This book analyzes the organizational interface between the public and higher education sectors as policy leaders experiment with cooperative strategies to optimize legislative appropriations, compete for organizational domain in vocational education, work together to manage a joint crisis posed by a popular tax revolt, and use the symbols of cooperation to build libraries in higher education. Focusing on the state of Utah, this micro-analysis of political relationships between policy elitesas conditioned by the organization rank and fileilluminates the political culture of upper echelon policymaking in education, focusing on the complex fabric of interests and contingencies that policymakers perceive and respond to in specific political circumstances.
Abrams provides an in-depth, policy specific case-in-point of the political implications of a more competent state government presence in our public life. He draws perspectives from several research traditions in the social sciences to explain the dynamics of organizational competition and cooperation. The resulting analysis of state-level education politics is provocative and unconventional, and heightens our understanding of why the two education sectors must compete, and how they can cooperate.
|Publisher:||State University of New York Press|
|Product dimensions:||5.86(w) x 8.94(h) x 0.56(d)|
About the Author
Douglas M. Abrams is a former Fulbright Fellow to France and is an administrator within the Utah Department of Community and Economic Development.
Table of Contents
List of Figures
2. Education Policy Structures
National Patterns and Their Reflection in Utah
3. Education Policy Elites in Action
A Microanalysis of Political Interrelationships
4. Optimizing Legislative Appropriations
Cooperative Budget Strategies
5. Competing for Domain
6. Managing a Crisis
Opposition to Tax Limitation Initiatives
7. Building the Infrastructure
Bricks, Mortar, and Libraries
8. Political Strategies in Education
Principles of Understanding and Action