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Part 1. The imperative to improve productivity and performance. -- 1. Delivering under pressure: public service, productivity and performance -- 2. Getting leaner, smarter and more effective: opportunities and constraints for government under austerity -- 3. Public sector productivity: puzzles, conundrums, dilemmas and their solutions -- 4. Measuring and improving government performance: learning from recent US experience -- 5. Performance management: creating high performance, not high anxiety -- 6. Reviewing performance to improve delivery: key insights from two auditors-general -- part 2. The need for governments to innovate -- 7. Innovation in the public sector: beyond the rhetoric to a genuine 'learning culture' -- 8. Unleashing change in government -- 9. Eight-and-a-half-propositions to stimulate frugal innovation in public services -- 10. Strategic advice to the public service facing austerity -- 11. Can 'nudging' change behaviour? using 'behavioural insights' to improve program redesign -- part 3. Collaboration with the private and third sectors -- 12. Frugal innovation: beyond the concepts of 'public' and 'private' -- 13. The road to genuine partnerships with the third sector: are we there yet? -- 14. Developing social benefit bonds in Australia: the NSW family and community services experience -- 15. Situating mutuals in the Australian public sector context.

Since Covid-19 entered Indonesia, this has had a major impact in various sectors including the education sector. The government has responded responsively since March 2020 to begin distance learning (PJJ). This is done with the aim of inhibiting the spread of the covid-19 virus. The purpose of this research itself is to determine the effectiveness of using online media in distance learning (PJJ) in the non-formal education sector at PKBM Nurul Islam. This study uses the Pieces Framework method which has 6 related indicators, namely performance, information, control / security, efficiency, and service. This study uses a questionnaire via google form which is given online to students. Based on the data obtained through several respondents as a random sample, most of the data obtained by most of the respondents on average support and assess that distance learning is effective for students in PKBM Nurul Islam.

Many universities are experimenting with interprofessional programs to better prepare professionals to tackle the complex problems faced by children and families. Universities face three major challenges: overcoming the compartmentalization of professional schools, which is then reflected in fragmentation of service delivery; learning to function as effective partners with communities; and reconceptualizing the nature of professional expertise to include collaborative scholarship and practice. The authors found that collaborative work can offer scholars substantial intellectual challengers, learning opportunities, and a new kind of access to the community, which can receive increased professional assistance. Interprofessional education is likely to promote alternative conceptions of teaching, scholarship, program design, and community service. However, it is personally and intellectually demanding, costly in time and other resources, and institutionally fragile. The open question is how many university faculty and administrators will take on the challenges of responding is new needs and demands for training human service professionals.

This study examines the approach taken by one Scottish council in the use of a place-based approach, aiming to investigate whether systemic mitigation of social risk can be achieved with place-based social innovation. Many local authorities have utilised the 'Total Place' ideology in the UK as a means of redesigning the public service system. This paper presents a longitudinal review of The City of Edinburgh Council's approach to Total Place, based on qualitative documentary and interview data collected over five years from 2012–2017. The paper presents the experiences from approaches implemented in the city and learning points put forward to the council. It finds that social risk can be mitigated locally, but continued commitment and conscious effort to use the learning from their Total Places is required from the local authority in whatever future approach they take to localities working.

Looks at age-adjusted rates, rather than raw rates. Rather than looking at these variables in a simple pairwise fashion, examines the multivariate dependencies that inhere among them. Reinforces the findings that Hispanics have lower utilization rates and blacks higher utilization rates for these services. (AFH)

The quality of Islamic education is generally influenced by several factors, among other things: leadership, organizational culture, lecturercompetence versus faculty student ratio, dynamic curriculum, library collections and learning facilities. The factors above are most likely to influence and impact the quality of education process in general. Developing a model of management strategy for quality learning is a minimal effort to improve quality graduates of a university. The model was developed on the basis of the following theories: (1) transformative leadership (Tichy and Devana (1997), (2) strategy of learning organization, (Peter (2002), and (3) a quality-based management (Griffin, 2004). Furthermore, the model shares the following characteristics: (1) a quality learning emerges from an effective and efficient management of academic service; (2) developing management of a quality learning is continuous lecture development; (3) lecture plays an important role in developing a quality learning; (4) a quality learning stipulates that a leader be loyal and committed to their job, wise and have a sense of democracy.

The promise that ecosystem service assessments will contribute to better decision-making is not yet proven. We analyse how knowledge on ecosystem services is actually used to inform land and water management in 22 case studies covering different social-ecological systems in European and Latin American countries. None of the case studies reported instrumental use of knowledge in a sense that ecosystem service knowledge would have served as an impartial arbiter between policy options. Yet, in most cases, there was some evidence of conceptual learning as a result of close interaction between researchers, practitioners and stakeholders. We observed several factors that constrained knowledge uptake, including competing interests and political agendas, scientific disputes, professional norms and competencies, and lack of vertical and horizontal integration. Ecosystem knowledge played a small role particularly in those planning and policy-making situations where it challenged established interests and the current distribution of benefits from ecosystems. The factors that facilitated knowledge use included application of transparent participatory methods, social capital, policy champions and clear synergies between ecosystem services and human well-being. The results are aligned with previous studies which have emphasized the importance of building local capacity, ownership and trust for the long-term success of ecosystem service research. (C) 2017 The Authors. Published by Elsevier B.V. ; Peer reviewed

Unidad de excelencia María de Maeztu MdM-2015-0552 ; The promise that ecosystem service assessments will contribute to better decision-making is not yet proven. We analyse how knowledge on ecosystem services is actually used to inform land and water management in 22 case studies covering different social-ecological systems in European and Latin American countries. None of the case studies reported instrumental use of knowledge in a sense that ecosystem service knowledge would have served as an impartial arbiter between policy options. Yet, in most cases, there was some evidence of conceptual learning as a result of close interaction between researchers, practitioners and stakeholders. We observed several factors that constrained knowledge uptake, including competing interests and political agendas, scientific disputes, professional norms and competencies, and lack of vertical and horizontal integration. Ecosystem knowledge played a small role particularly in those planning and policy-making situations where it challenged established interests and the current distribution of benefits from ecosystems. The factors that facilitated knowledge use included application of transparent participatory methods, social capital, policy champions and clear synergies between ecosystem services and human well-being. The results are aligned with previous studies which have emphasized the importance of building local capacity, ownership and trust for the long-term success of ecosystem service research.

This is a conference paper. ; Benchmarking is a learning method used worldwide in businesses and governmental organizations to improve their performance. The essence of the method is the comparison of performance indicators with similar organizations and learning from the best. Thus, benchmarking leads to tailor made solutions that have proven to be effective in practice. The overall aim of the benchmark exercise in Ghana was to provide a platform for Metropolitan, Municipal and District Assemblies (MMDAs) participating in a capacity building programme funded by the Dutch Ministry of Foreign Affairs to assess their current performance in sanitation delivery and to improve upon their performance by comparing and exchanging lessons learnt. The benchmark activity facilitated a process of self-assessment, networking and knowledge exchange between politicians and local government officials of the participating Assemblies. By engaging in the exercise, the MMDAs were able to adapt knowledge and experiences to their own local context.

Despite the high popularity of personal use of online social media, a low percentage of students and instructors use them for educational purposes. This qualitative study explores the use of social media among faculty in the discipline of public administration in the United States. Eight instructors participated in telephone interviews about their experiences and perceptions of using social media for teaching and learning. Instructors perceive that informal learning using social media could be facilitated by instructors and integrated into formal learning environments for enriched discussions, increased engagement, and broad connections. This study provides qualitative empirical support for social learning theories while offering strategies for and examples of how social media can be used to connect formal and informal learning.

Purpose
Drawing on the resource-based view, this paper aims to extend prior information technology (IT) B2B service research by building and empirically testing a theoretical model in which organizational agility mediates the relationship between organizational capabilities (IT capability and organizational learning) and service innovation performance, under conditions of entrepreneurial alertness.


Design/methodology/approach
The theoretical hypotheses are confirmed by partial least squares analysis of survey responses collected from 170 IT B2B service firms.


Findings
The results reveal that the effect of either IT capability or organizational learning on service innovation performance is fully mediated by organizational agility, and organizational agility has a greater impact on service innovation performance under a high level of entrepreneurial alertness than under a low level.


Practical implications
The results of this study provide specific managerial guidelines for how to effectively manage organizational mechanisms to enhance IT B2B service innovation performance.


Originality/value
This study contributes to the literature of service innovation, IT B2B (industrial) marketing and dynamic capability by providing theory-driven and empirically proven explanations to help managers better understand the IT capability-service innovation relationship from the perspective of organizational mechanisms (organizational agility, organizational learning and entrepreneurial alertness).

The first step of effective health and social care is always to accurately identify your client's needs. This theoretically informed guide will show you how to enhance and apply your observation skills as required by the College of Social Work in a variety of challenging health and social settings with children, families and adults