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New Public Management (A public management for all seasons? Versión en…

- - - - capricho de la moda locuocéntrica
      - culto cargo: el renacimiento sin fin, pese a los repetidos fracasos de la idea del éxito sustantivo.
      - sintesis(atracción de opuestos que hacen historia
      - Respuesta a un conjunto de condiciones sociales que surgieron en los paises desarrollados despues de la WWII
        
        Cambios en el nivel de ingreso y la distribución
        
        cambios en los sistemas sociotécnicos y las tecnologías que eliminaron las barreras entre los trabajos privados y públicos.
        
        nuevas maquinarias políticas
        
        población socialmente heterogénea de cuello blanco y poco tolerante a las visiones estatistas
- - - - Knowledge is a public good, eve though it can be private at some point, But after it becomes public again, any attempt to privatize it becomes artificial.
    - - education produces some indirect economic benefits for society. They are really difficult to be measured and eve though economists recognize they are valuable, there is certain complexity on how to measure or predict the contribution of them. Thus is not a marketable product.
    - - Even though knowledge is public, teaching and learning could be private.
- - - - Efficiency drive.The public sector should be most business like (finantial control and managerial activities)
      - Downsizing and descentralization. Enphasize flexibility and unbunding of vertical structures. Small strategic core and large operational periphery.
      - In search for excellence. Top down: charismatic leaders, private sector role-models, intensive corporate training programs, explicit marketing and communication strategy. Bottom up: Organizational development and learning, organizational cuture is the glue.
      - Public service orientation: a fusion of public and private management ideas. publis sector should be driven by a publis service mission based on high quality management strategies from private sector.
    - - Institutional autonomy. States have given more power to the HEI and their own governance, but it has also created new governance systems such as board, representing "people" interests.
      - Expansion of higher education. Expansion of new types of education (e.g. vocational institutes) has increased competition between universities.
      - Harmonization of education in the european space.
      - Marketization. diferent markets has been created due to a market oriented approach. Now all universities look for diverse market groups of students, teachers have become more entrepreneural and incomes for HEI have becom diverse.
      - Quality, evluations have been focus on faculty with no clear expectations of what happens with the results. Research has had some reluctant opinions but is changing dramatically. Staff continue to be not evaluated.
    - - university leadership. With the states withdrawal of power, deans and rectors are having more power in HEI. University managers are hard to find.
      - Governing boards, are a new form of control. They name the rector, and set the strategic plans. they serve as the mediators between ministries and faculty.
      - accountability, must universities have to share now new repsonsabilities due the new power they have
      - qulity control. Global standards VS local standards, in the us the staff is double the faculty, in EU is the same size.
      - Professional development. Most faculty is not prepared for the changes to come, but even the PD programs, participation is still low.
    - - at the macro level of analysis, policies on how HEI are managed seem to converge. But at the faculty and department level they diverge.
- - - - State regulation: top-down state authority.
      - Stakeholder guidance: Goals setting and advice from industry boards or so.
      - Academic self-governance: Professional communities within the university system. Collegial and perr-review decision making.
      - Managerial self governance. hierarchies within universities (9deans, provost, etc.)
      - Competition. quasi-marquets driven by peer evaluations.
    - - Also, efficiency and effectiveness should be achieved by private sector management techniques.
      - but under the NPM approach, state regulation and academic self-governance should be marginal, and stakeholder guidance, managerial and competition should score high.
      - NPM implementation in universities are not disconnected changes, but rather an integrated approach towards an overall redirection of the entire university system.
  - - - at the beginning: Phase one academic self-governance; phase two increasing state intervention (currently), Phase three market dominated governance (overlaped with phase two)
      - Centrla point of change: increase compeititive pressure. Creation of quasi-markets, more accountability and resource competition among universities. Universities rating low don't get any money and eventually they become teaching only universities.
      - Increased regulation of the state because of trends in reseach and industry, increased partnerships with businesses to receive resources.
      - managerial self-governance has benn strenghtened, managerial staff has been a buffer between outside and inside.
      - Academic self governance. is still alive. The research councils are opperated by academics and theirs decissions have repercussions in universities.
    - - an incresed intervention of the governement in universities after WWII. bur afther 85's firm beliefs of the virtues of regulation were replaced by a philosophy of government setting just a framework.
      - Stronger stakeholder guidance. Deregulating and letting universities self organize. From ex ante to ex post (input to output).
      - State regulation. It is still strong by decrees. But it has only set a framework and the state no longer describes in detail what universities have to do.
      - Competition. from 1990 performance based budget has been widely used. Universities compete for national and international grants and SS.
      - Managerial self-governance. the role of managers and executives within the universities has strengthen. Decisions have been centralized by universities, not only the important matters but also the academic daily decisions.
      - Academic self governance. Representatives of staff, academics and students have become advisory instead of decision making. Nevertheless trough national councils, academic still play an important role.
    - - during 90' the state's intervention trend was reversed. The implementation is still in progress. until recently, non academic decisions were responsibility of the government.
      - state regulation. Characterized by strong deregulation, full legal capacity and completly independent entities. Contracts and budgets aremanaged by universities independently. Universities didn't take place in how ths deregulation was implemented.
      - Stakeholder guidance. The budget is still linked to performance evaluation and to the willingness of the council, which is mainly formed by politicians or people from outside universities. This is besides the negotiation with the ministry.
      - Competitionplays a minor role. The focus of universities is not to compete, but to support the ministry's country wide planning.
      - academic-self governance.The decision of academic bodies is entirely responsability of the universities. New internal governance models designed by universities include reducition of competencies and institutional level to an advisory function and the concentration of decision making powers in the hands of the deans.
      - Managerial self governance. The rectorate control almost everything in the university. The position of the dean has been strengthen as well.
    - - The NPM reforms started in the late 90's.
      - Regulation by the state. Universities can choose their legal status. The approval of study plans is responsaiblity of new peer review agencies, but is still government responsability to determine if the proposed program fits with the planning of the Land. States still control the size of faculties.
      - Stakeholder guidance. Management by objectives has become institutionalized. with contracts between ministries and universities. But state still take advantege of these contracts and impose certain regulations of policies, such as gender proportion policies. Exeternal stakeholder influence is still to be seen.
      - Competitive pressure. The competition between universities has become stronger due to pressure to receive private and public funds. The proposal of Extra money for elite universities is still on denial cause destructive competency can be encouraged. New measures such student fees, new salary scheme for professors have been implemented. ll landers have implemented evaluation systems.
      - Managerial self governance. The system is acquiring elements of hierarchy and the power of deans have increased.
      - Academic aelf-governance. Professors don't hold any power in reality. Self governance works in a more informal and cooperative way.
- - - - Ina basic concept, the NPM is the application of business orientede strategies into public sector, with focus on efficiency and effectiveness. (effectiveness=to reach the goals, efficiency=to reach them with the least amount of resources).
      - HEI needs autonomy to apply NPM approach, simultanously, there is a need that the states have to control and intervene. Furthermore, complete autonomy can lead to a deviation of states' national plans and competition cannot work, because in order to work it needs goals to be set by the state.
      - Old and new management models
        
        input oriented management. The fever of december to avoid bugetary cutbacks. Output oriented. The number of graduated students.
        
        Process political. The spiral of regulation, always finding new ways to avoid new regulations by making small changes. VS regulatory policy where the framework with incentives and sanctions is set.
        
        Ex ante management. stipulating results beforehand creates inflexibility. VS Ex post management. Descentralized decision makers take into account these objectives knowing that the results they achieve will be measured.
        
        Centralized precision management VS macro management, where government take into consideration a small amount of top priorities objectives and let the other features to be solved by institutions. Furthermore, this macro approach promotes traceability and transparency.
      - budget appropriations can play a central role as a competitive mechanism, but NPM also involves evaluations, accountabiliy and global budgets.. MONEY has always been the tool that states' use to enforce the law through fiscal/economic/tax policy.
    - - Institutional economics implies a new understanding of the tasks required of university managers: The role of the executor within existing policies and regulations ins transformed into that of a designer of policies and regulations. THIS PART WAS CONFUSING
  - - - budgeting of HE in the tradition approach involves the financing of the states, but in a narrowest definition it orient universities in expediture and revenues to satisfy NPM (body of finantial rules and regulations)
        
        budgeting gives rise to funding policies and regulations for autonomous HEI establishments.
        
        Budgeting carries forward financial autonomy internally.
        
        Budgeting is an important tool for creating a regulation and incentive framework for autonomous decision makers in HEI.
      - All budgeting systems areto be measured by the success with which they achieve the balanced implementation of these functions. In the tradition management, more money does not increase the efficiency, because it usually lacks the correct incentives.
    - - budget oriented appropiation of fundsthis model set the criteria by which the budget is allocated to descentralized units and it is an important resource for competence. It creates the link between strategic planning and operational conversion.
      - Autonomous management of financial resources. The resources must be managed by the descentralized decision makers. An important question is to determine how much centralized decision maing has to exist.
      - Controlling The indicators of the appropiation of funds must be measured annually., and the problems must be solved via controlling information systems.
    - - Orientation towards the objectives and strategies of the HEI
      - Creation of autonomy within the university with regard to financial, organizational and staff issues.
      - Introduction of an incentive scheme whitin the university
      - public accountability for university activites and expediture
      - provision of management mechanisms required for self-monitoring
      - Developing the capacity of university stakeholders to act and take decisions.