Eris Schoburgh

Position: 
Senior Lecturer
Qualification: 
PhD
Department: 
Government
Courses Taught: 

SEMESTER 1:
GOVT3033 – Concepts and Theories of Public Policy
GOVT6000 – Leading Issues in Public Sector Management
 
SEMESTER 2:
GOVT2033 – Contested Issues in Public Sector Management
GOVT3118 – Policy Analysis and Evaluation (Co-teach)
GOVT6020 – Leading Issues in Development Management

Research Interests: 
  • Comparative Public Administration/Policy/Management
  • Comparative Local Governance
  • Organisational Change and Development
  • Public (Policy) Sector Reform 
Professional Affiliation(s): 
  • Commonwealth Local Government Forum (CLGF)
  • Caribbean Studies Association (CSA)
  • International Research Society for Public Management (IRSPM)
  • Social Development Commission (SDC)

 

Recent Publications: 

Schoburgh, Eris .D. 2012. ‘Top-down, bottom-up or a synthesis?’ An exploration of implementation theory and Public Sector Reform Practice: The Case of Jamaica. In Ann Marie Bissessar (Ed) Problems in the Implementation of Government Policies in the West Indies: Essays on the Challenges Created by Cross-Border Jurisdictions. Lewiston: The Edwin Mellen Press, pp. 251-291.
 
Schoburgh, Eris D. 2012. Local Government and Local Development: Bridging the gap through critical discourse: Evidence from the Commonwealth Caribbean. Commonwealth Journal of Local Governance Issue 10: December 2011- June 2012, pp. 5-29. Webbed at: http://epress.lib.uts.edu.au/ojs/index.php/cjlg
 
Schoburgh, Eris D. and Philip Osei. Guest Editors. 2010. Special Issue on Local Governance and Intergovernmental Relations. Social and Economic Studies, Volume 59 (4) (December).

Teaching/Research Philosophy: 

I believe strongly that the teaching profession chose me! Of course with some help from first, a discerning mother who may have seen in me from an early age a passion for ‘knowing’ and a particular knack for sharing what I discovered and as a consequence steered me in this direction Second, confirmation by my grade 4 teacher in primary school, who assigned me the task of deciding what would be the first subject for the day’s session and to prepare the ‘blackboard’ by writing the appropriate headings on…grade, subject, date.  To have perfect penmanship, and not in the least to demonstrate this on a blackboard was for my primary school teachers one of the hallmarks of excellence and greater things to come. This was conveyed to me.
 
I would like to think that those early experiences of positive reinforcement inculcated in me three fundamental values of teaching: the independence of the teacher and power vested in such a position; the integral part of preparation to the teaching-learning process; and the importance of professionalism to executing the art. Together these values are represented in my philosophy of teaching which in a statement is: the art of facilitating the process of knowledge accumulation and positive self-transformation through responsible and humble leadership that is predicated upon discipline. Teaching is service executed in love.