Karen S Christensen
Biographic Data
| ID | 4450709 |
|---|---|
| NAME | Karen S Christensen |
| GIVEN NAMES | Karen S |
| FAMILY NAME | Christensen |
| SIGNATURE | CHRISTENSEN K S |
| AFFILIATIONS | University of California, Berkeley, CA, USA |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
ACSP Distinguished Educator, 2000: Melvin M. Webber
The Study's Empirical Ground: Access, Collection, Analyses and Ethics
This chapter describes the data material, methods and ethics. This way people gained empirical material that covers experiences of different lengths of time of working and living in the host country of care work, particularly personal assistance work. It wants to make a few comments about the study&s;s ethics. This is crucial as the group paid attention to here although people focus on their agency from a workforce perspective represents a vulner…
Mia Vabø og Signy Irene Vabo (red.): Velferdens organisering
Both Process and Outcome Are Essential to Planning
The research addresses practitioners’ perspective on the theoretical debate over process versus outcome. Analysis of 119 structured interviews of exemplary planners on their roles, goals, constraints, and strategies finds support for both sides. Planners are process-oriented facilitators who use communication and networking strategies. Ninety-five percent are outcome oriented, either toward their own goals, such as equity, or their agencies’, suc…
Farewell Note
Reflections on the Journal of Planning Education and Research
Acceptance Speech
Teaching Savvy
Planners' increasing power, intergovernmental arrangements, and interactive decision-making processes require organizational and political savvy. Planning educators must teach planners how to specify and understand their own practice settings and dynamics. Templates (generic patterns of organizational and political planning practice) can help guide planners to the unique configuration of their specific situations. Templates for practice setungs, …
Coping with Uncertainty in Planning
A critical planning task is recognizing and addressing uncertainty. Actual problems vary in uncertainty over means and ends. If people agree on what they want and how to achieve it, then certainty prevails and planning is rational application of knowledge. If they agree on what they want but do not know how to achieve it, then planning becomes a learning process; if they do not agree on what they want but do know how to achieve alternatives, then…
Teaching Savvy
Planners' increasing power, intergovernmental arrangements, and interactive decision-making processes require organizational and political savvy. Planning educators must teach planners how to specify and understand their own practice settings and dynamics. Templates (generic patterns of organizational and political planning practice) can help guide planners to the unique configuration of their specific situations. Templates for practice setungs, …
Both Process and Outcome Are Essential to Planning
The research addresses practitioners’ perspective on the theoretical debate over process versus outcome. Analysis of 119 structured interviews of exemplary planners on their roles, goals, constraints, and strategies finds support for both sides. Planners are process-oriented facilitators who use communication and networking strategies. Ninety-five percent are outcome oriented, either toward their own goals, such as equity, or their agencies’, suc…
Coping with Uncertainty in Planning
A critical planning task is recognizing and addressing uncertainty. Actual problems vary in uncertainty over means and ends. If people agree on what they want and how to achieve it, then certainty prevails and planning is rational application of knowledge. If they agree on what they want but do not know how to achieve it, then planning becomes a learning process; if they do not agree on what they want but do know how to achieve alternatives, then…
Teaching Savvy
Planners' increasing power, intergovernmental arrangements, and interactive decision-making processes require organizational and political savvy. Planning educators must teach planners how to specify and understand their own practice settings and dynamics. Templates (generic patterns of organizational and political planning practice) can help guide planners to the unique configuration of their specific situations. Templates for practice setungs, …
Acceptance Speech
Reflections on the Journal of Planning Education and Research
Farewell Note
Mia Vabø og Signy Irene Vabo (red.): Velferdens organisering
Both Process and Outcome Are Essential to Planning
The research addresses practitioners’ perspective on the theoretical debate over process versus outcome. Analysis of 119 structured interviews of exemplary planners on their roles, goals, constraints, and strategies finds support for both sides. Planners are process-oriented facilitators who use communication and networking strategies. Ninety-five percent are outcome oriented, either toward their own goals, such as equity, or their agencies’, suc…
The Study's Empirical Ground: Access, Collection, Analyses and Ethics
This chapter describes the data material, methods and ethics. This way people gained empirical material that covers experiences of different lengths of time of working and living in the host country of care work, particularly personal assistance work. It wants to make a few comments about the study&s;s ethics. This is crucial as the group paid attention to here although people focus on their agency from a workforce perspective represents a vulner…
ACSP Distinguished Educator, 2000: Melvin M. Webber
Business (4 works) · Computer Science (4 works) · Political science (4 works) · Sociology (4 works) · Complex Systems and Decision Making (3 works) · Economics (3 works) · Psychology (3 works) · Engineering (2 works) · Evaluation and Performance Assessment (2 works) · Management science (2 works)