The Leadership Education Lacuna in Public Management: Searching the labyrinth for paths forward

Since the 1990s, new public management and public value approaches have shifted our paradigms around public sector organisations from bureaucratic to neo-liberal agendas (Perry, 1998). Within these paradigms, it is widely... [ view full abstract ]

Since the 1990s, new public management and public value approaches
have shifted our paradigms around public sector organisations from bureaucratic to neo-liberal agendas (Perry, 1998). Within these paradigms, it is widely accepted that leadership of public organisations is critical to the success and accountability of public organisations (Rafeel, Lesink, & Middlebooks, 2009; Teelken, Ferlie & Dent, 2012). However, as Seidel, Fernandez and Perry (2016) suggest, there is a notable gap in understanding the nature and impact of leadership training and development more broadly, and on public service organisations more specifically. This paper seeks to chart a path forward for the next round of scholarship to fill this lacuna in the public management literature. In this paper we explore the existing scholarship in the arena, what can be learnt from other literatures and disciplines, and to chart a path forward for scholarship in this space. Our paper firstly draws on insights on the elusive nature of the concept of public leadership itself (Vogel & Masel, 2015) and implications for theoretical approaches adopted to understand new public management and public value. We highlight that contemporary public leadership draws on reformist rather than behavioural and functionalist approaches. Secondly, we explore the foundations of the leadership literature, and the implication that training and education are central concepts for developing leaders (e.g. Van Wart, 2003). We raise questions around two central challenges in using this literature: the inherent behaviouralist focus of leadership development literatures; and the focus on leadership in organisational settings more generally and not the particular needs of public organisations. Thirdly, we examine existing literature on education in public sector. We note that to date there are some studies describing the types of education approaches and programs adopted in various jurisdictions around the world (for example, Podger & Vanna, 2016). However, we raise questions about opportunities for explanatory approaches that go beyond description. We also question the suitability and focus of existing programs that focus on (senior) leadership development, at a time when public value is focused on network approaches, devolves responsibility for action closer to those delivering service and provide stronger insights on public organisation effectiveness (e.g. Weber & Khademian, 2008; Aberbach & Christensen, 2005). Finally, we suggest an agenda for future research into understanding creating value through education in public management going forward.