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Digital Government: Managing Public Sector Reform in the Digital Era presents a public management perspective on digital government and technology-enabled change in the public sector. It incorporates theoretical and empirical insights to provide students with a broader and deeper understanding of the complex and multidisciplinary nature of digital government initiatives, impacts and implications. The rise of digital government and its increasingly integral role in many government processes and activities, including overseeing fundamental changes at various levels across government, means that it is no longer perceived as just a technology issue. In this book Miriam Lips provides students with practical approaches and perspectives to better understand digital government. The text also explores emerging issues and barriers as well as strategies to more effectively manage digital government and technology-enabled change in the public sector. Digital Government is the ideal book for postgraduate students on courses in public administration, public management, public policy, political science and international relations, and e-government. It is also suitable for public service managers who are experiencing the impact of digital technology and data in the public sector.

A collection of eleven essays and one editorial that are grouped topically under: risk and trust; information management and privacy; information, innovation, and risk; and risk to Internet governance

Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile devices, are used by this group of students to manage these issues. This article presents the findings of an empirical study that addressed this matter based on young people's views and experiences. The qualitative study was conducted in the context of a group of students with vision impairments transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study shows that, like their non-disabled peers, the students actively engaged with interactive and collaborative digital technologies to make sense, individually and collectively, of different transition issues before, during and after the first academic trimester of their university journey.

This theoretical viewpoint paper presents a new perspective on urban governance in an information age. Smart city governance is not only about technology but also about re-organizing collaboration between a variety of actors. The introduction of new tools for open collaboration in the public domain is rapidly changing the way collaborative action is organized. These technologies reduce the transaction costs for massive collaboration dramatically and thus facilitate new forms of collaboration that we could call "open governance": new innovative forms of collective action aimed at solving complex public policy issues, contributing to public knowledge, or replacing traditional forms of public service provision. These innovative open and collaborative organizational forms in cities seem to point toward not only a wide variety of digitally connected actors but also to a fundamentally different and more invisible role of government in these arrangements. We argue that the recently emerging paradigm of New Public Governance (NPG) (Osborne, 2010) also fails to capture the dynamics of open governance since it does not acknowledge the emergent—pop-up—character of the new collaborations; neither does it present an understanding of massive individualized collaboration in cities. This paper aims to theoretically and empirically explore the core elements and the underlying socio-technical developments of this new Open Governance (OG) paradigm and compare and contrast OG with existing governance paradigms. Based on illustrative real-life cases, we will argue that we need a new paradigm that is better capable of explaining these emerging innovative forms of governing cities. We will argue that this requires an understanding of governance as a platform that facilitates an urban ecosystem. By connecting new insights from studies on digital governance to the debate about governance paradigms, this paper results in a set crucial empirical and normative questions about governance of cities and also in guidelines for urban governance ...

Research and practice about self-determination in the context of disability has centred on teaching skills and providing support to help people with impairments to be independent. However, limited research exists about the impact of Information and Communication Technologies, in particular social media and mobile devices, on the development of self-determination skills among people with disabilities. This paper presents the findings of a qualitative study which collected data from observations, a researcher diary, focus groups, individual interviews and data from social media. The focus of the study was on young people with vision impairments who were transitioning to university life. The study found that the participants developed self-determination skills by using and adapting collaborative and interactive online tools and mobile devices according to their transition needs. This finding expands the understanding of the implications of new technologies for young people with disabilities' personal development and the enhancement of self-determination.

This article introduces Transition 2.0, a paradigm shift designed to study and support students with disabilities' transition to higher education. Transition 2.0 is the result of a qualitative study about how a group of young people with vision impairments used digital technologies for their transition to university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The article discusses a conventional view of transition, referred to here as Transition 1.0, which has dominated disability-related research and service provision in higher education. It counters this view by further developing the conceptual framework for Transition 2.0. The findings expand current conceptual approaches to transition by incorporating in the analysis the role played by digital tools such as social media and mobile devices. They also provide a new lens through which to study and understand student engagement in higher education.