Processus d’hybridation entre logiques bureaucratiques et managériales au sein des organisations publiques : le cas du management des établissements publics d’enseignement face aux réformes scolaires
This article examines the evolution of public management in France, in particular the articulation between traditional bureaucratic logics and more recent managerial approaches. The gradual, protean implementation of public management based on a hybridization of these logics has created a body of th...
محفوظ في:
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| التنسيق: | Article ou chapitre numérique |
| اللغة: | Français |
| منشور في: |
2024
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| الملخص: | This article examines the evolution of public management in France, in particular the articulation between traditional bureaucratic logics and more recent managerial approaches. The gradual, protean implementation of public management based on a hybridization of these logics has created a body of theory and professional practices aimed at reconciling the demands for effectiveness, efficiency and regularity of public organizations as operators of public policy, while adapting to changes in society and the expectations of citizens. However, this hybridization is also a factor of tension, even contradiction, that public managers must take into account in the exercise of their responsibilities. In this respect, French schools, faced with profound changes in their operating methods and subject to successive reforms, find themselves at the crossroads of bureaucratic, managerial and professional logics. The field of tension created by the articulation of these three logics makes it a particularly interesting object of study for understanding the complexity of public management in action. We’ll show that this hybridization of logics poses a number of challenges for stakeholders trying to reconcile different expectations and manage change, especially overcoming resistance related to the complexity of school systems and teachers’ professional culture. |
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