Ribbhagen, 2011).…”

“…Examining the normative attitudes of bureaucrats is important because these beliefs influence how they engage in and contribute to policymaking (Christensen and Mandelkern, 2019; Christensen, 1991; Gauld, 2002; Gregory, 1991; Ribbhagen, 2011). Indeed, the Weberian ideal-typical distinction between politics and administration is often questioned (e.g.…”