Food insecurity among public administration graduate students

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2020-07-06 DOI:10.1177/0144739420935964

D. Mallinson

引用次数: 2

Abstract

Food insecurity is a pressing concern for students in higher education. Much of the conversation surrounding this problem, however, focuses on undergraduate students. But some research finds the problem extends to graduate students. This study asks the question of how food insecurity may be affecting graduate students in public administration. A pilot study in a Network of Schools of Public Policy, Affairs, and Administration-accredited program reveals that almost one quarter of respondents are food insecure. This includes one in five students who are completing their degrees online. The survey also found an important divergence between the types of programs food-insecure students are willing to use and those to which food-secure students are willing to contribute. Given the effects of food insecurity on academic success and degree completion, this study has important implications for public administration programs.

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公共管理研究生的食物不安全问题

粮食不安全是高等教育学生迫切关注的问题。然而，围绕这个问题的大部分讨论都集中在本科生身上。但一些研究发现，这个问题延伸到了研究生身上。这项研究提出了一个问题，即粮食不安全可能如何影响公共管理领域的研究生。公共政策、事务和行政学院网络认证项目的一项试点研究显示，近四分之一的受访者粮食不安全。这包括五分之一的在线完成学位的学生。调查还发现，粮食不安全学生愿意使用的项目类型与粮食安全学生愿意贡献的项目类型之间存在重要差异。考虑到粮食不安全对学业成功和学位完成的影响，这项研究对公共管理项目具有重要意义。

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.