Building student engagement through co-production and curriculum co-design in public administration programmes

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2020-10-29 DOI:10.1177/0144739420968862

Ian C. Elliott, Ian Robson, A. Dudau

引用次数: 10

Abstract

Public administration as a field of work and study offers a theoretically rich yet practical tool to enact student engagement and the ideal of students-as-partners: the principles of service co-creation. Public administration, as an interdisciplinary and applied field, promoting and reflecting democratic principles, is a good source of tools for practice. As such we expect it to be particularly suitable for curriculum co-design principles. Our research sets potential benefits and challenges in facilitating a co-designed curriculum for public administration programmes. In doing so we make the case for more co-design and co-production of teaching as a tool to achieve enhanced understanding of these concepts and greater student engagement.

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通过公共行政课程中的共同制作和课程共同设计来培养学生的参与度

公共行政作为一个工作和研究领域，提供了一个理论丰富而又实用的工具来制定学生参与和学生作为合作伙伴的理想:服务共同创造的原则。公共行政作为一个跨学科的应用领域，促进和反映民主原则，是实践工具的良好来源。因此，我们期望它特别适合课程协同设计原则。我们的研究确定了促进公共管理项目共同设计课程的潜在好处和挑战。在这样做的过程中，我们提出了更多的共同设计和共同制作教学的案例，作为一种工具，以实现对这些概念的更好理解和更好的学生参与。

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.