Institutional and programmatic determinants for graduate public affairs’ online education: Assessing the influence of faculty workload

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-05-19 DOI:10.1177/01447394211017326

Bruce L. Blair, D. Slagle, Adam M. Williams

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引用次数: 2

Abstract

The research explores why some public affairs graduate programs choose to develop fully online degree offerings while others do not. The study attempts to address questions surrounding how different institutions and programs are pursuing degree offerings and the potential influence of faculty workload. The research utilizes a quantitative, cross-sectional design analyzing results from a survey on institutional and programmatic practices in workload, hiring, and degree offerings administered to primary points of contact within public affairs academic units from all institutions found in the US News World Report Graduate Programs in Public Affairs Rankings from 2019. Survey data is paired with program information from the accrediting body institutional member database. Findings indicate differences from both institutional and programmatic groupings do demonstrate workload measures have unique characteristics depending upon the type of institution and rank of the program. Further analysis discusses the influence of the COVID-19 pandemic on future public affairs programming.

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研究生公共事务在线教育的制度和计划决定因素：评估教师工作量的影响

这项研究探讨了为什么一些公共事务研究生项目选择开发完全在线的学位课程，而另一些则没有。这项研究试图解决不同机构和项目如何追求学位以及教师工作量的潜在影响等问题。这项研究采用了定量、横断面设计，分析了《美国新闻世界报道》2019年公共事务研究生项目排名中所有机构公共事务学术单位主要接触点在工作量、招聘和学位提供方面的机构和项目实践调查结果。调查数据与认证机构机构成员数据库中的项目信息配对。研究结果表明，机构和项目分组的差异确实表明，工作量指标具有独特的特征，这取决于机构类型和项目级别。进一步分析讨论了新冠肺炎疫情对未来公共事务规划的影响。

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.