Marta Strumińska-Kutra

Engaged scholarship: Steering between the risks of paternalism, opportunism, and paralysis:

This article uses an example of critically oriented Action Research to reflect on the pitfalls and tensions inherent in engaged scholarship. The tensions are analyzed within three types of research-related relationships involving power: (1) between the participatory inquiry and its cultural, institutional, and social environment; (2) within ‘the community’ being studied, which itself is not homogeneous in terms of interests, values, and ability of their realization; and (3) between the researcher and ‘the community’. These tensions connect to an attempt to use the three mutually exclusive approaches of pragmatism, critical theory, and constructivism. It is claimed that this meta-theoretical inconsistency, though not elegant, should be seen as a strength rather than a weakness. Following any approach in isolation would expose the researcher to the risk of opportunism (pragmatism), paternalism (critical theory), or relativism, and therefore paralysis (constructivism). Keeping a minimum level of variety enables the researcher to escape those pitfalls and to conduct ethical and emancipatory inquiry.

Local governance and learning: in search of a conceptual framework

ABSTRACT This article proposes a conceptual framework explaining the phenomenon of local governance learning. The framework is grounded in organisational learning, institutional theory and in a case study of local governance practices undertaken in the process of public dispute resolution. Our analysis offers an advancement in the knowledge on governance learning by (1) specifying different types of governance learning, which are linked to the structure of learning not to its motivation, (2) linking the micro level of local governance practices with the mezzo level of organisational structures, and with the institutions regulating governance on the macro level and (3) explicating the difference between learning and institutional change. We introduce the category of astonishment, which we treat as a prerequisite of governance learning. It is defined as a cognitive state caused by a disruption of institutionalised patterns of thinking and behaviour deployed by a (public) organisation to deal with a specific (social) problem.

How Framing Transforms Governance: Public Dispute over the Closure of Three Small Schools in a Rural Community

The case illustrates how governance is interpreted and enacted through the lens of old, dominant institutional logics. In the analysis of empirical data three frames are distinguished: a legalist frame organizing the perception of participation around legal rules and procedures, a managerialist frame using private sector-inspired rhetoric, and a frame of representative democracy attributing responsibility for decision-making and problem-solving to elected officials and councillors. It is shown how, with the use of these frames, decision-makers systematically exclude dissenting voices, thus turning the decision-making process into a linear procedure where everything is known and planned beforehand. Within this process, there is no place for reflection and governance learning. Eventually governance ended up as an institution reduced to a quasi opinion survey.

Public Administration Leaders as Institutional Entrepreneurs: Dispute over the Location of a Marketplace

Interpretation of this case is built around the role of individuals and, specifically, of intra-organizational leaders in the processes of institutionalization and learning of new governance patterns. The analysis illustrates that even in the face of complex problems and public pressure for inclusion of external stakeholders, the shift from government to governance is neither obvious nor necessary. As the old, hierarchical ways remain the default option, whether the new way of governing will be enacted depends solely on the mobilization and purposive efforts of institutional entrepreneurs acting within the organizational structures of the administration.

Towards a Practice-Based Theory of Governance Learning and Institutionalization: A Cross-Case Analysis

In this chapter an overarching interpretation of the cases is presented. It departs from pre-existent theoretical perspectives of institutional change and organizational learning. These perspectives are used to make sense out of empirical material. The author searches for significant differences between the cases. Why were public officials able to critically reflect on their practices and eventually change the way of governing in some cases, and failed to do so in other cases? How is it possible that in some cases governance ended up as an institution reduced to a quasi opinion survey, or even worse, lead to discrediting of participatory approaches, while in other cases governance was institutionalized in the form of a relatively large infrastructure of institutions enabling public engagement in various decision-making processes?

Governance Learning from an Institutional Perspective

In this chapter a framework is presented, that grasps contextual conditions and the logic of public management practice emerging in the process of institutional change. This framework, grounded in institutional perspective, may be at least as useful for academics and practitioners as the formal framework revealing different ideal types of learning and different governance modes. The latter is important when thinking about designing organizational structures and procedures enabling good governance (institutional design). The former, which is practice based, is invaluable when thinking about the realities of implementation. The chapter provides an ex ante analysis of research on public management patterns in Poland. The analysis provides important contextual information about empirical cases discussed further on.

Practice-Oriented Reflection on Governance

A shift towards governance taking place in public management and policy making implies among others the creation of new collaborative institutions that enable democratizing processes. The shift involves institutional change and requires public administration to learn to cooperate with citizens and organized interest groups. The process of learning and institutional change is refracted through practicalities embedded in existing institutions and power struggles between diverse actors involved in governance processes. A scholarly activity relevant for governance practitioners cannot ignore these contextual conditions of governance. A theoretical framework is needed which captures the practice of governance and links it to a wider social and institutional context. While focusing on development of a practice-based theory through case studies, author offers a wider reflection on the role of social research for governance practice.

Workplace Innovation Context in Poland: Between Structure and Agency

The cultural and institutional context in Poland can influence patterns supportive for workplace innovation. Highlighting technological innovation only and neglecting the workplace improvement in the case of Poland is associated with low work engagement. It is recognized that one of the central aspects of workplace innovation is the active involvement of employees in the innovation process. Hence, we investigate the following research questions: What is the role of employees in the process of designing and implementing workplace innovation and change in Poland? What is the impact of formal and informal organisational structures in this process? The chapter uses a qualitative approach based on in depth interviews and focus groups to answer those questions. We conclude that interaction between the individual (employee) and the structural level (organisation) may result in a gradual destruction of innovation, because innovation processes in Polish companies seem contrary to what workplace innovation WPI) stands for: WPI stresses an engaging role for employees to succeed in innovation, while Polish companies seem to do the opposite.