This paper interrogates the phenomenon of boredom at work by considering Ernst Jünger’s potential contribution. We contend that Jünger offers an important yet overlooked alternative to the dominant perspectives of boredom in Management and Organization Studies (MOS), which are largely composed of ‘simple’ psychological diagnoses and managerial prescriptions. Such studies largely understand boredom as a localised experience at work which can be overcome by targeted managerial prescriptions, techniques and interventions. In contrast we show how Jünger understands boredom from a ‘profound’ perspective as a central feature of modernity. This is premised on Jünger’s broader critique of the bourgeois values that define 20th and 21st century managerial work and organization. Jünger’s cultural-historical perspective is therefore aligned to the discrete field of Boredom Studies. By addressing how Jünger understands ‘work’ as the defining feature of the modern age, his critique situates the phenomenon of boredom at work within the broader social, institutional and cultural order of the 21st Century. While Jünger does not set out to provide a theory of boredom as such, we reconstruct such a theory through an exegesis of his writing on ‘work’ and ‘danger’. This reveals boredom and danger as phenomenologically intertwined concepts, which is an understanding of boredom that has not been considered in MOS or Boredom Studies. It is through this, we argue, that Jünger’s conception of work holds the potential for a powerful critique and understanding of boredom at work under the contemporary regime of neoliberal managerialism.

<p>This research project explores the effects of neoliberal policy reform at Children Aid Society (CAS) in Ontario with a specific focus of a newly amalgamated agency in Northern Ontario. For the purpose of this research paper, the agency currently restructuring is referred as Agency # 1. The amalgamation has been initiated by the Ontario Ministry of Youth and Children Services (MYCS). In order to provide these changes, the MYCS formed the Commission to Promote Sustainable Child Welfare (CPSCW) to look into approaches that would make services more efficient and sustainable. This project focuses on the interpretation of the amalgamation through three lenses: the academic literature reviewed; five interviews conducted with administrators and front line workers; and finally the researchers lived experience at Agency # 1 will form a backdrop to the research questions in order to highlight the voices of the research participants. A qualitative approach was conducted to analyze and outline specific themes and sub themes that relate to the literature review such as Neoliberalism, Centralization and New Public Management (NPM). The findings support that neoliberal policy reform has impacted employees at Agency # 1 through a series of miscommunication on policy and procedures along with a delayed process to agreeing on a Collective Bargaining Agreement (CBA). The data outlines that the process has been highly influenced and developed by the MYCS, CPSCW and senior administration. The data supports the conclusion that neoliberal reform through managerial approaches is highly entrenched in restructuring of Agency # 1.</p> / Master of Social Work (MSW)

No / Workers in public sector organisations might expect any threat to their physical and psychological safety and wellbeing to fall far short of any unreasonable risk. However, the evidence is by no means certain. One of the most persistent and prevalent organisational perils is work victimisation. A propensity towards this type of abuse in government organisations is most disturbing, since they remain a major employer, and hence, have a direct bearing on the occupational fates of a large and growing number of personnel. This paper provides a brief discussion of work victimisation and focuses attention one of its most unrepentant and enigmatic perpetrators, the corporate psychopath. The paper highlights some individual and institutional measures designed to enable employees to mitigate the risk of abuse by these victimisers.

Yes / Irrespective of the fundamental role of legitimacy in industrial relations as well as social and organisational life, little is known of the subtle meaning-making strategies through which organisational concepts, such as employment relations and engagement, are legitimised in modern world of work, particularly in developing countries such as Nigeria, which results in managerial capture. As a result, this paper explores the discursive legitimisation strategies used when making sense of employment relations in Nigeria’s conflictual, non-participatory employment relations terrain. Relying on Leeuwen’s (1995) legitimisation strategies, critical discourse analysis (CDA) and call by Bailey, Luck & Townsend (2009) and Legge (1995) to widen employment relations discourse, we explore interview, focus group and shadow report data, and distinguish and analyse five legitimisation strategies. The strategies include authorisation, moralisation, mythopoesis, rationalisation, and management. Therefore, we contend that while these specific legitimisation strategies appear in separate data source, their recurrent manifestation and application underscores legitimising discourse of managerial capture in Nigeria’s employment relations.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-04T17:02:17Z No. of bitstreams: 1 Camila Santos Sterchele.pdf: 1023330 bytes, checksum: 39e760d7275340927535540561bb99f6 (MD5) / Made available in DSpace on 2016-10-04T17:02:17Z (GMT). No. of bitstreams: 1 Camila Santos Sterchele.pdf: 1023330 bytes, checksum: 39e760d7275340927535540561bb99f6 (MD5) Previous issue date: 2016-06-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation discusses the conceptual changes in the area of school administration in recent years. Characterized as bibliographical, aims to clarify the persistent terminological confusion between school management and school administration, comparing the similarities and differences between the perspectives; detect which were the actual changes present in the literature - including the classic texts and current - and his expression of real difference in the actions proposed for schools, identifying characteristics relating to the exercise of power administrator / school manager. Based on the concept of cultural materialism proposed by Raymond Williams, used as a theoretical framework, this paper analyzes, through the terms used intentionally in the area in question, all mapped production. To meet the aims proposed was necessary: to survey depicting the scenery of the area from the production, decreasing the classic general management - Taylor and Fayol - and the school administration in Brazil - Ribeiro and Leon, with works published between 1930 and 1980 - showing points of contact and also differences; a mapping of the academic field in the area of school administration and school management, in the period between 1990 and 2015. It was defined this period to be just the beginning of the 1990s that the criticism of the school management model is strengthened, and debates democratic management gained prominence. From the late 1990s, managerialism began to permeate the educational policies and school routine, showing control mechanisms measured by standards of efficiency and productivity managed by international bodies. It was found that the words management and management were already present since the last century, revealing that the introduction in the Brazilian educational context did not represent innovation or the word or its meaning. The reintegration of those words did not occur unintentionally; He began to pervade the country in the 1980s in an attempt to democratize the country after the dictatorship, at which time qualifiers began to be emphasized: democratic, participative, strategic and autonomous. However, the stock continued the same: organize, command, execute, coordinate, plan, control. The presence of more convergences than divergences confirms the hypothesis that these changes are more symbolic than real / Esta dissertação problematiza as alterações conceituais ocorridas na área da administração escolar nos últimos anos. Caracterizada como de natureza bibliográfica, tem como objetivo esclarecer as persistentes confusões terminológicas entre gestão escolar e administração escolar, comparando as convergências e divergências existentes entre as perspectivas; detectar quais foram as reais mudanças presentes na bibliografia - incluindo os textos clássicos e os atuais - e sua expressão de real diferença nas ações propostas para as escolas, identificando as características relativas ao exercício do poder do administrador/gestor escolar. Com base no conceito de materialismo cultural proposto por Raymond Williams, utilizado como referencial teórico, o presente trabalho analisa, por meio dos termos empregados intencionalmente na área em questão, toda a produção mapeada. Para atender as finalidades propostas foi necessário: realizar um levantamento que retrata o cenário da área a partir das produções, com recuo aos clássicos da administração geral – Taylor e Fayol - e também da administração escolar no Brasil - Ribeiro e Leão, com trabalhos publicados entre 1930 e 1980 - evidenciando pontos de contato e também divergências; um mapeamento do campo acadêmico na área da administração escolar e da gestão escolar, no período entre 1990 e 2015. Foi delimitado este período por ser justamente no início da década de 1990 que as críticas ao modelo de administração escolar se fortaleceram, e os debates sobre a gestão democrática ganharam destaque. A partir do final da década de 1990, o gerencialismo passou a permear as políticas educacionais e o cotidiano escolar, evidenciando mecanismos de controle medidos por padrões de eficiência e produtividade gerenciados por órgãos internacionais. Constatou-se que as palavras gestão e gerência já estavam presentes desde o século passado, revelando que a introdução no âmbito educacional brasileiro não representou inovação nem da palavra, nem de seus significados. A reinserção dessas palavras não ocorreu despropositadamente; começou a permear o país na década de 1980, na tentativa de redemocratizar o país após a ditadura, momento em que qualificadores começaram a ser enfatizados: democrática, participativa, estratégica e autônoma. Porém, as ações continuaram as mesmas: organizar, comandar, executar, coordenar, planejar, controlar. A presença de mais convergências do que divergências confirma a hipótese de que essas mudanças são muito mais simbólicas do que reais

Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.

PUBLIC-PRIVATE PARTNERSHIP AS A POLICY INSTRUMENT: THE CASE OF &Ccedil / ALBiR This dissertation assesses the nature and features of public-private partnerships in the case of &Ccedil / ALB&amp / #272 / R. In this study, the public policy literature (especially policy transfer, policy formation and implementation, and network approach) has been used to explain the policy process for the adoption of such a policy instrument. The findings of this study can be summarized as: Firstly, this study indicates that the selection of policy instrument- public private partnership- in the case of &Ccedil / ALB&amp / #272 / R was not neutral as the proponents of managerialism assert but it was ideological. Secondly, there occurred a democratic legitimacy problem for the establishment of public-private partnerships in &Ccedil / ALB&amp / #272 / R case when citizens in the elections elected a mayor who was against privatization. Thirdly, after the establishment of public-private partnership the steering performed by &Ccedil / ALBiR is not traditional command and control mechanism but instead it is managerial collaboration and persuasion mechanism. In addition, local government&rsquo / s working in accordance with managerial principles has brought about the elimination of public values. Lastly, this study shows that public-private partnership is not efficient enough due to compensation fee paid in early years, high operating expenses, and blurring of boundaries between public and private sector. Therefore, the main argument of this dissertation is that public-private partnerships as policy tools should be assessed case by case since so called characteristics of public-private partnerships such as efficiency, and equity may not exist as in case of &Ccedil / ALBiR.

Traditionally, employment advice and guidance services in the UK have occupied distinct realms despite government efforts to align and integrate the education and skills and welfare-to-work frameworks. Conceptually, studies of front-line service delivery have often adopted a street-level perspective. This study offers a governance approach that focuses on how adviser behaviour is steered through managerial methods and how advisers steer user behaviour through the use of discretion and trust. The study explored how advisers mediated the tensions between managerial concerns and user needs to achieve policy goals, among others to turn service users into more active citizens. Based on 38 semi-structured interviews with service managers and advisers in combination with service characteristics and policy aims, a service typology was developed which was then applied to eight case study services. The analysis showed that employment advisers in the different service types applied very diverse strategies to achieve an outcome for the service user, but that within service types the strategies were similar. Due to the different service structures and advisers’ varying ability to apply discretion, various kinds of trust could be established, which potentially allowed the advisers to influence a change of service user behaviour. This could range from highly coercive methods to empowering individuals. The findings showed that advisers were subject to similar pressures as they applied to service users when mediating managerial influences. There was evidence that ability to use discretion was a vital pivot point in how advisers mediated tension between the service demands and user needs. This in turn was related to the adviser’s ability to achieve sustainable outcomes for the service user.

Submitted by Fabiany Feitosa (fabiany.sousa@ufba.br) on 2017-02-16T17:08:15Z No. of bitstreams: 1 Dissertação de Mestrado-Jose Barboza Neto .pdf: 1684514 bytes, checksum: ad667becc914855a5abe76dfa0d789cc (MD5) / Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2017-03-14T19:13:00Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado-Jose Barboza Neto .pdf: 1684514 bytes, checksum: ad667becc914855a5abe76dfa0d789cc (MD5) / Made available in DSpace on 2017-03-14T19:13:00Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado-Jose Barboza Neto .pdf: 1684514 bytes, checksum: ad667becc914855a5abe76dfa0d789cc (MD5) / Esta pesquisa analisa a implementação do Programa Gestão Orientada para Resultados - GEOR, no período de 2008 a 2014, no Estado de Alagoas, pautado nas premissas do novo gerencialismo público, estimulado no bojo das reformas administrativas do Estado Brasileiro, desde a década de 90. A GEOR é decorrente do movimento da Nova Gestão Pública com o objetivo de reestruturar a administração pública na perspectiva do controle e monitoramento dos resultados voltados para a melhoria das condições sócio econômicas da população. Trata-se de uma pesquisa exploratória de natureza qualitativa, tendo utilizado como instrumento de coleta de dados um questionário com questões fechadas e abertas e entrevistas com informantes chave, selecionados pelo critério de participação na implantação e da implementação do programa no estado de Alagoas. Utilizou-se também da análise documentos institucionais que orientam o programa. A análise dos dados triangulados e confrontados geraram resultados que possibilitam inferir a existência de um conjunto de fatores que interfere na implementação do programa no estado, chamando atenção para a ausência de análises de sua viabilidade em face da escassez de recursos financeiros, da estrutura administrativa inadequada, da baixa capacitação do corpo técnico, da falta de integração entre os diferentes setores do estado bem como dos instrumentos de gestão do programa, além de questões culturais, que reforçam posturas de resistências dos técnicos em relação à mudanças no modus operandi da administração pública. Estes resultados favorecem a identificação de nós críticos que requerem o pensar e agir estratégicos para buscar alternativas capazes de minimizarem possíveis embates ou constrangimentos na implantação plena do programa de Gestão Orientado para Resultados no Estado de Alagoas. / This research analyzes the implementation of the Management for Results Program, from 2008 to 2014, in the state of Alagoas, guided for premises of the new public managerialism, stimulated in the midst of the administrative reforms of the Brazilian State since the 90s. The GEOR is due to the movement of New Public Management in order to restructure the public administration in the perspective of controlling and monitoring the results aimed at improving the sócio-economic conditions of the population. This is an exploratory research of qualitative nature, that has used as data collection instrument a questionnaire with closed-ended and open-ended questions and interviews with key informants, selected by a participation criterion at the program deployment and implementation in the state of Alagoas. It was also analyzedinstitutional documents that guide the program. The analysis of triangulated and compared data provided results that can infer the existence of a set of factors that interfere with the program implementation in the state, calling attention to the lack of analysis of their viability in the face of the financial resources scarcity, inadequate management structure , low training of staff, the lack of integration between the different state sectors as well as program management tools, and cultural issues that reinforce the technical resistance of attitudes toward changes in the modus operandi of public administration. These results favor the identification of critical nodes that require strategic thinking and stratetic acting to seek alternatives that minimize possible conflicts or constraints on full implementation of the Management for Results Program in the state of Alagoas.

Submitted by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-20T14:45:22Z No. of bitstreams: 1 francisco-lindoval-de-sousa.pdf: 1738746 bytes, checksum: b42e0c391c3a391da2dac105fcaeccf1 (MD5) / Approved for entry into archive by Diogo Misoguti (diogo.misoguti@gmail.com) on 2016-06-20T14:46:10Z (GMT) No. of bitstreams: 1 francisco-lindoval-de-sousa.pdf: 1738746 bytes, checksum: b42e0c391c3a391da2dac105fcaeccf1 (MD5) / Made available in DSpace on 2016-06-20T14:46:10Z (GMT). No. of bitstreams: 1 francisco-lindoval-de-sousa.pdf: 1738746 bytes, checksum: b42e0c391c3a391da2dac105fcaeccf1 (MD5) Previous issue date: 2016-01 / Neste trabalho investigamos o impacto das políticas públicas de educação da Secretaria de Estado da Educação de São Paulo (SEE/SP), fundamentadas pelos princípios do gerencialismo, calcadas no aumento da eficiência para atingir metas e resultados, sobre a Gestão Escolar e sobre o trabalho dos gestores escolares (diretor de escola, vice-diretor de escola e professor coordenador pedagógico). Tomamos como hipótese a construção teórica apresentada por Stephen Ball que apresenta como característica das políticas de reforma educativa a presença de tecnologias que tendem a transformar não apenas as organizações, mas também os profissionais, por meio de dispositivos de performatividade. O foco da pesquisa é a reforma do ensino paulista inaugurada na década dos anos de 1990 e o desenvolvimento de medidas voltadas à melhoria dos resultados das escolas, mais especificamente a avaliação externa, iniciada com o Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (Saresp) – em 1996; o Índice de Desenvolvimento da Educação de São Paulo (IDESP), instituído pelo Programa de Qualidade na Escola (PQE) e o Sistema de Bonificação por resultados, implantado pela Lei Complementar nº 1078 de 2008. Os efeitos dessas políticas performativas sobre as práticas de gestão e sobre a subjetividade de gestores escolares foram investigados num conjunto de quatro escolas estaduais no município de Itaquaquecetuba, cidade localizada na região metropolitana de São Paulo. Da análise dos resultados das entrevistas realizadas com gestores e com base na seleção das escolas a pesquisa revelou alguns efeitos da performatividade sobre os gestores escolares e gestão das escolas. / In this work we investigated the impact of public education policies of São Paulo State Educacion Department (SEE/SP), motivated by principles of managerialism, grounded on increasing efficiency to achieve goals and results, on the School Management and the work of school administrators (principal, assistant principal and pedagogical coordinator). We take as hypothesis theoretical construction by Stephen Ball presenting as characteristic of educational reform policies the presence of technologies that tend to transform not only organizations, but also professionals through performativity devices. The focus of the research is to reform the educational system of the São Paulo State opened in the late 1990s and the development of measures aimed at improving the results of schools, specifically the external evaluation, which began with the Evaluation of Educational Achievement System of the São Paulo State (Saresp) - in 1996; Development Index of Education of São Paulo (Idesp) established by the Quality in School Program (PQE) and the Bonus System for results, established by Complementary Law nº 1078/2008. The effects of these performatives policies on the management practices and the subjectivity of school managers were investigated in a set of four state schools in the Itaquaquecetuba city, a city located in the metropolitan area of São Paulo. Analyzing the results of the interviews with managers and based on the selection of schools the survey revealed some effects of performativity on school managers and school management