E-Government and information technology coursework in public administration programs in Asia

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2020-12-22 DOI:10.1177/0144739420978249

James M. McQuiston, A. Manoharan

{"title":"E-Government and information technology coursework in public administration programs in Asia","authors":"James M. McQuiston, A. Manoharan","doi":"10.1177/0144739420978249","DOIUrl":null,"url":null,"abstract":"New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420978249","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0144739420978249","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 9

Abstract

New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.

查看原文本刊更多论文

亚洲公共管理项目中的电子政务和信息技术课程

人工智能(AI)、物联网(IoT)和区块链等新技术正在改变公共部门为选民服务的方式。公共管理和公共政策的学术课程必须调整他们的课程，以便在一个日益以技术为基础的世界中最好地为学生服务。这项定性研究分析了84个亚洲公共管理研究生课程，以确定整个地区教授信息技术的程度。我们的研究结果表明，在提供的信息技术课程的数量和课堂上讨论的信息类型之间存在相当大的差异。亚洲大多数公共管理项目都提供信息技术课程;但是，公共管理项目的核心课程和it专业的比例要低得多。对信息技术教育学生的课程所采取的策略的讨论为实践者、教育者、研究者和管理者提供了可行的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.