Minding the gap between public administration curriculum and practice: The studio of public reasoning

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2024-08-26 DOI:10.1177/01447394241279204

Savaş Zafer Şahin

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引用次数: 0

Abstract

It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.

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关注公共行政课程与实践之间的差距：公共推理工作室

一直以来，一个至关重要的问题是，应为从基层开始的各级公共行政从业人员提供何种教育，以及在其任职后应通过何种互动方式培养其能力。然而，特别是在过去的 30 年里，随着我们进入一个技术和体制加速转型的时期，这个问题已经超越了关于高等教育和服务培训的讨论。除了在传统辩论中看到的公共行政教育将如何与实践相联系之外，还出现了一些新的问题，如这种与实践的接触如何为机构转型提供一个视角，机构中的工作人员如何更准确地感知其转型过程，以及最终，接受公共行政教育的人员与公共机构中的工作人员之间可以实现什么样的互动。为了回答这些问题，2009 年，土耳其的一所公共管理教育大学开发了一种名为 "公共推理工作室 "的创新模式，通过应用课程为大学与外部利益相关者之间的互动创造了一个平台。该计划已在同一所大学持续实施了 15 年，1000 多名学生、约 100 家不同规模的公共机构和约 300 名公共行政人员从中受益。本文以这一经验为基础，通过与学生、学者和行政人员的访谈，批判性地评估了公共行政学科在与外部利益相关者互动方面的创新教学实践的收益，以评估在建立非等级制外部利益相关者互动与正规公共行政高等教育的同时，是否可能有其他选择。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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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.