This book explores the extent to which a transformation of public employment regimes has taken place in four Western countries, and the factors influencing the pathways of reform. It demonstrates how public employment regimes have unravelled in different domains of public service, contesting the idea that the state remains a 'model' employer.

This incisive Handbook offers a timely and critical analysis of the gendered nature of public sector employment. Bringing together key theoretical, conceptual, and empirical research from around the world, Hazel Conley and Paula Koskinen Sandberg examine the ways in which female public sector workers experience intersectional discrimination in the workplace.

The book makes a major new contribution to the sociology of employment by comparing the quality of working life in European societies with very different institutional systems--France, Germany, Great Britain, Spain, and Sweden. It focuses in particular on skills and skill development, opportunities for training, the scope for initiative in work, the difficulty of combining work and family life, and the security of employment. Drawing on a range of nationally representative surveys, it reveals striking differences in the quality of work in different European countries. It also provides for the first time rigorous comparative evidence on the experiences of different types of employee and an assessment of whether there has been a trend over time to greater polarization between a core workforce of relatively privileged employees and a peripheral workforce suffering from cumulative disadvantage. It explores the relevance of three influential theoretical perspectives, focussing respectively on the common dynamics of capitalist societies, differences in production regimes between capitalist societies, and differences in the institutional systems of employment regulation. It argues that it is the third of these--an 'employment regime' perspective--that provides the most convincing account of the factors that affect the quality of work in capitalist societies. The findings underline the importance of differences in national policies for people's experiences of work and point to the need for a renewal at European level of initiatives for improving the quality of work.

The democratic nation state of the post-war era has undergone major transformations since the 1970s, and political authority has been both internationalized and privatized. The thirteen chapters of this edited collection deal with major transformations of governance arrangements and state responsibilities in the countries of the OECD world. A unified conceptual and explanatory framework is used to describe trajectories of state change, to explain the internationalization or privatization of responsibilities in the resource, law, legitimacy and welfare dimensions of the democratic nation state, and to probe the state's role in the today's post-national constellation of political authority. As the contributions show, an unravelling of state authority has indeed occurred, but the state nevertheless continues to play a key role in emerging governance arrangements. Hence it is not merely a 'victim' of globalization and other driving forces of change.

After a first series of policy responses to the 2008-09 crisis aimed at sustaining domestic demand through expansionary anti-crisis packages, most European governments - starting with Greece, Ireland, Bulgaria and Romania, and followed by many others - have since put in place a series of restrictive budgetary policies aimed at reducing their budget deficits. With these new policies, a significant number of jobs and wages have been cut in the public sector. A number of expenditure items related to education and training have also been cut. These reforms have given rise to waves of protest throughout Europe. The goal of this volume is to study this 'public sector shock'. While budgetary reforms seek to ensure a more balanced and sound economic policy, they may generate new work inequalities among public sector employees, most particularly among women, who account for a considerable proportion of public sector employment. Cuts in education and training may also have an impact on the quality of human capital in both the public and private sectors, despite the fact that the recent crisis has shown the value of education as employees with better skills and training are more likely to maintain their jobs and incomes. The authors explore a number of questions, including: what types of reform have been implemented in the public sector and what are their implications in both the short and long term? On the economic side, what will be the impact on wages, and on job quantity and quality? On the social side, what will the effects be on inequality and social cohesion? And what will be the outcome for, and potential role of, social partners and social dialogue? On the basis of a comparative and comprehensive assessment, illustrated by case studies in education, health and public administration, policy issues are discussed with the aim of finding the right mix of public sector reforms. Contributors: S. Altwicker-Hámori, J.-I. Antón, D. Anxo, G. Bosch, K. Espenberg, V. Franicevic, J. Gautié, D. Grimshaw, J. Köll, J. Masso, T. Matkovic, Y. Monogios, R. Muñoz de Bustillo, P. O Connell, H. Rato, J. Rubery, W. Salverda, Z. Tzannatos, V. Vasile, D. Vaughan-Whitehead

Like other big city school systems, Chicago's has been repeatedly "reformed" over the last century. Yet its schools have fallen far short of citizens' expectations and left a gap between the performances of white and minority students. Many blame the educational establishment for resisting change. Other critics argue that reform occurs too often; still others claim it comes not often enough. Dorothy Shipps reappraises the tumultuous history of educational progress in Chicago, revealing that the persistent lack of improvement is due not to the extent but rather the type of reform. Throughout the twentieth century, managerial reorganizations initiated by the business community repeatedly altered the governance structure of schools—as well as the relationships of teachers to children and parents—but brought little improvement, while other more promising reform models were either resisted or crowded out. Shipps chronicles how Chicago's corporate actors led, abetted, or restrained nearly every attempt to transform the city's school system, then asks whether schools might be better reformed by others. To show why city schools have failed urban children so badly, she traces Chicago's reform history over four political eras, revealing how corporate power was instrumental in designing and revamping the system. Her narrative encompasses the formative era of 1880-1930, when teachers' unions moderated business plans; previously unexplored business activism from 1930 to 1980, when civil rights dominated school reform, and the decentralization of the 1980s. She also covers the uneasy cooperation among business associations in the 1990s to install the mayor as head of the school system, a governing regime now challenged by privatization advocates. Business people may be too wedded to a stunted view of educators to forge a productive partnership for change. Unionized teachers bridle at the second-class status accorded them by managers. If reform is to reach deeply into classrooms, Shipps concludes, it might well require a new coalition of teachers' unions and parents to create a fresh agenda that supersedes corporate interests. This study clearly shows that, in Chicago as elsewhere, urban schooling is intertwined with politics and power. By reviewing more than a century of corporate efforts to make education work, Shipps makes a strong case that it's high time to look elsewhere—perhaps to educators themselves—for new leadership.