An analysis of the public administration curricula in Turkey: Realities, expectations, and attitudes toward novel courses

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-03-08 DOI:10.1177/0144739421997514

Naci Karkin, Fatih Gurses

{"title":"An analysis of the public administration curricula in Turkey: Realities, expectations, and attitudes toward novel courses","authors":"Naci Karkin, Fatih Gurses","doi":"10.1177/0144739421997514","DOIUrl":null,"url":null,"abstract":"The public sector gets through a big transformation in many dimensions lately. The volume and extent of this transformation influence institutionalization, organization, and execution of the public sector as a whole, irrespective of either a developed or a developing country case is at stake. There is a growing inclination to capture and direct this transformation in public administration scholarship. However, there is a void concerning whether and how the curricula of public administration are designed to capture and drive this transformation. This paper aims to address this void by analyzing the curricula in a developing country case, namely Turkey. This bidirectional motive of the study is served by evaluating first to analyze the attitudes, expectations, and opinions of public administration academics working and studying in the field of public affairs on several educational issues. Then, we aim to analyze the curricula of some selected public administration departments. After analyzing all the study findings, it is seen that departments in Turkey are mainly framed to represent the traditional dimensions of statehood. No matter how hard are the challenges that the governments face, public administration departments are still stuck to structural, organizational, and legal perspectives. We argue that the public sector needs curious public administrators rather than institutional ones, thus we plea for curricula that reflect meeting this need.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"366 - 387"},"PeriodicalIF":1.1000,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421997514","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0144739421997514","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: 2

Abstract

The public sector gets through a big transformation in many dimensions lately. The volume and extent of this transformation influence institutionalization, organization, and execution of the public sector as a whole, irrespective of either a developed or a developing country case is at stake. There is a growing inclination to capture and direct this transformation in public administration scholarship. However, there is a void concerning whether and how the curricula of public administration are designed to capture and drive this transformation. This paper aims to address this void by analyzing the curricula in a developing country case, namely Turkey. This bidirectional motive of the study is served by evaluating first to analyze the attitudes, expectations, and opinions of public administration academics working and studying in the field of public affairs on several educational issues. Then, we aim to analyze the curricula of some selected public administration departments. After analyzing all the study findings, it is seen that departments in Turkey are mainly framed to represent the traditional dimensions of statehood. No matter how hard are the challenges that the governments face, public administration departments are still stuck to structural, organizational, and legal perspectives. We argue that the public sector needs curious public administrators rather than institutional ones, thus we plea for curricula that reflect meeting this need.

查看原文本刊更多论文

土耳其公共行政课程分析：现实、期望和对新课程的态度

公共部门最近在许多方面都经历了一场大变革。无论是发达国家还是发展中国家，这种转变的数量和程度都会影响整个公共部门的制度化、组织和执行。人们越来越倾向于捕捉和指导公共行政学术的这种转变。然而，关于公共行政课程是否以及如何设计来捕捉和推动这一转变，仍然存在空白。本文旨在通过分析一个发展中国家，即土耳其的课程来解决这一空白。这项研究的双向动机是通过首先评估来分析在公共事务领域工作和研究的公共行政学者对几个教育问题的态度、期望和意见。然后，我们旨在分析一些选定的公共行政部门的课程。在分析了所有研究结果后，可以看出土耳其的部门主要是代表国家的传统维度。无论政府面临多么严峻的挑战，公共行政部门仍然坚持从结构、组织和法律角度出发。我们认为，公共部门需要好奇的公共行政人员，而不是机构行政人员，因此我们呼吁制定反映满足这一需求的课程。

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.