Bouncing around in a turbulent teaching environment: Teaching and researching resilience for public administration

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-03-19 DOI:10.1177/01447394211000407

P. Marks, Monika Knassmüller

引用次数: 1

Abstract

The COVID-19 pandemic forced surprised governments worldwide to act fast and decisively, often revealing lack of preparation for this kind of situation. However, such crises are expected to occur far more frequently than ever before. To keep societies prospering, governments, administrations, and civil servants will have to adapt quickly and effectively—and hence need to develop the required capabilities (e.g., appropriate policies, strategies, knowledge, skills). To deepen our understanding of appropriate action in face of crises, resulting consequences for stability and required, demanded or enforced behavior of people, we propose the concept of resilience. Resilience, we argue by way of five propositions, helps articulating the underlying dynamics in society and its administrative systems in order to allow for a sustainable incorporation of the long-term perspective in the short-term strategy, particularly in times of disturbances and temporary perturbations.

查看原文本刊更多论文

在动荡的教学环境中跳跃：公共管理的教学与研究弹性

新冠肺炎大流行迫使世界各国政府迅速果断地采取行动，这往往表明对这种情况缺乏准备。然而，这种危机预计将比以往任何时候都更加频繁地发生。为了保持社会繁荣，政府、行政部门和公务员必须快速有效地适应，因此需要发展所需的能力（例如，适当的政策、战略、知识和技能）。为了加深我们对危机面前的适当行动、对稳定的后果以及人们所要求、要求或强制的行为的理解，我们提出了韧性的概念。我们通过五个命题来论证，韧性有助于阐明社会及其行政系统的潜在动态，以便将长期视角可持续地纳入短期战略，特别是在动乱和暂时动荡的时候。

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.