Wildavsky or a workbook: Advice for the novice faculty member teaching undergraduate public finance

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-07-07 DOI:10.1177/01447394211028891

M. Wallace

{"title":"Wildavsky or a workbook: Advice for the novice faculty member teaching undergraduate public finance","authors":"M. Wallace","doi":"10.1177/01447394211028891","DOIUrl":null,"url":null,"abstract":"The article examines five areas novice instructors should consider before teaching public finance. First, instructors should ascertain their comfort level along the qualitative-quantitative continuum. This ranges from a high-level overview of the budgetary process, politics, players, and outcomes (qualitative) before descending into spreadsheets with formulas for decision making (quantitative). Second, instructors should know which resources to assemble including textbooks, government documents, and spreadsheet guidebooks. Third, instructors should understand the department’s expectations for the course along the qualitative-quantitative continuum based on students’ career paths. Fourth, instructors should assess students’ capabilities to grasp budgeting exercises and spreadsheets competently. Finally, instructors should monitor how the course content aligns with regional employers and the academic program’s advisory board. Many academics would argue that these five points are rudimentary for any instructor’s pedagogy, until they teach public finance.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"247 - 257"},"PeriodicalIF":1.1000,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211028891","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01447394211028891","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: 1

Abstract

The article examines five areas novice instructors should consider before teaching public finance. First, instructors should ascertain their comfort level along the qualitative-quantitative continuum. This ranges from a high-level overview of the budgetary process, politics, players, and outcomes (qualitative) before descending into spreadsheets with formulas for decision making (quantitative). Second, instructors should know which resources to assemble including textbooks, government documents, and spreadsheet guidebooks. Third, instructors should understand the department’s expectations for the course along the qualitative-quantitative continuum based on students’ career paths. Fourth, instructors should assess students’ capabilities to grasp budgeting exercises and spreadsheets competently. Finally, instructors should monitor how the course content aligns with regional employers and the academic program’s advisory board. Many academics would argue that these five points are rudimentary for any instructor’s pedagogy, until they teach public finance.

查看原文本刊更多论文

威尔达夫斯基或一本工作手册:给教授本科生公共财政的新教员的建议

本文考察了新教师在讲授公共财政之前应该考虑的五个方面。首先，教师应该确定他们在定性-定量连续体上的舒适程度。这包括从预算过程、政治、参与者和结果的高级概述(定性)到带有决策公式的电子表格(定量)。其次，教师应该知道应该收集哪些资源，包括教科书、政府文件和电子表格指南。第三，教师应该根据学生的职业道路，了解系里对这门课程在定性-定量连续体上的期望。第四，教师应该评估学生掌握预算练习和电子表格的能力。最后，教师应该监督课程内容如何与地区雇主和学术项目顾问委员会保持一致。许多学者会辩称，这五点对于任何教师的教学法来说都是基本的，除非他们教授公共财政。

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.