This collection presents a critical dialogue on managerialist forms of government between philosophy, political thought, organisational and management theory. The volume brings together essays that are concerned with technologies of government that are articulated as different iterations of managerialism. The hallmark of managerialist discourse is value, considered as a quantifiable abstraction, where the intention is to always ‘add value’. The central question addressed here by a team of international expert authors from across a range of disciplines is this: in what ways has this abstraction of value impacted on the substantive work and ethical integrity of government and the public sector, and, more broadly, of the professions (including that of management itself)? Has it displaced this work, or simply recast it? The volume addresses audiences in social sciences, philosophy, management, business, and organisational studies.

Most people know what management is but often people have vague ideas about Manageralism. This book introduces Manageralism and its ideology as a colonising project that has infiltrated nearly every eventuality of human society.

This book explains how management became Managerialism and how the language of managerialism was developed.Providing a comprehensive discussion of the managerialism-language interface, the book argues that firstly, managerialism itself has developed its distinctive language; and secondly, the two concepts of managerialism and language mutually depend upon each other. Written from the critical media studies perspective of the Frankfurt School of Critical Theory, the book reaches beyond simple business communication, illustrating how the language of managerialism is colonising the non-corporate lifeworld. The book concludes by offering fresh ideas on how to move beyond the language of managerialism.

This encyclopedic reference/text provides an analysis of the basic issues and major aspects of bureaucracy, bureaucratic politics and administrative theory, public policy, and public administration in historical and contemporary perspectives. Examining theoretical, philosophical, and empirical interpretations, as well as the intricate position of b

The success or failure of empires, nation-states, and city-states often rests on the relationship between bureaucracy and politicians. In this provocative and timely volume, editor Ali Farazmand examines the myriad relationships between politicians and bureaucrats and how they affect modern governance. This book is organized around the major themes of professionalism, bureaucracy, governance, and the relationship between career bureaucrats/higher civil servants and political appointees/politicians under presidential and parliamentary systems. After introducing the basic elements of bureaucracies in Part I, the book discusses the relations between bureaucrats and politicians in presidential systems in Part II as well as in parliamentary systems in Part III. This original and up-to-date book will fill a gap in the literature on the relationship between bureaucrats and politicians in modern governance and public administration. It can be used as a primary or supplementary text at the undergraduate and graduate level for those interested in public administration, comparative public policy, political science, and government.

For academics and students, 'Education Management in Managerialist Times' offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines.

This book is the first full length account of the significance of MacIntyre's work for the social sciences. MacIntyre's moral philosophy is shown to provide the resources for a powerful crititque of liberalism. His dicussion of the managerist and emotivist roots of modern culture is seen as the inspiration for a critical social science of Modernity

This book analyses how growing managerialism and the marketisation of higher education has undermined educational standards and pedagogical integrity. Specifically, it provides a thorough critique of how the pandemic, and the move to online learning and MOOCs, has reinforced these developments. The book outlines the limits of new managerialism, which is replacing critical mass with a culture of compliance in higher education. Employing an ethnographic approach, the book explores the impact of the sudden shift in teaching delivery from in-person to online for example, the changing role of the PhD supervisor during the pandemic, and the impact on students’ willingness to engage and their (in)visibility in the classroom, and further considers how these impact class interactions, social relationships and learning. Ultimately, this book argues that the COVID-19 pandemic exposed the limits of marketisation of education and revealed the distorted managerial response to a crisis.

Birnbaum traces the paths of seven popular management fads in higher education, presenting a model describing their life cycle -- development, diffusion, consequences and eventual disappearance. He shows how management fads contributed to several major problems in higher education, and explains what academic managers can do to maximize the benefits fads can provide while minimizing their organizational costs. Index.

This book provides a rigorous examination into the realities of the current university system in Britain, America and Australia. The radical makeover of the higher education system which began in the 1980s has conventionally been understood as universities being transformed into businesses which sell education and research in a competitive market. This engaging and provocative book argues that this is not actually the case. Drawing on lived experience, Watts asserts that the reality is actually a consequence of contradictory government policy and new public management whose exponents talk and act ‘as-if’ universities have become businesses. The result of which is ‘market crazed governance’, whereby universities are subjected to expensive rebranding and advertising campaigns and the spread of a toxic culture of customer satisfaction surveys which ask students to evaluate their teachers and what they have learned, based on government ‘metrics’ of research ‘quality’. This has led to a situation where not only the normal teacher-student relationship is inverted, academic professional autonomy is eroded and many students are short-changed, but where universities are becoming places whose leaders are no longer prepared to tell the truth and too few academics are prepared to insist they do. An impassioned and methodical study, this book will be of great interest to academics and scholars in the field of higher education and education policy.