Importantly, schools and institutes of public administration
outside the United States are generally committed
to the comparative approach in their research, publishing,
and teaching (Riggs 1991, 475). For American public administration,
the transition of scholarship to a genuine comparative
perspective has to be preceded by a profound shift
of views and attitudes within the field. This change has to
include the development of scholarship that lends itself to
integration with the larger field and, simultaneously, must
reflect current global demands for more effective governance.
Only then can comparative scholarship convincingly
account for itself and offer more pertinent cross-cultural
analysis.