Tag Archives: UK Universities

10/02/2020
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Public Services Governance

Some links and research on teaching of public administration

I’ve been really surprised by the response to a recent Tweet of mine about the state of public administration teaching in the UK.

This Tweet was stimulated by a brief conversation I had with an academic at another UK business school. They were raising the fact that public administration was not taught at their institution. This is a very common picture which has been researched widely within the UK public administration community. I’ve also heard anecdotal stories from academics suggesting that there is a hostility towards anything public sector related. One such story was that a senior academic was told not to even mention the words ‘public sector’.

This contrasts with my own experience. I work at Northumbria University where there is a long history of public administration teaching and research. Currently I teach on our MSc Strategic Leadership for Public Services programme and supervise three doctoral students who are all exploring issues related to the public sector. We also have one of the largest cohorts of public administration scholars in the UK. More on how we are leading the public administration revival here.

Debates around the nature of the subject often centre around the nature and legacy of New Public Management (NPM). This was a theoretical approach which suggested that business techniques could (and even should) be applied to the public sector in order to enhance efficiency and effectiveness. Many of the central arguments of NPM have since been debunked.

Yet issues related to the unique public service context are often not fully considered in teaching of business and management. This is despite the public sector making up c.17% of UK employment and c.35% of GDP. It also fails to recognise that the private sector needs an effective public sector to support the infrastructure, culture, society and people needed for business to flourish. At the same time many public services are themselves delivered by the private sector (and increasingly the Third Sector).

This is why the UK Learned Society for public policy and administration – the JUC Public Administration Committee – have called on the public service context to be a more explicit part of undergraduate business and management degree programmes: https://www.juc.ac.uk/wp-content/uploads/2019/09/PAC-Position-Statement-on-QAA-Subject-Benchmarks.pdf

I am continuing to research this issue. However, in the meantime please see the following references which list just some of the research that documents the history of UK public administration.

Some useful references:

Barbaris, P. (2012). Thinking about the state, talking bureaucracy, teaching public administration. Teaching Public Administration, 30 (2): 76-91. DOI: 10.1177/0144739412462232

Boyne, G. (1996). The Intellectual Crisis in in British Public Administration: Is Public Management the Problem or the Solution?, Public Administration, 74, 679-694.

Boyne, G. (2002). Public and Private Management: What’s the Difference? Journal of Management Studies, 39, 97-122. doi: 10.1111/1467-6486.00284

Carmichael, P. (2004). ‘Shackled to a Corpse?’ – A Reply to Howard Elcock. Public Policy and Administration, 19(2), 8–12. https://doi.org/10.1177/095207670401900203

Chandler, J. (1991). Public Administration: a Discipline in Decline, Teaching Public Administration, 11, 39-45.

Chandler, J. (2002). Deregulation and the Decline of Public Administration Teaching in the UK, Public Administration, 80, 375-390.

Chapman, R.A. (1993), THE DEMISE OF THE RIPA — AN IDEA SHATTERED. Australian Journal of Public Administration, 52: 466-474. doi:10.1111/j.1467-8500.1993.tb00302.x

Chapman, R.A.C. (2007), “Joint University Council and the background to public policy and administration?”, Public Policy & Administration, Vol. 22 No. 1, pp. 7-26.

Davies, M. R., Greenwood, J., & Robins, L. (1995). Public Administration Education and Training: Globalization or Fragmentation? International Review of Administrative Sciences, 61(1), 73–78. https://doi.org/10.1177/002085239506100106

Diamond, J, Liddle, J (2012) Reflections and speculations on teaching and learning in public administration. Public Policy and Administration 27(3): 265–277

Elcock, H. (1991). Change and Decay? Public Administration in the 1990s. London, Longman.

Elcock, H. (2004). Public Administration: Why Are We in the Mess We’re In? Public Policy and Administration, 19(2), 3–7. https://doi.org/10.1177/095207670401900202

Elcock, H. (2013). Local Government: Policy and Management in Local Authorities. London, Routledge.

Elliott, I.C. (2017), Verbal contribution to PSA/JUC Debate on the Future of Public Administration, PSA Annual Conference, University of Strathclyde, April 10.

Elliottt, I.C. (2018). Marking the 100th anniversary of the UK Joint University Council and anticipating the next… Teaching Public Administration, 36(1), 3–5. https://doi.org/10.1177/0144739418763847

Elliott, I.C. (2020). Organisational learning and change in a public sector context. Teaching Public Administration. https://doi.org/10.1177/0144739420903783

Fenwick, J., & McMillan, J. (2014). Public Administration: What is it, why teach it and does it matter? Teaching Public Administration, 32(2), 194–204. https://doi.org/10.1177/0144739414522479

Gray, A, Jenkins, B (1995) From Public Administration to Public Management: Reassessing a Revolution. Public Administration 73(1): 75–99.

Greenwood, J (1999) The Demise of Traditional Teaching: Public Administration in Britain. Teaching Public Administration 19(1): 53–61.

Greenwood, J. and Eggins, H. (1995) Shifting Sands: Teaching Public Administration in a Climate of Change. Public Administration 73(1): 143–63.

Hood, C (2011) It’s public administration, Rod, but maybe not as we know it: British public administration in the 2000s. Public Administration 89(1): 128–139.

Jones, A. (2012). Where Has All the Public Administration Gone? Teaching Public Administration, 30, 124-132.

Liddle, J. (2017), “Is there still a need for teaching and research in public administration and management? A personal view from the UK”, International Journal of Public Sector Management, Vol. 30 No. 6-7, pp. 575-583. https://doi.org/10.1108/IJPSM-06-2017-0160

Miller, K. (2012). The Future of the Discipline: Trends in Public Sector Management. In J. Diamond, & J. Liddle. (Eds.) Trends in Public Management: an Age of Austerity. Bingley: Emerald Group Publishing.

Raadschelders, J.C.N. (1999) A coherent framework for the study of public administration. Journal of Public Administration Research and Theory 9(2): 281–303. https://doi.org/10.1093/oxfordjournals.jpart.a024411

Rhodes, R, Dargie, C, Melville, A, Tutt, B (1995) The State of Public Administration: A Professional History, 1970–1995. Public Administration 73(1): 1–15.

Rhodes, R. A. W. 1996. ‘From institutions to dogma: tradition, eclecticism and ideology in the study of British public administration’ Public Administration Review, 56 (6): 507–16.

SHELLEY, I. (1993), WHAT HAPPENED TO THE RIPA?. Public Administration, 71: 471-490. doi:10.1111/j.1467-9299.1993.tb00987.x

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04/02/2019
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Learning and Teaching, Public Services Governance

Brexit and Scottish Universities

I am currently conducting some research with Professor Margaret Arnott from University of West of Scotland on the potential impact of Brexit on Scottish universities. This is clearly a difficult topic to study at the moment as their remains so much uncertainty around what path the Brexit negotiations will take and subsequently when and how (and even if) the UK will eventually leave the European Union. The Scottish dimension adds an extra layer of complexity – this piece of research sets out some of these complexities in more detail.

Scotland, as a constituent nation of the UK, must follow UK policy on all reserved matters including decisions related to Brexit. But at the same time Scotland voted overwhelmingly to remain within the EU. Within this debate education is of particular interest as the Scottish education system has always been distinct. With devolution this policy divergence has increased (Keating 2005, 2010) and led to the emergence of the so-called Scottish Approach to Public Services (Housden, 2014; Elliott, Forthcoming).

Source: BBC accessed at https://www.bbc.co.uk/news/uk-scotland-scotland-politics-39317865

Policy divergence is exemplified with the funding of higher education for whilst undergraduate tuition fees were introduced in the UK in 1998, they were soon abolished in Scotland by the Scottish Government who have remained resolutely opposed to tuition fees. This policy has become immortalised in the “Salmond Rock” which sits in the grounds of Heriot-Watt University which is inscribed with his statement that “the rocks will melt with the sun before I allow fees to be imposed on Scotland’s students”.

Source: Flickr (Licensed under Creative Commons)

Although the free higher education policy is seen to be a way to extend educational opportunities it has been found that maintenance grants have declined since this policy was introduced (Hunter- Blackburn 2016) and that students from less affluent backgrounds have suffered as a result. Furthermore the approach to funding of Scottish universities, and the decline in international students following UK Government changes to immigration rules, have contributed to an increasingly difficult financial environment. In 2016/17, 9 of Scotland’s 19 universities reported a financial deficit (compared to just one in eight in England) (HESA 2018).

In relation to Europe, the potential impact of Brexit on Scottish universities may be far greater than on universities in the rest of the UK. Scottish universities have benefited €558m from the Horizon 2020 programme and €64m from the Erasmus programme (Universities Scotland 2018). In total European funding sources account for 9.4% of all research funding in Scottish universities (£94m) in 2014-15 (ibid 2018). Also, Scottish universities have proportionally more EU staff (11% of all staff, 17% academic staff and 25% of research staff) and students (9%) than the rest of the UK (ibid 2018).

The Scottish university sector faces many financial challenges. Despite education being a devolved policy there are many related issues, such as immigration policy and foreign policy, that remain reserved. Thus, the financial sustainability of universities has become precarious both as a result of Brexit but also the UK Home Office ‘hostile environment’ policies. It is unclear how Scottish universities will cope with the potential effects of Brexit but whatever happens this issue has raised significant issues in relation to the devolution settlement.

This will be discussed at the following conference: https://www.regionalstudies.org/opportunities/call-for-papers-the-impact-of-brexit-on-regions-in-europe-essca-angers-france/

References:

Arnott, M.A. (2017) “Jigsaw Puzzle” of education policy?: nation, state and globalised policy making, Scottish Educational Review, 49 (2): 3-14. Available online here.

Elliott, I.C. (Forthcoming) The Implementation of a Strategic State in a Small Country Setting: the case of the ‘Scottish Approach’, Public Money and Management.

Housden, P. (2014) This is us: A perspective on public services in Scotland, Public Policy and Administration, 29 (1): 64-74. Available online here.

Hunter Blackburn, L. (2016) Equity in student finance: Cross-UK comparisons, Special Edition: Widening Access to Higher Education in Scotland, Scottish Educational Review, 48(1): 30-47. Available online here.

Keating, M. (2005) Policy convergence and divergence in Scotland under devolution, Regional studies, 39 (4): 453-463. Available online here.

Keating, M. (2010) The Government of Scotland: Public Policy Making after Devolution, 2nd Edition, Edinburgh: Edinburgh University Press. Purchase here.

Universities Scotland (2018) Universities Scotland’s Brexit Priorities, accessed online at: https://www.universities-scotland.ac.uk/publications/brexit-priorities/

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13/06/2016
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Learning and Teaching

Do league tables matter?

League tables are most commonly associated with football. Everyone knows that the team who wins the most games goes up the league table. The team who finishes top at the end of the season our the league champions. Having won the league the champions may secure promotion to a higher league or entry to other competitions such as the Champions League or Europa League. And everyone knows that Partick Thistle are, on that basis, not as ‘good’ a team as Celtic, Aberdeen or Hearts. Yet I still support the Jags and think they are better for lots of different reasons.

So, what about league tables in the context of Higher Education? One of the challenges here is knowing what counts as success? It’s not as simple as scoring goals – there is research output, student satisfaction, completion rates, student-staff ratios, employability. And how highly should each of these be ranked? Each league table rates these factors to differing degrees (see here for more comparison of league tables). As well as the most well known tables, such as The Guardian and Times Higher there are also a number of alternative league tables (see here for more). So the overall picture is incredibly complex, even confusing. Hardly surprising when we consider the complex nature of public services (as I’ve written about previously).

There are many question marks around the way figures are reported and potential gaming that takes place in order for universities to increase their performance. Issues like, for example, whether those universities that score well in research are doing so at the expense of their teaching and learning – and do research active staff also engage in teaching or is this primarily delivered by lowly paid staff on causal contracts or PhD students?

Another challenge is the way in which all institutions are compared on the same metrics and in the same table. It is rather like having Partick Thistle and Real Madrid in the same league and expecting them to be equally competitive. Consider, for example, that the University of Edinburgh was founded in 1583, has 6,422 academic staff, 6,458 non-academic staff, endowments of £14.4m  in 2008-09 and total income of £592m (see the Facts and Figure 2016). QMU gained full university status in 2007 (having been first established in 1875 – almost 300 years later than UoE), has a total of 251 academic staff (including researchers) and total income of £38m in 2014-15 (which is actually about half of what Cambridge University received in endowments alone in the same year) (more Facts and Figures 2016). So in terms of headcount alone University of Edinburgh has 26 times the resources that we have at QMU and yet we are expected to compete against the same metrics. To extend the football analogy it’s like playing a team of 286 players against a standard team of 11 players. In this context it might seem that university league tables are truly absurd and best ignored.

Alternatively we could consider the extent to which any one university moves in the rankings year on year. Recently QMU went down on The Guardian league table from 76th to 101st place (see the full table here). But does that mean we have got so much worse over the last twelve months? Again rather than looking at the league table as a whole it might be helpful to compare our closest competitors: Edinburgh Napier (down from 64th to 70th), Glasgow Caledonian (down from 89th to 99th) and Abertay University (up from 93rd to 85th). What this shows is that institutions do tend to move quite a lot year on year. It would seem that very small changes in some of the metrics can result in a very large shift in the league table position. So again, league tables don’t say very much.

Of course, if universities were compared on a per capita basis some of the stats might appear very different. One might ask what on earth do larger, more established universities do with £1bn of expenditure a year or with 26 times the number of staff of smaller institutions. I would argue that QMU generates a lot of benefit with a very small percentage of the income that more established universities enjoy every year. Actually, I think that we are an excellent university. I know that we punch well above our weight and that our staff are incredibly committed to the student experience. I know that we have improved significantly over the seven years that I have worked there. I know there are still things that could improve – but I know that everyone is committed to making that improvement happen.

As just one example of our commitment to the student experience our our recent staff away day focused entirely on our undergraduate provision – and three students were invited to join us for part of the day to discuss their experience. I’ve never known that to happen at any other academic staff away day. And the one common thread across the entire day was how can we improve the student experience and the employability of our graduates. Everyone believes it and everyone is committed to it.

If you want a great experience as a student I can’t promise that you’ll get it at QMU – but what I can promise is that we’ll do everything we can to make it a great experience. What’s more, I know that if you don’t have a positive experience we will ask for your feedback, we will listen AND we will take action.

But here’s the thing; if a student has a negative experience at university, or perhaps doesn’t get the degree they wanted to get, who is ultimately to blame? I actually think it’s misleading to consider the success of a university as being solely down to the performance of the staff. Actually, much of our ‘success’ as measured by league tables, is not within our control. A university is as much a collection of students as it is a group of academics, academic-related and other professional and support services staff. In this sense the analogy with football is clearly completely preposterous – with football the success is down the players on the pitch; with universities the success is as much down to the fans on the stands (the students) as it is down to the players on the pitch. And while it may be easy for football clubs to buy new players during the transfer season what can a university do if the students do not engage in the learning activities in the way that they should? Of course we can encourage students and create learning activities that students want to engage with. But failing that all we can do is award those students lower grades – which then affects our league table position.

So please tell me, what can Partick Thistle do to compete with Real Madrid. And what can WE do to compete with Cambridge?

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