Suchergebnisse

Både i Danmark og internationalt forskes der mere og mere i offentlig ledelse, og denne artikel giver et overblik over litteraturen om, hvilken effekt offentlig ledelse har på borgernes udbytte af de offentlige ydelser. Herunder går vi i dybden med transformationsledelse som en central tilgang indenfor lederskab, der fokuserer på lederens adfærd. Vi beskriver også dele af styringslitteraturen, der i højere grad fokuserer på effekten af formelle ledelsesredskaber. Endelig diskuterer vi ikke-ledercentrerede tilgange i form af forskning i distribueret ledelse og kollaborativ ledelse. I den afsluttende perspektivering diskuterer vi, hvordan fremtidig ledelsesforskning kan skabe mere sikker viden om ledelseseffekter på borgernes udbytte af de offentlige ydelser samt inddrage kontekstens betydning for dette.

Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value of increased instruction time.

Abstract
Understanding the differences between working in the public and private sectors is core to public management research. We assess the implications of a theory of public ownership, testing an expectation that work is of higher quality when performed under public ownership status compared to a private company. We conducted two, pre-registered, field experiments with a routine data processing task and workers recruited through an online labor market. Workers were randomly allocated information about the ownership status of a nursing home as either a public organization or a private company. Work quality was measured as errors workers made in data entry and correcting pre-existing errors in work materials provided to them. The first experiment showed that fewer workers in the public, compared to the private, nursing home tended to make any data entry errors but that they did not correct more existing errors. Exploratory analyses showed a greater effect for those aware of the organization's ownership status. To test this apparent sector attention effect, we conducted a second experiment with a 2-by-2 factorial design randomly allocating workers to a treatment making salient the public or private sector status of the organization, in addition to the initial public or private sector treatment. The results confirmed the effect of public sector status and sector attention in combination; workers who were assigned to a public sector organization rather than a private company and who were made aware of the respective sector status were more likely to perform their work tasks without any errors. We discuss the limits of the findings and their implications including that public organizations could boost the quality of work done by making their sector status more explicit to workers.

ABSTRACT: The value of coproduction—the joint productive efforts by regular producers, such as teachers, and consumer producers, such as parents, in helping children to learn—has been recognized for some time. However, strong empirical evidence of how these benefits can be achieved is scarce, and recent research has found mixed results. A new randomized field trial replicates elements of previous studies and extends them by using an additional age-appropriate outcome measure. Methodologically, the results illustrate the challenges of carrying out replication studies because when target groups change, outcome measures also often change. Substantially, the findings suggest that a government initiative providing parents with materials and information to enhance parents' coproduction efforts can be extended to a broader target group of parents. Together, the findings illustrate how findings from single studies should be generalized with caution and the value of working systematically with replications and extensions.

Det er først for nylig, at det inden for uddannelsesområdet er blevet undersøgt, hvordan brugere reagerer, når investeringer i den offentlige serviceproduktion øges. Disse nye studier tyder på, at det får brugerne til at sænke deres bidrag til produktionen af disse ydelser. Det er uheldigt i den forstand, at det sænker den samlede effekt af de offentlige investeringer. Teori om samproduktion tilsiger imidlertid, at brugernes reaktion på forstærkede offentlige indsatser vil afhænge af, om de opfatter indsatserne som komplementære i forhold til, hvad de selv kan bidrage med, eller om de opfatter dem som rene substitutter. Vi undersøger brugernes reaktion ved i et felteksperiment på skoleområdet at sammenligne effekten af tre forskellige men sammenlignelige indsatser. Resultaterne viser, at den indsats, der appellerede til forældrenes aktive bidrag ved at give de fagligt svageste børn flere lektier for – og som samtidig var målrettet hjælp til børnene frem for hjælp til læreren – faktisk gjorde, at børnene oplevede, at forældrene hjalp dem mere med skolearbejdet. Resultaterne giver derfor grund til at forvente, at effekten af offentlige indsatser kan forstærkes frem for svækkes, hvis de tilrettelægges, så de giver brugerne en oplevelse af, at deres bidrag kan komplementere den offentlige indsats.

Recent studies indicate that service users may respond to increased investments in the public service production (in education) by lowering their contribution to the service production. This is unfortunate as it reduces the overall effect of increased public investments. However, coproduction theory suggests that service users' response depends on whether they perceive the increased public effort as complementary to their own input or as a substitute. In a randomized field experiment in primary education we examined the behavioral response of service users to three different, but comparable public initiatives. In one initiative, the academically weakest students were assigned significantly more homework in an attempt to involve their parents in helping them with homework. According to our results, the children experienced that their parents did help them more. This suggests that if the design of such public initiatives makes service users perceive their contribution as a complement to the public effort the effect can be strengthened rather than weakened.

Research on students' understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

Research on students' understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).

Research on students' understandings of their academic performance often faces limits with respect to sample diversity, statistical power, breadth of participant information, and ability to continuously track the development of participants. Government registry data do not face such limitations. We validate a brief measure of academic self-perceptions contained within the Danish Well-Being Survey, a self-report measure administered annually to all Danish public-school students (grades 4 through 9) and linked with rich registry data regarding these students, their families, schools, and communities. We then perform exceptionally well-powered analyses of the influence of academic self-perceptions on the pursuit of further academically-intensive education (N = 35,227) and of the development of academic self-perceptions during late childhood and adolescence (N = 284,024).