Public administration in ASIA in the 21st century: achievements and challenges

This article serves as an introduction to this symposium on spirituality and Dialogue. The purpose of the symposium is to explore if spirituality and dialogue have a place in public administration. A brief description of the six articles in the symposium is given. Finally, this introduction presents various complementary themes that the reader can find in the symposium as a whole. In brief, this introduction argues that the twenty-first century will be noted for its decentralization that is prompted by the information age. These phenomena will require a much higher ethical level in public administration than has existed in the past. The current approaches to bureaucracy, religiosity, modernism, and postmodernism are dysfunctional to that need. In contrast, spirituality and dialogue are functional to lifting public administration to a higher ethical plateau. A one-day discussion between members of the American Society for Public Administration and the Global Dialogue Institute held in May 1997 in Philadelphia prompted this symposium and a later symposium that will appear in this journal. The purpose of that This article serves as an introduction to this symposium on spirituality and Dialogue. The purpose of the symposium is to explore if spirituality and dialogue have a place in public administration. A brief description of the six articles in the symposium is given. Finally, this introduction presents various complementary themes that the reader can find in the symposium as a whole. In brief, this introduction argues that the twenty-first century will be noted for its decentralization that is prompted by the information age. These phenomena will require a much higher ethical level in public administration than has existed in the past. The current approaches to bureaucracy, religiosity, modernism, and postmodernism are dysfunctional to that need. In contrast, spirituality and dialogue are functional to lifting public administration to a higher ethical plateau. A one-day discussion between members of the American Society for Public Administration and the Global Dialogue Institute held in May 1997 in Philadelphia prompted this symposium and a later symposium that will appear in this journal. The purpose of that meeting was to explore the viability of spirituality and dialogue to the field of public administration. Although interrelated, this symposium primarily deals with the topic of spirituality and a subsequent symposium shall deal primarily with dialogue. Both topics have extreme importance to the development of public adminis-tration as it moves into the twenty-first century. This introduction to the symposium shall proceed by first discussing the symposium in general, then provide a quick overview of each article, and end with some concluding observations that should help the readers as they proceed with the symposium.

Most Master of Public Administration (MPA) and Master of Public Policy (MPP) programs across the United States focus extensively on policy analysis, management, and leadership, because organizations like the National Association of Schools of Public Affairs and Administration (NASPAA), the American Society for Public Administration (ASPA), and the Association for Public Policy Analysis and Management (APPAM) have determined that these areas comprise the core intellectual and practical dimensions of the MPA and MPP degrees. The omission of required curricula that emphasize the legal and constitutional basis of public administration theory and practice should be of central concern to the public administration education community. Constitutional competence as well as a wide understanding of how the rule the of law affects nearly every dimension of public administration is not optional for effective and responsible democratic governance in the 21st century. If MPA/MPP graduates enter the public sector workforce without the knowledge that they can be held personally and professionally liable if they violate citizens’ constitutionally protected rights, public administration educators have not provided them with some of the most important skills necessary for constitutionally competent public sector management.

The establishment of the Constitutional School of U.S. Public Administration is one of the most enduring efforts to shape the priorities and responsibilities of running the Constitution in the 21st century. The selections in this book demonstrate empirically how public administration scholars can ground their multi-faceted research in democratic-constitutionalism and the rule of law, both of which advance American constitutional tradition. When Public Administration Review published Stephanie Newbold’s 2010 article on the Constitutional School, the editors classified it as a “big idea” in public administration theory. The purpose of this edited volume is to make the Constitutional School’s presence within the field’s literature even more prominent, vibrant, and useful to scholars and practitioners alike. With this objective in mind, there is a need to be bold. We have discussedin previous work our growing concerns over the direction the field of U.S. public administration has taken, intellectually and pedagogically (Newbold, 2011, 2014; Newbold & Rosenbloom, 2014). Ever since Herbert Simon published Administrative Behavior in 1946, the public administration community has been on a quest to make its research and knowledge base more scientific. That effort has led to an overwhelming emphasis on the application of statistical models and quantitative techniques to answer some of the most central questions affecting public administrative management. Without question quantitative and qualitative methodologies play important roles in public administration scholarship and pedagogy. Equally unquestionably if a comprehensive science of public administration develops, future scholars and practitioners will look back on contemporary research as but a stepperhaps only a very preliminary one-in its evolution. In the spirit of incorporating scientific methods into the field, we have inadvertently undermined the importance of more traditional epistemological and methodological approaches to answering and addressing major issues affecting the administrative state. In Simon’s (1991) autobiography even he observed that the pendulum had swung too far in favor of using scientific approaches and quantitative techniques to solve political problems (pp. 56, 285). In contributing to the further development and advancement of the Constitutional School, we seek to provide greater intellectual balance in the field’sspace organization, design, and behavior of polities have a place to call home and where normative questions concerning law, constitutional thought, ethics, and democratic-constitutionalism are supported and encouraged. Reflecting on the great intellectual history of U.S. public administration isboth rewarding and disheartening. It is rewarding because it allows for serious, thoughtful reflection into some of the most engaging ideas of the modern era. These include questions about the purpose of government (Appleby, 1945; Brownlow, Gulick & Merriam, 1937; Gaus, 1950; Gulick & Urwick, 1937; Mosher, 1968; Pfiffner & Presthus, 1935; Waldo, 1948; Wilson, 1908); the importance of politics to administration (Gaus, 1950; Goodnow, 1900; Kaufman, 1969; Storing, 1962; Waldo, 1948); the value public institutions bring to the citizens they serve (Selznick, 1957; Waldo, 1948); the contemporary relevance of political and administrative history to democratic governance and public management (Mosher, 1976; Storing 1970, 1981a, 1981b; White, 1948, 1951, 1954, 1958); democracy (Appleby, 1945; Mosher, 1968; Strauss & Cropsey, 1963; Waldo, 1948); law and the federal courts (Hart & Witte, 1937; Pfiffner & Presthus, 1935; Schaeffer, 1953; Willoughby, 1929; Wilson, 1908); the political, governing, and managerial responsibilities required by public administrative institutions (Brownlow, 1937; Gulick & Urwick 1937; Pfiffner & Presthus, 1935; Polenberg, 1966; White, 1926; Wilson, 1887); and bureaucracy (Downs, 1966; Kaufman, 1977; Merton, 1957; Weber, 1922). It is disheartening, because we recognize that the work produced byhighly influential thinkers and intellectual contributors to the history of American public administration including but not limited to Paul Appleby, Louis Brownlow, John Gaus, Frank Goodnow, Luther Gulick, Herbert Kaufman, Charles Merriam, Frederick Mosher, Herbert Storing, Dwight Waldo, Leonard White, and W.F. Willoughby would likely find their work desk rejected by some of our field’s leading academic journals if they were writing today. These scholars all focused on big ideas; ideas that provided extraordinary insight into the affairs of governance. They were not dependent upon big data to create a big idea. They delineated the core concerns and big questions that define public administration and public management and created the theories and theoretical frameworks that continue to guide research and practice even as the contemporary focus on quantitative analysis and the use of big data progresses. Without their ideas the fields of public administration and public management would not have developed as they did; without intellectual space for the introduction and discussion of new ideas of their magnitude, these fields will stagnate. Indeed, it is not unfair to say that today these fields are embraced by narrowness of depth and thinness of breadth that fills journal pages but leaves very little room for big theoretical ideas to take center stage. As Larry Terry often observed, the only numbers you find in Simon’s Administrative Behavior are forConstitutions matter. We cannot begin to understand U.S. public admin-istration without first developing a foundation for how natural law and common law underpin the Constitution and the rule of law that govern the American state and its administrative institutions. Although Leonard White (1926) first argued that the study of public administration should begin with a management orientation rather than a legal foundation, after working in the F.D. Roosevelt administration he recognized how unrealistic that recommendation was to both the study and practice of public administrative management. This transformation provides one of the most valuable examples for how practice can inform theory, and exemplifies a very big idea regarding the power to reframe our disciplinary perspectives. U.S. public administration is oftentimes thought of as operating on acontinuum where Dwight Waldo and Herbert Simon anchor each end. Over the past forty years, the field has moved substantially towards Simon’s orientation. An important goal of the Constitutional School is to shift the discourse in the direction of Waldo and the intellectual traditions he fully established and brought to the forefront of public administrative theory and research. Waldo emphasizes the need for more focus on what types of norms, values, and behaviors contribute to how the three branches of government shape the modern American administrative state and the processes of democratic governance it engages. As Gary Wamsley (1990) observed more than two decades ago, public administrators make the most influential decisions when they acquire as much information as possible. The same holds true for the intellectual development of our field. The fundamental reason that democratic-constitutionalism and the rule of law form the foundational bedrock of public administration is precisely because over time constitutional principles and values become institutionalized in our everyday lives as citizens. This institutionalization is publicly reflected through shared norms, expectations, and values that define rights, create public and private space, and establish multiple forms of mutual accountability (Newbold, 2014). As such, it is not just court cases and laws that we must examine and understand, but it is the institutionalization of broad constitutional tradition that requires us to incorporate and rely on sociology, the arts and humanities, and the natural sciences to help explain how these values reflect and change the public meaning of citizenship, roles, and expectations, all of which govern the relationship between leaders and followers, government and citizens, public agencies and the individuals they serve (Newbold, 2014, p. 17). The Constitutional School of U.S. Public Administration works to createthe space needed for scholars and practitioners to come together and analyze, debate, refute, and create common understandings that are focused on a variety of topics relating to democratic-constitutional traditions. It also helps us to explain how and why our values and preferences for governance might be changing. Not everyone has to agree with the perspectives ofthis school of thought regarding which democratic norms and values should inform practice and how. The field does, however, have to take the Constitutional School seriously. It deserves to be engaged substantively and intellectually. For as James Madison noted more than 200 years ago in Federalist 51: “The interest of the man must be connected to the constitutional rights of the place” (Cooke, 1961, p. 349). The Constitutional School anchors public administration precisely where the American framers wanted it to reside-within the rule and philosophy of law.

The twenty-first century is characterized by rapid change, globalization, hyper-competition, and hyper-uncertainty. Traditional models of governance and public administration are no match for the challenges of this chaotic environment. There is an urgent need to restore, both in theory and practice, public governance and administration to develop new sets of knowledge and skills that can meet the challenges of the age of rapid changes. The Civil Service in the UK is proud of the values, talents and effectiveness of their service. They are respected by colleagues in other countries and envied by many. The UK Civil Service has a high reputation. Expectations of it are also high. Consequently, the government is keen to reinvigorate the concept of public service, and celebrate in contribution it makes to society. The history of civil service reform in Britain dates back to the seminal 1854 report by Sir Stafford Northcote and Sir Charles Trevelyan. It introduced competitive examinations and promotion on merit. Between 1966 and 1968, the Fulton committee conducted a wide-ranging examination of the nature, purpose, composition and management of the civil service and made a series of recommendations which were designed to remodel the civil service and equip it to meet the challenges of the late twentieth century. The Fulton Report said that “training should be designed to equip administrators to operate in one or other of the broad group（economic/financial and social），specialists need to be equipped to an appropriate degree for administration and management in addition to their normal skills in their specialisms”. This doctoral dissertation is on the history of the British civil service training and development from Margret Thatcher Administration to Gordon Brown Administration, on how the training institutes deliver a wide range of courses, on-site and tailored work; e-learning; qualifications and consultancy in the Civil Service College, created in 1970 succeeded by the Centre for Management and Policy Studies, created in 1999 and survived until 2005, again succeeded by the National School of Government. All provide several important lessons about how to deliver mass programmes on senior leadership, organizational development, and the added-value of higher level learning and development and academic excellence in government reform. More essential, is what they tell us about how the training development help civil servants develop greater capacity to handle the challenges in a fast moving environment and how the training institutes play their part in building Departmental capability as well as the skills of individuals and how is it committed to ensuring the training programmes support the public service reform and other cross-cutting themes through proposed programmes.

This article traces patterns of consumption, low productivity, debt accumulation and slow economic growth. Rather than calling for an increased emphasis on market and corporate incentives, the author calls for increased public investment. He favors particularly increases in scientific research and development and technology, in public works to rebuild the infrastructure, and calls for a public administration associated with increased investment in government. The New Deal and the Great Society established the foundations of the public policy and administration of consumption—income transfer, entitlement, loan, loan guarantee, credit, subsidy, tax expenditure, and related programs designed to maintain or improve the income levels and social and economic well being of many elements of the United States population. Such programs now constitute approximately 50 percent of the federal budget. In the late 1980s, the United States entered into a new international economic, technological, and demographic order in...

The Future of Public Service: A Search for a New Balance

Part 1. Ethics and Public Administration in the Twenty-First Century 1. Introduction, Richard K. Ghere 2. State of the Art of Empirical Research on Ethics and Integrity in Governance, Donald C. Menzel Part. 2. Organization Designs that Support Ethical Behavior 3. Developing a Behavioral Model for Ethics Decision Making in Organizations: Conceptual and Empirical Research, Dennis P. Wittmer 4. Update on Moral Reasoning Research and Theory in Public Administration: A Neo-Kohlbergian Perspective, Laura Lee Swisher, Ann-Marie Rizzo, and Marsha A. Marley 5. Power and Ethics: The Communal Language of Effective Leadership, Carole L. Jurkiewicz 6. Public Service Ethics and Administrative Evil: Prospects and Problems, Guy B. Adams and Danny L. Balfour 7. Accountability Through Thick and Thin: Making Assessments and Making Cases, Melvin Dubnick and Ciaran O'Kelly Part 3. Market Forces that Compromise Administrative Ethics 8. Public Ethics and the New Managerialism: An Axiomatic Theory, H. George Frederickson 9. Ensuring Accountability in Public Services: The Dilemma of Measuring Moral and Ethical Performance, Lisa Dicke and Petina Boonyarak 10. Cowboys and the New Public Management: Political Corruption as a Harbinger, Peter deLeon 11. Public Ethics, Legal Accountability, and the New Governance, Laura S. Jensen and Sheila Suess Kennedy Part 4. Unintended Outcomes of Anticorruption Reforms 12. The Cure for a Public Disease: The Foibles and Future of Corruption Control, Frank Anechiarico 13. In the Search of Virtue: Why Ethics Policies Spawn Unintended Consequences, Kathryn G. Denhardt and Stuart C. Gilman Part 5. Administrative Ethics in Global Perspective 14. An Anatomy of Official Corruption, Gerald E. Caiden 15. Public Service Ethics in a Transnational World, Diane E. Yoder and Terry L. Cooper 16. Globalization and Public Service Ethics: Some Directions for Inquiry, Richard K. Ghere 17. Conclusion: Ethics and Public Management-Answers and Questions, Richard K. Ghere About the Editors and Contributors Index.

The proliferation of reforms in public administration based on the principles and instruments of the New Public Management (NPM) have triggered protest from and collective action by many professional groups in various sectors (healthcare, education, justice, social work, research.) and raised questions about the future of professionals working in the public service, particularly as concerns their autonomy. This exploratory study indicates that public administration in the 21st century is undergoing dramatic change, especially in advanced economies, but also in many parts of the developing world such as Nigeria. Globalization and the pluralization of service provision are the driving forces behind these changes. Policy problems faced by governmentsare increasingly complex, wicked and global, rather than simple, linear, and national in focus. And yet the prevailing paradigms through which public sector reform are designed and implemented are relatively static and do not fully encompass the significance or implications of these wider changes. While public sector reforms in the developing world such as Nigeria are influenced by policy experiments and organizational practices originating in OECD countries, they tend to operate within the traditional public administration paradigm. Consequently, there is often a discrepancy between the thrust of public sector reform efforts in developing country contexts and wider shifts in the nature of governance and contemporary approaches to public management grounded in OECD experience. It was concluded therefore that Nigeria has embraced the concept of new public management from their western originator but its core principles and tenets are not strictly applied in the management of public sector administration. It was recommended among others that for us to achieve the tenets of new public management in Nigeria, the government need to be honest, transparent, probity and accountability in the political leadership management including the managers in the public sector organizations.

The proliferation of reforms in public administration based on the principles and instruments of the New Public Management (NPM) have triggered protest from and collective action by many professional groups in various sectors (healthcare, education, justice, social work, research.) and raised questions about the future of professionals working in the public service, particularly as concerns their autonomy. This exploratory study indicates that public administration in the 21st century is undergoing dramatic change, especially in advanced economies, but also in many parts of the developing world such as Nigeria. Globalization and the pluralization of service provision are the driving forces behind these changes. Policy problems faced by governmentsare increasingly complex, wicked and global, rather than simple, linear, and national in focus. And yet the prevailing paradigms through which public sector reform are designed and implemented are relatively static and do not fully encompass the significance or implications of these wider changes. While public sector reforms in the developing world such as Nigeria are influenced by policy experiments and organizational practices originating in OECD countries, they tend to operate within the traditional public administration paradigm. Consequently, there is often a discrepancy between the thrust of public sector reform efforts in developing country contexts and wider shifts in the nature of governance and contemporary approaches to publicmanagement grounded in OECD experience. It was concluded therefore that Nigeria has embraced the concept of new public management from their western originator but its core principles and tenets are not strictly applied in the management of public sector administration. It was recommended among others that for us to achieve the tenets of new public management in Nigeria, the government need to be honest, transparent, probity and accountability in the political leadership management including the managers in the public sector organizations.

PurposeThe purpose of this paper is to explain the global, historic context of public administration and the specific British context of teaching and research for public administration. Also, it asks the question, “is twenty-first century public administration still ‘fit for purpose?’”.Design/methodology/approachThe paper is a personal reflection on the changes to public administration and management during the twentieth and early part of the twenty-first century, in particular how the UK Learned Society has responded to a number of global, policy and cultural changes.FindingsThe findings demonstrate how the UK Joint University Council (JUC), representing public administration, has responded to changes, in particular to recent forces impacting on HE and training providers. It includes the outcomes of a series of recent UK debates as JUC approaches its 100-year centenary in 2018. It concludes by showing that public administration research, teaching and scholarship are as necessary, if not more so, in 2018. In particular, issues such as accountability, legality, integrity and responsiveness, the overall ethical guidelines are vital for both public and private educational curricula. For either theory building or empirical descriptions, public administration research can still positively contribute to the wider economyResearch limitations/implicationsAs a personal reflection, the findings are offered to add to a debate on the future of public administration scholarship in the UK, and much wider afield.Practical implicationsThe contents should be of benefit to academics, policy and practitioners in the field of public administration and management.Social implicationsThis study has wider societal implications, as all states are facing growing social problems and a need to seek novel ways of delivering public services.Originality/valueThough the paper is a personal reflection, and may therefore be challenged, it is based on wider literature to support the claims being made.

In the 21st century, the field of public administration has been challenged by various political and social changes that have transformed the way governments operate around the world. The aim of this study was to examine the challenges and opportunities facing public administration in the 21st century, with a particular focus on the qualitative experiences of practitioners in the field. The research utilized a qualitative method, involving interviews with public administration professionals to gather their insights on the challenges and opportunities facing their field. Secondary data was also collected from relevant literature on the topic. The findings indicated that public administration is facing challenges such as changing public expectations, fiscal constraints, technological disruption, and political changes. On the other hand, there are also opportunities such as increased collaboration, innovation, and citizen engagement.

Introduction to Canadian Public Administration in the Twenty-First Century, Charles Conteh New Public Governance: The Changing Landscape of Canadian Public Administration, Frank Ohemeng Policy Advice and New Political Governance: Revisiting the Orthodox, Jonathan Craft Deep and Wide: Citizen Engagement in the Era of Social Media, Rachel Laforest Is There a Canadian Model of Public Administration? Lessons from a Cross- Canada Comparison of Budget Management and Performance, Benoit Rigaud, Paul-Emile Arsenault, and Louis Cote First Nations Public Administration, Christa Scholtz Environmental Governance, Public Action Tools, and Public Participation: The Bureau d'audiences publiques sur l'environnement and the Regie de l'energie (Quebec), Louis Simard Reengaging with Our Roots: The Critical Past (and Future) of Public Administration, Jonathan Paquette Governmental Priorities and Administrative Rhetoric: The Case of Briefing Notes, Jean-Francois Savard and Christiane Melancon Public Policy Analysis and Management at the Crossroads: An Epistemological Investigation of Ethics and Public Action, Magaly Brodeur Foresight: Constructing Futures in Public Administration, Ian Roberge and Bethan Dinning Concluding Thoughts on Canadian Public Administration in the Twenty-First Century, Charles Conteh and Ian Roberge (Editors) Index

For over a generation, the trend of world politics is to weak statehood. In the twentieth century, many states were too strong and committed acts of aggression both on its own population and the neighbouring states.However after September 11, 2001, the main problem of global politics was not to find ways of restricting the state, but to building it. For individualistic societies (USA) and the global community, rendering the state outside the arena was not a prelude to utopia, but the beginning of a global crisis. Despite the many concerns about the loss of power in a global world, the State remains the key actor in the domestic as well as international arenas. The many “challenges that we confront today are beyond the reach of any state to meet on its own. At the national level we must govern better, and at the international level we must learn to govern better together. Effective States are essential for both tasks and their capacity for both needs strengthening” (United Nations, 2000). Since its inception, the national state has guaranteed internal and external security; underpinned the law; funded national welfare systems; provided the structures for popular representation; instituted public accountability; and built the framework for economic and social activities. During the last century, the responsibilities of the State have expanded in all these areas. The general configuration of state responsibilities has changed and this has introduced important modifications both in the policy arena and in the State’s requirements for high-level skills, qualitatively and quantitatively. Even, developing countries have made tremendous progress toward reforming the state in the last decade. As Fukuyama noticed in his book ‘State – Building. Governance and world order in the 21st century’ the absence of a state-building agenda and an appropriate institutional framework, and also the capture of the state in the globalization movement (n.a.), brought it in an even worse situation after liberalization, than if this would not be produced at all. Starting from the distinction created by Fukuyama between the two dimensions of stateness (scale and institutional capacity/strength) we will try to place Romania in the stateness matrix considering the range of the state functions and their arrangement. In our study we will try to determine the state functions in times of crises taking into consideration that Romania is a state in transition, a state under reform. In times of crises the state must react and his reaction, in most cases, produces effects in economical and social sector. Therefore, often the main lever of state intervention in economy is public administration. For example the financial credits of the state are managed by the government, more precisely by public administration. But even in this area, there are a variety of ways of doing things. Thus, once we have identified the state functions we will try to determine public administration functions when the state is in economic crisis. On the state leaders agenda, at the request of IMF, is compulsory to take into account the reduction of the expenses of budgetary payments. In this situation the state must react and choose either the disposal of the civil servants either of sending them home in non-payment. One important point is to see if the state manages to keep the civil services at the same level of quality without budget, salaries or trained human resources (The Romanian Government announced disposals of 20% of civil servants even we can see that at local level it is a lack of trained human resources). In these conditions, is public administration capable to react? When it is “accused” of being bureaucratic, corrupt and short in civil servants? So, we will emphasis the idea that during the financial and economic crisis the state is as strong as public administration is capable to react and manage such a complex situation.

The behavioral approach to public administration owes its genesis to the Human Relations Movement of the 1930s. The movement started off as a protest to the traditional approaches to public administration that focused on organizations, institutionalization, rules, and code of conducts etc. with absolutely no mention of people who are the center of all these activities. The pioneering work done by Taylor and the emergence of Scientific Management created quite a stir not just in the industrial sector but also in management and study of public administration. The proponents of the Behavioral Public Administration (BPA) movement call for a greater use of theories in psychology and experimental research designs to improve rigour of public administration (PA) research. Limitations inherent in traditional orientations of analyzing administrative phenomena are reasons behind the search for new paradigms aimed at increasing epistemic knowledge when analyzing administrative issues in the 21st Century. Against the existing institutionalists, pluralists and elitists’ approaches, contemporary thinkers have adopted the behaviouralist approach which has capacity to increase the empirical status of knowledge in contemporary administrative analysis. Using secondary sources like textbooks, scholarly journals, unpublished texts, the paper critically evaluates most of the criticisms levied against the behavioural approach with the view to identifying the edge which the behavioural approach offers contemporary analysts in public administration. The paper revealed that despite these criticisms, not all the examples of the approach are flawed. Behaviouralism has brought with it, new concepts, sophisticated tools of analysis and mathematical models which tend to make us all behaviouralists. It is our recommendation in this paper that behavioural principles in public administration should be upheld among researcher within the discipline of public administration.

The readings in this volume will enlighten and enliven the contents of any standard public administration text covering human resource management. Selected mainly from the pages of Public Administration Review and Review of Public Personnel Administration, these classic articles trace the historical and evolutionary development of the fields of public personnel administration and labor relations from the point at which the first civil service law was passed - the Pendelton Act in 1883 - through the 21st century. The collection covers everything from the seminal concerns of civil service (e.g., keeping spoils out) to topics that early reformers would never have envisioned (e.g., affirmative action and drug testing). These works continue to inform the theory and practice of public personnel and labor relations. To facilitate an instructor's ability to assign readings that illuminate lectures and course material, a correlation matrix on the M.E. Sharpe website shows how this book can be used easily alongside eight leading textbooks.