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Author: search.filters.author.Stewart Clegg

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    From access challenges (as data) to methodological insights: Enhancing qualitative inquiries in public administration research
    (SAGE Publications Inc., 2024-09-01)
    Little attention has been given to questions of blocked access in public administration research. We draw on past scholarship on access: qualitative research accounts in public administration that address access processes, problems, and possibilities; and our own experience with access challenges in a public school setting involving public sector employees. This allowed us to detail three methodological principles to facilitate the initiation of ethnographic research while access was constantly (re)negotiated: accounting for regulations, rules, and ruling artifacts; meaningful events; and routine and non-routine artifacts. We investigated public administration regulations, events, and artifacts, developing and employing an empirical method to collect data under conditions where access to primary field sites is blocked based on the boundary condition of our investigation. By describing the research findings and their applications, we demonstrate that conceptualizing access problems as multiple data layers can provide researchers with profound insights into relational dynamics, thereby enriching qualitative inquiry in public administration research. We conclude by arguing that this approach remains highly relevant even as field access is constantly negotiated.
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    Multiplicity, discretion, and power: enacting school report cards under performance management
    (Taylor & Francis, 2026-01-01)
    School report cards are key audit devices through which New Public Management is enacted in public schools. We examine how educational professionals enact school report cards. We draw on Mol's concepts of coordination, distribution, and inclusion as abductive sensitizing devices. Based on ethnographic research in a Brazilian state school, we show how school report cards are enacted as audit instruments and sites of professional agency and organizational multiplicity. New public administration emerges as far less monolithic an imposition than it might seem at first sight; professional discretion is not eliminated but reconfigured, enabling professionals to adapt audit devices to local realities. The study contributes to organizational studies by extending Mol's enactment theory to public sector governance, empirically demonstrating how discretion operates through local adaptations of audit tools; conceptually, it advances a situated understanding of regulation beyond the binary of control and resistance.
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    Exploring Organisational Controversies as Actor-Networks: Ethnographic Insights from a Brazilian State School
    (2025-03-20)
    We adopt an ethnographic approach grounded in Actor-Network Theory (ANT) to examine the controversies surrounding student performance in a Brazilian State School recovering from a post-disaster scenario. By tracing the networks of actors – school staff, students, educational regulations, and community concerns – we illustrate how translation processes shape and stabilise organisational actions. The analysis reveals that controversies over project-based versus traditional learning approaches prompted continuous renegotiation of roles, interests, and goals. These renegotiations drew on output-based regulations, prior award-winning educational projects, and local socio-environmental issues to enact a provisional future that the school should achieve. Our findings suggest that contradictory interests in highly regulated public institutions do not necessarily mean a lack of success in achieving collective objectives but instead create opportunities for their creative redefinition. We demonstrate how past experiences and imagined futures influence public managers' and employees' decisions in negotiating these controversies, temporarily stabilising organisational practices.
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