The Case Program Quality Interactive Teaching Materials for Public Sector Education in Australia and New Zealand

The Case Program Quality interactive teaching materials for public sector education in Australia and New Zealand

2 About ANZSOG

ANZSOG is recognised globally as a leading provider of executive-level education for the public sector. ANZSOG was created by government for government, with the active collaboration of its member universities.

ANZSOG delivers The School has several distinctive features: • Postgraduate education incorporating the core disciplines that inform effective public administration. • Executive education led by distinguished academics from the world’s leading education providers and senior officials from among ANZSOG’s ten member governments. • ‘Safe’ places for high-performing senior practitioners to discuss and draw practical learnings from theory, research and case studies, to inform policy debates and service delivery reform. • Supportive environments for senior practitioners across Australia and New Zealand to learn from one another and build lasting professional networks, benefiting governments, communities and citizens. • At the core of ANZSOG’s ethos is a deep and genuine commitment to good public administration, reflecting the aspirations of and our close relationship to our government owners.

3 Message from the Dean

An ongoing challenge for all governments is to enhance the breadth and depth of policy and management skills. Investing in the development of those destined to be leaders in the public sector is an important part of this.

Excellence in executive teaching and learning defines ANZSOG’s mission. Both are distinguished by the use of interactive approaches in the ‘classroom’ and the integration of case methods within our programs. We believe it is vital that the experienced managers who participate in our courses are actively engaged in a learning process that demands more than simply listening to lecturers. ANZSOG has created an educational environment that immerses participants in the complexity and ambiguity of real case situations, draws on their experiences, challenges them to reflect on judgments and opinions and involves them in discussion with their peers as well as with our faculty.

Since its establishment in 2004, the ANZSOG Case Program has become the pre-eminent repository of cases on public policy and management in the region. ANZSOG is recognised internationally as a leader in case development and interactive teaching approaches. The ANZSOG Case Program is now the third largest case program in the world. It contains over 170 cases, many with teaching notes and, increasingly, complementary video, audio and other online exhibits. Because our member governments view case development as a priority, our case writers have unprecedented access to decision makers involved in recent and sometimes controversial events.

ANZSOG cases have forged a reputation as a concise, engaging and relevant window into current public sector practice. I am proud to say that the ANZSOG Case Program is not only an integral part of ANZSOG’s unique mix of national and international learning, collaboration and research, but also a common resource for betterment in public policy and management.

Professor Gary Banks AO Chief Executive and Dean

1 ANZSOG Partners

Governments Universities / business schools

The Commonwealth of Australia Australian National University

New Zealand Carnegie Mellon University

The Australian Capital Territory Charles Darwin University

New South Wales Curtin University

The Northern Territory Flinders University

Queensland Griffith University

South Australia Melbourne Business School Limited

Tasmania Monash University

Victoria The University of Melbourne

Western Australia The University of New South Wales

The University of Queensland

The University of Sydney

University of Canberra

University of Tasmania

Victoria University of Wellington

ANZSOG acknowledges with appreciation the foundation support of the Commonwealth Secretariat and the New Zealand State Services Commission in establishing the ANZSOG Case Program. 2 The ANZSOG Case Program

ANZSOG delivers an internationally acclaimed case teaching program with outstanding teachers and a library of topical, stimulating case studies.

ANZSOG’s specialist teaching areas are public policy and management in Australia, New Zealand and the Pacific region. Our growing online Case Librarycasestudies.anzsog.edu.au comprises over 170 case studies covering a wide range of issues, agencies and jurisdictions.

The Case Program has case writers in Melbourne and Wellington who are also available to assist external writers with case development. ANZSOG has delivered practical workshops on case teaching and writing, and has a development strategy to promote the use of interactive teaching in public policy and management education in Australia and New Zealand. The Case Program is always seeking new, well-written teaching cases of up to 4,000 words. We can fund the development of cases by or for academic staff in ANZSOG’s partner institutions, or public servants in member governments. See ‘Developing new cases’ on page 10 for more details.

Cases developed under this program are lodged in ANZSOG’s Case Library and are accessible to member institutions. Other relevant organisations are also able to commission cases, and ANZSOG welcomes expressions of interest to sponsor the development of cases.

Enquiries about the Case Program can be made to ANZSOG or by emailing [email protected].

3 What is interactive teaching?

Case teaching is both more interactive and more indirect. The method is based in the belief . . . that ‘wisdom can’t be told’.

Howard Husock, Vice President, Manhattan Institute for Policy Research

Interactive teaching is an approach to education that uses ‘teaching objects’ as a vehicle for discussing concepts and practices. It has two key features. First, interactive approaches embrace both teaching and learning, so that participants are encouraged to engage in active discussion rather than passive listening. And second, to do this, interactive teaching is based on teaching objects that provide a visual or aural stimulus, an activity, or a situation or scenario that can act as a concrete experience to illustrate and apply key learning concepts. Interactive teaching ‘is as much about the process as it is about the learning outcomes’ (Alford and Brock 2014: 4).

The most widely used form of teaching object is the ‘case’. The case method has a long pedigree. It was pioneered at Harvard University in the late nineteenth century, and by the early twentieth century underpinned graduate education there in both the Law and Business Schools. Since then it has been adopted and adapted in law and management schools around the world, and is increasingly used by schools of government and public policy, most prominently the Harvard Kennedy School of Government, as well as in other disciplines.

Teaching a case

A teaching case is ‘a story, describing or based on actual events and circumstances, that is told with a definite teaching purpose in mind . . . that rewards careful study and analysis’ (Lynn 1999). Case teaching requires an instructor not only to be expert on the relevant content, but also to be adept in leading discussions. During a session, the instructor has to keep track of three things simultaneously:

1. the facts of the case 2. the substantive theory and concepts which can be explained using the case, and 3. the process of the discussion (e.g. ensuring everyone is contributing and key positions are getting air-time).

Alford, J. and Brock, J. 2014. Interactive Education in Public Administration (1): The Role of Teaching ‘Objects’. Teaching Public Administration, 32 (4): 144-157. Lynn, L. 1999. Teaching and Learning with Cases: A Guidebook, Chatham House.

4 In the decision-maker’s shoes The power of case teaching as a form of interactive teaching comes from the fact that it gives practical shape and illustration to concepts. For example, it is one thing to say in the abstract that ‘Public servants have multiple accountabilities’; it is another altogether to consider a real public servant caught simultaneously between contending accountabilities to their minister, their manager and statutory codes of conduct, and wrestling with how to reconcile them. Such a concrete situation brings the concept of multiple accountabilities to life. Cases are excellent vehicles for sensitising students to the kinds of judgments they need to make and skills they need to exercise in managing actual circumstances.

The story in a case usually has a protagonist, who is faced with some kind of dilemma. In the case method, students study the case particulars prior to class and the instructor leads class discussion about the case by asking well-framed questions (e.g. ‘What is the problem facing the manager here?’, ‘What has caused it?’) and follow-up probes (e.g. ‘Is that the real reason why the contractor is prevaricating?’) as the session proceeds. The learning is generated as much by the students’ preparation and contributions as by the instructor. At relevant intervals, the instructor may interpolate brief statements or even mini-lectures, linking the points being made to each other or to key concepts (e.g. ‘This is a good example of a clash between a professional and a managerial culture. Key elements of these cultures are…’). As Leenders, Erskine and Maufette-Leenders (2001) of Canada’s Ivey Business School explain:

Cases are used to enable students to learn about decision making by putting themselves in the shoes of actual managers. Students analyse situations, develop alternatives, choose action and implementation plans and communicate their findings. Cases are used to test understanding of theory, to connect theory with application, and to develop theoretical insight. Cases enable students to learn by doing and teaching others.

All professional schools face the same difficult challenge: how to prepare students for the world of practice. Time in the classroom must somehow translate directly into real- world activity: how to diagnose, decide, and act. A surprisingly wide range of professional schools . . . have concluded that the best way to teach these skills is by the case method.

David A. Garvin, Professor of Business Administration, Harvard Business School

Leenders, M., Erskine, J. and Maufette-Leenders, L. 2001. Writing Cases, Ivey Publishing.

5 What makes a good case?

Because it is used principally for teaching, a good case It poses a question to which there is no obvious will display aspects of each of the following features: right answer A good case should be open to a variety of interpretations It must be useful for discussing concepts and a variety of solutions. That isn’t to say all are equally Although the case itself is in the form of a descriptive valid; some responses are better supported than others. narrative, it must lend itself to illustrating, applying or Part of the discussion process is to test the strengths elaborating theories in the classroom: ‘every case needs and limitations of different approaches. Each case should a theory’ (Robyn 1986). A case is more than just a story contain a problem, dilemma, contradiction or paradox. about something interesting that has happened (although Ideally, it is not a simple ‘good news’ or ‘best practice’ it should be that as well). It also enables concepts to be story, and certainly should not constitute uncritical explored in making sense of the story. For example, a adulation. While protagonists can prevail in the end, classic case from the Harvard Kennedy School describing better cases will see them make mistakes or encounter the failure of a contract for child protection services in an setbacks that they have to overcome along the way. ethnic community can be used to explore difficulties in The purpose of cases is not to learn of practices to be specifying and monitoring outsourced services, illustrating emulated, but rather of concepts to help understand concepts of bounded rationality, information-asymmetry complex future situations. and interdependency (Varley 1994). It focuses on people as actors or decision-makers It is different from a research case study A case should have preferably one (but perhaps A teaching case is an elaborate form of a question rather more than one) central figure, who is faced with the than a settled version of an answer. Whilst it describes dilemma or problem that is the focus of the case. It circumstances or events as accurately as possible, should be possible for the instructor to ask questions it usually leaves aspects of the situation untold or about what this policy-maker or manager should unexplored. All teaching cases follow one of two formats do. There is less scope to do this if the case merely (Robyn 1986): describes an organisation, context or issue without naming the individuals who must deal with the situation In prospective cases, the story is suspended at the (although such cases can still allow students to assume point before the policy-maker or manager has to make hypothetical decision-making roles). a decision, providing information on the problem, the surrounding circumstances and – in many instances It should be written to engage the reader – one or more potential options. The class discussion Above all, a case is a story, and effective story-telling is proceeds by considering and usually debating what recognised – by disciplines as diverse as anthropology, the manager should do, with the instructor using the history and neuroscience – as critical to both knowledge discussion to draw out or apply concepts. Afterwards, transmission and ‘personal transformation’. A good case students may read a short epilogue outlining what the should convey the reality of a story in an interesting and manager actually did and why, allowing them to compare arresting fashion. Students should be able to identify with their own responses. the situation and its characters, and/or to feel interested or even excited about the dilemma the central figures In retrospective cases, the whole story is told, and the face. This is more likely to happen if the case contains a discussion typically considers whether the decision taken problem or dilemma. was the best one given the situation. While the case is a complete account of what happened and why, it can prompt discussion about alternative possibilities and outcomes. It also usually leaves the ‘substructure’ of meanings and deeper causal factors untouched, giving room for exploration of relevant concepts. 6 Types of cases

Lynn (1999) defines a ‘star-quality case’ as having the attributes previously outlined, whilst also prompting students to think critically and analytically in order to evaluate the problem and potential solutions. It should require students to draw on information contained within the case and the text should give them sufficient information to do so. Case problems can be presented in a variety of different ways, although some lend themselves better to discussion than others. Lynn classifies cases in five main types:

are the most popular because of ‘the conviction among teachers in the Decision- professions that the essence of professional skill is the ability to make decisions forcing under trying circumstances’ and ‘because they encourage the systematic and cases disciplined consideration of complex information’.

Policy- may or may not be decision-forcing and are designed to ‘encourage making principled thinking leading towards action’. cases

Problem- again may be decision-forcing but are geared to get students to accurately identify a defining problem in a given situation. cases

Concept- are specifically designed to allow students to apply a theory to a real life situation. application cases

are ‘historical record[s] of what happened and why, as determined by the case Illustrative writer … In that sense, an illustrative case is equivalent in many respects to a lecture cases or to a chapter in a textbook’. Illustrative cases ‘do not lend themselves to creative interaction’.

A case may combine a number of types; for example, a policy-making case may have problem-defining elements which have to be addressed before a decision is made.

7 Sample case summaries

Advice under pressure: A virtual organisation: The OzCar controversy Queensland’s crisis and 2012-111.1 response management 2013-141.1

Extraordinary footage from a Senate Committee enquiry The Queensland floods of 2010-2011 were among the dominated Australia’s evening news on Friday 19 June most extensive and costly natural disasters in Australia’s 2009. Two Treasury officials appeared before the enquiry, history, on a physical scale massive by world standards. where it seemed the more senior official was trying to Cars and people were swept away in raging floodwaters, prevent the other from answering questions being asked lives and families ruined, entire townships had to be by an opposition senator. The senator was probing for evacuated, and mining towns closed as their mines filled evidence that the Prime Minister had misled Parliament with water. Agricultural industries were in ruin as crops about his efforts to get preferential treatment from a lay destroyed and rotting, dams filled to bursting point, taxpayer-funded scheme for a Queensland friend, and swollen rivers swallowed up huge tracts of inner- neighbour and supporter – as claimed in a front page city infrastructure, sweeping away barges, boats, and news article that morning. wharves. For the first time, full-scale air evacuations of hospitals took place. As if that wasn’t enough, the state This part of a two-part case study gives the background was then ravaged by Cyclone Yasi, with a force stronger to the allegations that sent shockwaves through the than Hurricane Katrina. government, and the long-serving, highly regarded public servant apparently reluctantly at the centre of them. This case, with teaching note, considers the background to what has been recognised as a world-leading response This case can be used to discuss a number of aspects to multiple disaster events. relating to the relationships between public servants, political advisers, and their ministers, and ethics in the public service. The case includes a teaching note and a supplementary exhibit explaining the ‘Cast of Characters’ involved.

ANZSOG cases are a great pathway to getting participants intellectually engaged with real world issues. I find that cases allow concepts to be understood and tested in a far more dynamic way than through traditional lecturing methods. I also love the fact that ANZSOG cases are about things that happen here rather than in far-away places.

Peter Thompson, ANZSOG Fellow and former presenter Talking Heads Program, ABC TV

8 Sample case summaries

Over a relatively short period, ANZSOG has built an enviable public policy case library. There is depth and breadth in topic coverage, and attention to detail in case construction so that teaching objectives are genuinely transferrable. I make sure I use ANZSOG cases regularly in my graduate teaching.

Professor Mark Moore, Kennedy School of Government, Harvard University and ANZSOG

Arriving at SmartGate: the Transforming an agency in automated passenger crisis: driving change at the processing project Immigration Department 2014-163.1 2011-120.1

On 2 March 2009, the Prime Ministers of Australia For Andrew Metcalfe, 18 July 2005 was a day of and New Zealand, Kevin Rudd and John Key, shared conflicting emotions. It marked his return to the a cup of tea and an informal chat at Mr Rudd’s official Immigration Department, an agency in which he had residence in Sydney. It was the first time the two had spent most of his career. But he was taking office the met in Australia since John Key had been elected in a same day his predecessor and two deputies were being change of government in November 2008. Mr Key was farewelled, following their peremptory removal from their also Minister of Tourism; Australia was New Zealand’s posts. Metcalfe had been given the job as someone biggest tourist market, and the conversation turned to skilled and reliable who could fix up the mess in which the ways to streamline and simplify trans-Tasman air travel. Immigration Department had found itself, precipitating a Their joint press statement included a commitment to swathe of inquiries. A stopgap solution would not work. ‘reduce remaining barriers at the borders to ensure that Far-reaching change was needed. people and goods can move more easily between the two countries’. When, on his return to Wellington, John This rich, three-part case can be used to discuss topics Key asked chief executives what they could deliver by the such as organisational change, crisis management, and end of the year, Customs Chief Executive Martyn Dunne public sector leadership, as well as immigration policy. replied: ‘SmartGate’. The automatic passenger clearance system, seven years in development, was being rolled out for use at Australian airports. In nine months, how could New Zealand Customs catch up?

This two-part case, which describes a project achieved on time and to budget, can be used to examine what constitutes ‘success’ and what factors can help or hinder it. It can also be used to assess the role of collaboration within and among departments, and also between jurisdictions. The separate teaching note expands on these and other uses.

9 Developing new cases

ANZSOG is always looking for interesting new cases that The application process will stimulate discussion about recent or current events in A two-page Case Proposal Form is available at the public sector. Topic areas include leadership, policy casestudies.anzsog.edu.au. development, regulation, budgeting, intergovernmental relations, service delivery management, strategic Applications for funding should outline the project communication and ethics. including a brief description of the case, the teaching outcomes expected, the research and development Cases can be multi-part, designed to be taught over methodologies, the proposed completion date, several sessions, or short vignettes that can be read itemisation of any proposed budget, and brief resumes of quickly before discussion in class. Ideally, new cases the academic supervisor and case writer. should be accompanied by teaching notes and – where available – supplemented by other stimulus material, such Applicants should email their completed forms to as online audio or video exhibits. [email protected] marked ‘New case application’. ANZSOG offers guidance for both writers and instructors. Once submitted, the application will be considered by Got a case idea? editorial representatives of the ANZSOG Case Program, Maybe you don’t have a fully-formed idea for a case who can either: study, but you know of an interesting story or a frustrating but instructive situation. Has someone tried to solve a • accept the application as proposed ‘wicked problem’ with multiple complexities and limited • propose variations in emphasis or funding to the applicant information? When an issue has people talking or hits the headlines, have you thought ‘there’s a lesson here’? • reject it Has a hard-hitting report been published, or high-profile • refer it to the full editorial committee of the ANZSOG inquiry concluded recently? These are all seeds for a Case Program for further review. good case. And, it almost goes without saying that a teaching need is also an excellent starting point. Case writers and instructors will usually have some formative ideas about the teaching objectives of a case, such as the concepts or theories that the case scenario will help to illuminate.

How do I start? Once you’ve identified a subject of interest, take your case ideas to ANZSOG and discuss how they can be developed. Cases can be written by our Program writers, or • an academic in one of ANZSOG’s partner institutions • a contract writer, supervised by an academic in a partner institution. ANZSOG is committed to developing expertise in case teaching and case writing. The ANZSOG Case Program team can provide advice to those without previous experience, as well as offering regular practical workshops. 10 Funding

There are two ways in which funding may be available for proposed development of cases.

1. ANZSOG funding of a case 2. Agency commissioning of a case ANZSOG has a limited pool of funding available to Government agencies can commission ANZSOG to support the development and writing of new cases. The produce a case on problems or issues recently faced amount available for each case will vary between A$3,000 by the organisation. These cases may be used in- and A$5,000, depending on the length and complexity house for training purposes, and in ANZSOG courses. of the proposed case. Preference will be given to cases Cases provide organisations with the opportunity to that fill current teaching needs in ANZSOG programs or capture valuable information and reflect on significant address gaps in our Case Library collection. Applicants events. However, commissions are only accepted in are asked to propose and itemise the level of funding situations where ANZSOG’s teaching objectives and the required. Funds will be paid to the individual who takes organisation’s needs are compatible. Agencies wishing responsibility for the delivery of the case to the agreed to fund a case should use the Case Proposal Form to deadline. Payments will be made according to a schedule help scope their proposal and are invited to contact agreed between the fundee and the ANZSOG Case the ANZSOG Case Program Director to discuss their Program Director. proposal in more depth.

11 The case production process

Ideas Clearance Test

Teaching Review objectives Publish

Data gathering Write-up

Revise

Approach Research

12 As a guideline, ANZSOG cases will usually pass through Research: This is where the bulk of the information the following stages of production and assurance, is collected and assessed. Interviews with participants although the actual sequence will ultimately depend on (usually 2-6 people) are conducted and relevant the nature of the case. These steps are: documents gathered. Interviews are usually taped for Ideas: The development of the case idea (or story) can ease of review but the content remains confidential, be generated by a variety of sources including: other than those excerpts included in the case with the permission of the interviewee (see Clearance). • current events Write-up: Once sufficient material has been marshalled, • reports/inquiries the case research is distilled into a first draft. To assist • ANZSOG instructors, students and alumni in case drafting A Guide for Case Writers is available at • organisational needs and/or recent experience. casestudies.anzsog.edu.au.

Teaching objectives: A good case idea needs Review: When ready, the writer then sends the case to be translated into clear teaching objectives and to a relevant ANZSOG reviewer for comment. Any intended lessons. This will require case writers to suggestions or changes are incorporated and, once both structure the material, including context, in order to elicit parties are satisfied, the case is then sent to interview discussion and analysis of the concepts and theories subjects for comment. Any necessary revisions are and any lessons generated by the specific policy and applied or discussed. management topics explored in the case. It may also require anticipating the type of classroom discussion Clearance: If required, the final draft of the case, required to illustrate the objectives and lessons, and complete with exhibits, is sent to the subject ideally case writers should liaise with instructors to organisation/s for official authorisation. achieve these purposes. If necessary, the writer might Neither the ‘Review’ nor ‘Clearance’ stages mean that undertake some background reading first. interviewees or subject organisations can prevent the case from being distributed, rather that there may be The writer should research available Data gathering: a need to negotiate with them to arrive at mutually materials on the episode in question, drawing on annual acceptable forms of words on sensitive matters. reports, news articles etc. From this, it may be helpful to ANZSOG has no interest in getting into disputes with compile a preliminary chronology of events. subject agencies about cases, and it is nearly always Questions to ask at this stage include: possible to arrive at an agreed text while maintaining editorial integrity. • How much information is available/accessible/ printable? Test: Where possible or desirable, some cases may be • Who are the principal players? given a classroom trial to gauge teaching utility/student response. This provides another opportunity to identify • Are interviews possible? any gaps or ambiguity in the text. A provisional case outline may be prepared which summarises the basic story, maps out a direction for Publish: Once content is finalised, the draft is sent to the the case and identifies prospective interview subjects. If ANZSOG Case Library to be copy-edited for publication, there is ample, publicly available information, writers may loaded on the ANZSOG Case Library website and made sometimes proceed straight to the writing phase. available for use by academics in partner institutions. Regular emails, as well as news items on the website Approach: Potential interviewees are contacted and home page, alert members to new or updated case organisational permission sought, if necessary. Where material. possible, the writer (or supervisor) should interview a key person involved in the situation, who is able to give an Revise: Cases may be periodically updated, subject to informed overview of the story. This may be the head of new developments. the agency, someone who was at the centre of events, or someone with special knowledge of the circumstances.

13 Some questions and answers

Do I need to itemise a budget or describe how the What qualifications does a case writer need? case funding will be spent? ANZSOG expects that either the writer or the supervisor Yes. Please outline major costs such as staff and travel has demonstrated experience of case-writing. ANZSOG expenses in the Case Proposal Form. runs regular case writing workshops and can provide guidance. Can I act as both academic supervisor and writer of a case? What criteria will be used in choosing the successful case study proposals? Yes. • The strength of the proposed case as a way of Can groups of people act as academic explaining or testing an important theory. supervisors or writers of a case? • The extent to which the case is likely to engage learners in discussion of the issues. Yes, provided a single person takes responsibility for delivery. • How well the case will contribute to priority learning needs for ANZSOG programs. How long should the written case be? • Availability of existing material such as partially completed research or official information that can Should be between 500 and 4,000 words, i.e. reduce development time and indicate the nature of approximately 2-15 pages, including any exhibits and the case. appendices. • How likely it is that the case will be of enduring Who is the intended audience for the case? significance. • Accessibility of key decision makers in the organisation Cases should be written for middle to senior level public being studied. servants who are engaged in masters level study or in executive development programs. Who has copyright of the finished case?

What does a completed case include? ANZSOG retains copyright of all cases it funds, but the writer(s) and supervisor(s) are clearly identified at the The case, including where necessary an epilogue bottom of the front page. describing ‘what happened next’ for teaching purposes, and the following: Do I have the right to publish the case study or the research associated with the case study • a summary paragraph about the case and its teaching elsewhere? focus for the website • references, exhibits, diagrams Yes, but ANZSOG’s financial contribution must be acknowledged in any other publications of the material. • supplementary exhibits such as online audio and A copyright agreement, included with each contract, will video (if available) show how this should be done. • signed release forms. Ideally, new cases should be accompanied by a teaching note, as these add significant value to the case. Please discuss what approach to take with the Program team.

14 The ANZSOG Case Library

Once cleared for publication, all cases are lodged in the ANZSOG Case Library. The library catalogue can be browsed by members of the public, but case downloads are only available to members signed up through the website casestudies.anzsog.edu.au.

The Case Library website also provides information and materials for both writers and instructors:

• the New Cases and Materials section contains the Guide for Case Writers which sets out the style guide for case presentation • the Teaching Interactively section contains advice on using cases as well as the Teaching Note Template for preparing teaching notes.

ANZSOG Case Library membership

ANZSOG case studies have been developed specifically for use by ANZSOG and its affiliates. Membership of the ANZSOG Case Library is available on a preferential basis (currently free of charge) to academics and staff from member governments and universities. All ANZSOG Alumni receive membership automatically.

Many of the concepts and teaching points in the cases are applicable to other organisations and learning situations. Membership of the ANZSOG Case Library is available to other users on an annual membership fee basis which may be either concessional or standard as determined by membership categories. The categories of membership currently offered are:

• Affiliate Membership • Individual Academic or Public Sector Employee • Academic Institution or Government Agency • For-Profit Entity • Not-for-Profit Entity. Current information on these membership categories and applicable annual fee schedules is available at: casestudies.anzsog.edu.au.

In addition, ANZSOG cases are available to other interested users through The Case Centre thecasecentre.org

15 Want to find out more?

All the case studies are available to registered members through our online ANZSOG Case Library. New cases are regularly added to the collection, with members notifed by email.

Membership is free for ANZSOG Alumni and employees of affiliated governments and universities. An application form is available on the website casestudies.anzsog.edu.au

16 ANZSOG Programs

Developing strategic leadership skills in public sector managers requires a different educational framework to those applying to private sector managers. While business schools teach how to create ‘shareholder value’, ANZSOG’s mission is to help public sector managers learn how to create ‘public value’.

ANZSOG also offers the Executive Master of Public Administration (EMPA), the Executive Fellows Program (EFP) and Towards Strategic Leadership (TSL) as well as a suite of shorter Executive Education workshops and a number of International Programs.

The EMPA is a two-year postgraduate qualification designed to give high potential, experienced mid-level managers and aspiring leaders a thorough grounding in the theory EMPA and practice of public administration. This accredited program is delivered to highly committed public sector managers from across Australian and New Zealand governments.

The EFP is a high-level residential executive program for senior public sector leaders, EFP tailored to build on the core relationship, leadership and management skills needed in the public sector of the 21st century.

TSL is specifically designed for people moving from an operational role to a strategic TSL leadership role, and for those facing senior executive responsibilities for the first time. At this level, thinking and acting strategically become central.

The Executive Education program delivers specialised executive workshops designed Executive to meet the practical needs of middle to senior public sector managers across a range Education of disciplines.

The School delivers a suite of customised executive level leadership programs in partnership with foreign governments in the Indo-Pacific region, and consistent with the foreign policy International objectives of the governments of Australia and New Zealand. These programs create Programs valuable peer-to-peer networks and institutional linkages, and contribute to ongoing engagement with each country.

For more information about these programs and other ANZSOG initiatives, visit anzsog.edu.au 17 Contact Us ANZSOG PO Box 230 Carlton South Victoria 3053 Australia Follow us + 61 3 8344 1990 [email protected]

ABN 69 102 908 118 anzsog.edu.au