Sean Gailmard is the Judith E. Gruber Associate Professor in the Travers Department of Political Science at the University of California, Berkeley. John W. Patty is associate professor of political science at Washington University.

The constant threat of crises such as disasters, riots and terrorist attacks poses a frightening challenge to Western societies and governments. While the causes and dynamics of these events have been widely studied, we know little about what happens following their containment and the restoration of stability. This volume explores 'post-crisis politics,' examining how crises give birth to longer term dynamic processes of accountability and learning which are characterised by official investigations, blame games, political manoeuvring, media scrutiny and crisis exploitation. Drawing from a wide range of contemporary crises, including Hurricane Katrina, 9/11, the Madrid train bombings, the Walkerton water contamination, Space Shuttles Challenger and Columbia and the Boxing Day Asian tsunami, this is a ground-breaking volume which addresses the longer term impact of crisis-induced politics. Competing pressures for stability and change mean that policies, institutions and leaders may occasionally be uprooted, but often survive largely intact.

Levin's unique combination of informed analysis with real stories of real events told by participants provides an incisive exploration of government in action.

Governing Fables: Learning from Public Sector Narratives advocates the importance of narrative for public servants, exemplifies it with a rigorously selected and analyzed set of narratives, and imparts narrative skills politicians and public servants need in their careers. Governing Fables turns to narratology, the inter-disciplinary study of narrative, for a conceptual framework that is applied to a set of narratives engaging life within public organizations, focusing on works produced during the last twenty-five years in the US and UK. The genres discussed include British government narratives inspired by and reacting to Yes Minister, British appeasement narratives, American political narratives, the Cuban Missile Crisis narrative, jury decision-making narratives, and heroic teacher narratives. In each genre lessons are presented regarding both effective management and essential narrative skills. Governing Fables is intended for public management and political science scholars and practitioners interested in leadership and management, as well as readers drawn to the political subject matter and to the genre of political films, novels, and television series.

"An easy-to-navigate, comparative book on state and local government. Very student-friendly and well-organized." —Jane Bryant, John A. Logan College The trusted and proven Governing States and Localities guides students through the contentious environment of state and local politics and focuses on the role that economic and budget pressures play in issues facing state and local governments. With their engaging journalistic writing and crisp storytelling, Kevin B. Smith and Alan Greenblatt employ a comparative approach to explain how and why states and localities are both similar and different. The Seventh Edition is thoroughly updated to account for such major developments as state versus federal conflicts over immigration reform, school shootings, and gun control; the impact of the Donald Trump presidency on intergovernmental relations and issues of central interest to states and localities; and the lingering effects of the Great Recession. A Complete Teaching and Learning Package SAGE coursepacks FREE! Easily import our quality instructor and student resource content into your school’s learning management system (LMS) and save time. Learn more. SAGE edge FREE online resources for students that make learning easier. See how your students benefit.

Essential resources do more than satisfy people's needs. They ensure a dignified existence. Since the competition for essential resources, particularly fresh water and arable land, is increasing and standard legal institutions, such as property rights and national border controls, are strangling access to resources for some while delivering prosperity to others, many are searching for ways to ensure their fair distribution. This book argues that the division of essential resources ought to be governed by a combination of Voice and Reflexivity. Voice is the ability of social groups to choose the rules by which they are governed. Reflexivity is the opportunity to question one's own preferences in light of competing claims and to accommodate them in a collective learning process. Having investigated the allocation of essential resources in places as varied as Cambodia, China, India, Kenya, Laos, Morocco, Nepal, the arid American West, and peri-urban areas in West Africa, the contributors to this volume largely concur with the viability of this policy and normative framework. Drawing on their expertise in law, environmental studies, anthropology, history, political science, and economics, they weigh the potential of Voice and Reflexivity against such alternatives as pricing mechanisms, property rights, common resource management, political might, or brute force.

This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance. The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education, and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.

This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.

The objective of this special issue is to contribute to the understanding of Knowledge Governance in the Mulitnational Corporation. Like the traditional literature on corporate governance the authors are concerned with the attraction of crucial capital, its efficient allocation, as well as the mechanism used to achieve capital accumulation and optimal utilization. Knowledge as a particular sort of capital is seen as increasingly crucial to the existence, boundaries, and economic organization of modern Multinational Corporation.

Of contents: 1. Setting the stage. 2. Interaction. 3. Governing images. 4. Governing instrumentation. 5. Governing action. 6. Self-governance. 7. Co governance. 8. Hierarchical governance. 9. Problems and opportunities (first-order governance). 10. Institutions (second-order governance). 11. Meta (third-order governance). 12. Society, governance and governability. 13. Interactions, governance and governability.