Unveiling the duality: Visiting the big questions of public administration education through qualitative insights from Türkiye

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2024-03-15 DOI:10.1177/01447394241239495

Volkan Göçoğlu, İpek Didem Göçoğlu, Atahan Demirkol

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引用次数: 0

Abstract

Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear.

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揭开二元性的面纱：通过土耳其的定性分析探究公共行政教育的重大问题

尽管有关公共行政教育（PAE）的文献浩如烟海，但仍然需要从更广阔的视角来探讨其一般特征、焦点和目标，以建立一个总体框架。基于这一动机，本研究从现有文献的结构和功能两个维度出发，将登哈特提出的公共行政教育的重大问题作为精确的基础，确立了一个研究视角。通过对土耳其 110 所开设公共管理本科课程的大学的 1401 项课程学习成果进行内容分析，本研究为上述重大问题提供了全国范围的定性证据。突出的研究结果表明，公共管理专业教育在功能轴上优先培养毕业生的实用技能，而不是直接的工作准备，而在结构轴上似乎忽略了理论方面的收获。关于能力的研究结果为关于专业教育的学术讨论做出了支持性贡献，强调了管理和技术能力对未来角色的关键作用。值得注意的是，关于伦理、人权、社会正义、平等和民主等价值观的研究结果虽然不那么显眼，但却很有见地，有可能在澄清和实现 PAE 的元目标方面起到启发作用，而 PAE 的定义和范围尚不明确。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.