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Although there have been other studies of elite administrators in
France, Great Britain, Germany, and Russia, John Armstrong has made
the first systematic comparison of their roles, especially their
inclination to participate in economic development. Drawing on role
theory and theories of socialization and recruitment, he analyzes
the influences that family, secondary school, specialized
university instruction, and in-service experiences have had on
administrators. Currents of ideas, class concepts of appropriate
role behavior, and organizational peculiarities are also examined
as possible influences. By exploring this subject over a long
period--in some cases reaching as far back as the seventeenth
century--this book shows how changing definitions of
administrators' roles reflect their position in society and permit
the exploration of changing socialization processes. The long time
span also shows how factors such as administrative intervention can
change from being marginally important to crucial in affecting
economic growth. From the diverse European experience the author
distills five factors which he hypothesizes have exerted a constant
positive influence on administrative intervention in economic
development, and suggests how these factors might be applied in
analysis of other societies. He also provides a wealth of
statistical data and an extensive bibliography. Originally
published in 1973. The Princeton Legacy Library uses the latest
print-on-demand technology to again make available previously
out-of-print books from the distinguished backlist of Princeton
University Press. These editions preserve the original texts of
these important books while presenting them in durable paperback
and hardcover editions. The goal of the Princeton Legacy Library is
to vastly increase access to the rich scholarly heritage found in
the thousands of books published by Princeton University Press
since its founding in 1905.
Although there have been other studies of elite administrators in
France, Great Britain, Germany, and Russia, John Armstrong has made
the first systematic comparison of their roles, especially their
inclination to participate in economic development. Drawing on role
theory and theories of socialization and recruitment, he analyzes
the influences that family, secondary school, specialized
university instruction, and in-service experiences have had on
administrators. Currents of ideas, class concepts of appropriate
role behavior, and organizational peculiarities are also examined
as possible influences. By exploring this subject over a long
period--in some cases reaching as far back as the seventeenth
century--this book shows how changing definitions of
administrators' roles reflect their position in society and permit
the exploration of changing socialization processes. The long time
span also shows how factors such as administrative intervention can
change from being marginally important to crucial in affecting
economic growth. From the diverse European experience the author
distills five factors which he hypothesizes have exerted a constant
positive influence on administrative intervention in economic
development, and suggests how these factors might be applied in
analysis of other societies. He also provides a wealth of
statistical data and an extensive bibliography. Originally
published in 1973. The Princeton Legacy Library uses the latest
print-on-demand technology to again make available previously
out-of-print books from the distinguished backlist of Princeton
University Press. These editions preserve the original texts of
these important books while presenting them in durable paperback
and hardcover editions. The goal of the Princeton Legacy Library is
to vastly increase access to the rich scholarly heritage found in
the thousands of books published by Princeton University Press
since its founding in 1905.
Technical Research Report, Number 24, Volume 1.
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