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The reality of the economic crisis and subsequent cuts in public sector funding in some European countries means that the context for public management education is significantly changing. In a period of economic constraint there is the obvious questioning of the cost of public management education programmes and even more of their relevance and academic content. As a consequence of this, there are not only practical challenges for the survival of public management masters programmes during a harsh economic period, but also the challenge for content to remain relevant to the changing environment, and the question of whether they remain a priority not only for those considering taking these courses, but also for those potentially funding and supporting them. Significant cuts to public sector funding have been compounded by a further crisis across many European public sectors and with that the stark reality of both job losses and losses in public service provision. In such a climate there is obvious questioning of the need, and support, for specific public management academic programmes. This article looks at the challenges facing public management education programmes in the UK and The Netherlands, as these two countries are undergoing similar periods of economic restraint in public sector funding and where the requirement for public management education is under scrutiny. It argues the need for specific public management programmes despite the blurring of traditional public-private sector divides, and maintains that public management programmes are not only necessary but should continue in order to provide new students and continuing managers with the relevant skills, academic theory and new knowledge needed to manage in contemporary public management. It further argues that public management programmes need to be revised in order to retain their credibility and enable the new type of public manager to be able to manage people and service provision across sectors and in unfamiliar situations. It looks at the current economic crisis in the UK and The Netherlands and attempts to show ways in which public management programmes can adapt by looking at examples to changes to courses in these countries.

Presents the results of a preliminary investigation into the innovative capacities of Dutch secondary schools. Defines "innovative capacity" based on a number of factors found in a review of the literature. Finds that transformational school leadership plays a particularly crucial role in the development of the innovative capacities of schools. (DSK)