Patterson, Patricia M.

This dissertation asserts that systematic sexual violence was used as public policy
by the Serbian government in Bosnia during the conflict of 1992-1995 to effect ethnic
cleansing and genocide. Systematic sexual violence must be recognized as public policy
in order for the global community to advance appropriate recommendations regarding the
levels at which (in addition to individuals) institutions, organizations and particularly
governments should be held accountable. Further, when govenm1ents not only fail in
their responsibility to protect citizens but actually commit crimes against citizens,
survivors are betrayed by the very institutions to which they look for protection. Public policy is indelibly linked to the actions of governments. Recognizing systematic sexual
violence as public policy acknowledges the seriousness of that betrayal and is imperative
to foster both personal and social healing. First, the dissertation develops a framework of
policy dimensions consisting of the concepts of government initiation, public interest,
actors and institutions, intent and goals, complicity and sanction, instruments and tools,
and targets. Then, case study methodology is used to investigate records documenting
the case of systematic sexual violence in Bosnia. By comparing the results of those
investigations to the policy framework, the dissertation concludes that in Bosnia in the
1990s, systematic sexual violence was used as public policy. Sexual violence was
systematically perpetrated on a mass scale by government-sanctioned agents, and
administered using governmental organizational mechanisms. By discussing what has
happened and is happening, to whom, and how, we can understand that systematic sexual
violence is being used as a policy, how such a policy may be implemented and what its
goals may be. We can also acknowledge the policy goals-- such as ethnic nationalism,
genocide and ethnic cleansing-- associated with this policy of abuse and view systematic
sexual violence as a critical part of overall concerted strategies to effect those policy
goals.

Mission statements are an important part of the strategic planning process. In the
federal government they are required for cabinet departments. Research about publicsector
mission statements has been limited, compared to research on private-sector
mission statements. Mission statements are important as artifacts of organizational
culture. They introduce and reinforce important organizational values and can be part of
a system of control. Within organizational culture and as part of a system of control,
mission statements may play a role in creating and maintaining certain power
relationships.
In this research I examine manifestations of organizational culture and power in
cabinet-level federal agencies as expressed in the content and rhetoric of their mission
statements. The research presented here examines the mission statements of federal departments and their affiliated agencies and offices. It seeks to identify the importance
of mission statements outside of their role in the strategic planning process. The
methodology used is Ethnographic Content Analysis (ECA). ECA allows for numerical
and descriptive data. Numerically, the researcher creates and counts occurrences of
relevant categories of analysis and then uses examples as descriptors.
This dissertation describes the content of mission statements and compares it to
features other researchers have identified as important for mission statements. In general,
the federal mission statements studied here do not include many of the elements that
previous research has identified as important for mission statements.
Second, the research examines the presence in mission statements of values in
general and, in particular, two specific groups of values: New Public Management and
Democratic Constitutional values. Both types of values are found in federal mission
statements, and the research shows that authors of mission statements are making a
choice between the New Public and Democratic Constitutional sets of values.
Next, this research looks for evidence of statements of power that are included
within the mission statements. Borrowing French and Raven's five bases of interpersonal
power for its rubric, this research finds evidence of all five bases of power in these
organizational mission statements.
Finally, this research looks for the intended audiences of the mission statements
and finds that it is often unclear.

The purpose behind this dissertation is the creation, development, and
illustration of a new strategy of inquiry in public administration. This new strategy
of inquiry is a utopian/dystopian thought experiment. A utopian/dystopian thought
experiment should provide its user with a way to develop a new/different viewpoint
with which to examine an administrative activity. A researcher begins with an
original viewpoint and should then develop a new/different viewpoint, a
utopian/dystopian viewpoint, by engaging in a utopian/dystopian thought
experiment. A utopian/dystopian thought experiment is developed in this
dissertation by bringing together elements from utopian literature and scientific
thought experiment literature using a public administration point of view. The
research approach used in this dissertation is a three-phase process that involves reviewing and connecting pertinent literatures, using imagination and the process of
writing to create a utopian/dystopian thought experiment, and illustrating and
examining a utopian/dystopian thought experiment in public administration. In this
dissertation, I seek to create a utopian/dystopian thought experiment as a new
strategy of inquiry that is developed specifically for public administration. A
utopian/dystopian thought experiment should provide an additional tool to the
researcher who is seeking to expand the viewpoints through which the researcher
can examine administrative activities.

Public administration emphasizes the importance of diversity (Rice, 2004), representation (Selden & Selden, 2002), ethics, and professionalism, to ensure fairness and equity for all citizens (American Society for Public Administration, 2013a; Cooper, 2012). Research has shown a link between the teaching of ethics and values in leadership courses, and the establishment of consensus for espoused social norms and standards of practice (Begley & Stefkovich, 2007). Through the discourse within classrooms, and the scholarship of public administration, we create and advance the boundaries of social consensus in areas such as diversity (Hewins-Maroney & Williams, 2007; National Association of Schools of Public Affairs and Administration, 2014a). MPA ethics courses are perfectly situated to espouse and reinforce public service diversity values and educate future public servants. This dissertation uses ethnographic content analysis (ECA) of 48 syllabi from 40 NASPAA accredited universities in the United States (U.S.) dated 2012-2014, to interpret how, or whether, Master of Public Administration (MPA) education addresses or contributes to gender inclusion. The analysis uses feminist theories to reveal if, and to what extent, gender, diversity, and social equity topics have been incorporated into master's level graduate public administration ethics courses, through an examination of ethics course syllabi. This research shows that gender is incorporated into MPA ethics syllabi directly through the gender of professors, authors of course materials, discussion topics, and gendered language. Gender is also demonstrated in the syllabi through images and sub-textual tones that express social norms for gender roles. Gender inclusion is addressed indirectly in the syllabi through course policies and pedagogical choices designed to increase opportunities for participation by students of both genders. Ethnographic content analysis across various stages of this interpretive research study led to the creation of a four-part Gender Inclusion Model. Each tier of this model is made up of inclusion markers influenced by themes in feminist pedagogical literature. The Gender Inclusion Model can be used for future research to examine whether, or how, minorities and diversity are incorporated into higher education curricula. The research compiles a list of best practices, along with a mock syllabus, guided by recommendations from feminist literature.

State and local governments in the U.S. spend an estimated $80 billion annually on economic development incentives and subsidies. The economic development discourse is dominated by a jobs-centered narrative, with the concept of "jobs created" at its core. This work examines the current jobs-centered narrative and how it came to be. It identifies the practices and processes by which the current narrative persists and proliferates, analyzing its implications, which include the narrative's role in the use of corporate subsidies and incentives. This work is a critical history, identifying the point of establishment of a new equilibrium in the economic development narrative (Gaddis, 2002), utilizing ethnographic description to examine behaviors within the economic development arena. Language game dynamics (Wittgenstein, 1953) working to establish "public" meaning (Geertz, 1973) within economic developmen t are explored. Baudrillard's Phases of the Image (1994) are employed to view alternative meanings of the term "jobs created". Policy emulation (Bennett, 1991) as a means for the replication of economic development practices is examined. The work differentiates between policy emulation and convergence, arguing that emulation can and does occur in the absence of convergence, but can also act as its agent. Convergence was established as a possible end result of emulation, and necessary elements such as disparate starting policy positions must first be present in order for convergence to occur. The analysis reveals that the current jobs-centered narrative in economic development is a result of a complex language game. The economic development language game is a multi-faceted game with well-established roots and mechanisms for self-preservation and perpetuation. Emanating from communities' sense and fear of loss, relying on an unchallenged library of professional jargon which the public only vaguely understands, and ever reinforcing itself through the use of state and international industry organizations, the game is deeply entrenched in the field of economic development. The study concludes with recommendations for mitigation of the effects of the game. These findings have implications for how economic development aims and successes are measured and communicated, how governments expend resources in economic development and how the industry regulates its own activities.

This study rejects the hierarchical perspective of traditional leadership approaches in public administration. The hierarchical perspective tends to treat public managers at the top as leaders, public employees at the bottom as followers, and leadership as management. This study proposes shared leadership as an alternative to traditional leadership approaches. In theory, shared leadership is not about a hierarchical position but about a mutually shared process that occurs throughout public organizations. The literature has made assertions that shared leadership emerges from horizontal organizations, adaptable cultures, and turbulent environments. However, little research has been conducted to test the effects of these organizational dimension variables on shared leadership in either the public or private sector. This study is a first step to examine the multiple relationships among organizational structure, culture, and context and shared leadership. It is also a first attempt to measure the concept of shared leadership. This study presents case-based empirical research. The study collects data from public employees across the bottom and the top of Broward County government in Florida because the study asserts that every public employee, regardless of hierarchical position, can be a public leader and display leadership. The data was collected using a mail survey of 261 public employees in the county government. Multiple regression analysis was conducted to test the conceptual model developed in this study. The model consists of five hypothesized positive relationships (hierarchy of position, functional specialization, supportive culture, technology, and organizational crisis), five hypothesized negative relationships (hierarchy of authority, centralization, bureaucratic and innovative cultures, and organizational size), and one positive or negative control variable (gender) with shared leadership. The results show that organizational crisis, technology, innovative culture, and hierarchy of position variables are significantly and positively associated with shared leadership. Public employees' perceptions of shared leadership are partially explainable from organizational structure, culture, and context factors. Indicating that shared leadership occurs in the perceptions of street-level public employees, this study implies that the horizontal and hierarchical perspectives on leadership coexist in bureaucratic organizations. This study concludes that every public employee displays leadership and is a public leader.