Teaching Public Administration最新文献

Does Gen-AI have a role in public affairs education? Let’s ask ChatGPT Gen-AI 在公共事务教育中能发挥作用吗？让我们问问 ChatGPT

IF 1.7

Teaching Public Administration Pub Date : 2024-08-27 DOI: 10.1177/01447394241279361

Daniel Baracskay

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引用次数: 0

Minding the gap between public administration curriculum and practice: The studio of public reasoning 关注公共行政课程与实践之间的差距：公共推理工作室

IF 1.7

Teaching Public Administration Pub Date : 2024-08-26 DOI: 10.1177/01447394241279204

Savaş Zafer Şahin

{"title":"Minding the gap between public administration curriculum and practice: The studio of public reasoning","authors":"Savaş Zafer Şahin","doi":"10.1177/01447394241279204","DOIUrl":"https://doi.org/10.1177/01447394241279204","url":null,"abstract":"It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142182700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Book Review: Trump and the bureaucrats: The fate of neutral competence 书评特朗普与官僚：中立能力的命运

IF 1.7

Teaching Public Administration Pub Date : 2024-08-03 DOI: 10.1177/01447394241270760

Jessica Velasco

引用次数: 0

Assessing the integration of AI competencies in undergraduate public administration curricula in selected South African higher education institutions 评估南非部分高等教育机构将人工智能能力纳入公共管理本科课程的情况

IF 1.7

Teaching Public Administration Pub Date : 2024-07-24 DOI: 10.1177/01447394241266443

Tinaye Des Kamukapa, Stellah Lubinga, Tyanai Masiya, Lerato Sono

{"title":"Assessing the integration of AI competencies in undergraduate public administration curricula in selected South African higher education institutions","authors":"Tinaye Des Kamukapa, Stellah Lubinga, Tyanai Masiya, Lerato Sono","doi":"10.1177/01447394241266443","DOIUrl":"https://doi.org/10.1177/01447394241266443","url":null,"abstract":"There is an increasing call to include Artificial Intelligence (AI) competencies in academic disciplines such as Public Administration, which are not obviously related to Science, Technology, Engineering and Mathematics (STEM). However, the literature on the integration of AI in non-STEM curricula in South African higher education institutions (HEIs), especially in Public Administration curricula, is limited. To address this lacuna, this research assessed the integration of AI competencies in undergraduate Bachelor of Administration (BAdmin) curricula in three HEIs randomly selected from the six offering such a programme. The chosen qualitative research approach focused on human and technical competencies. The findings show that AI competencies are not adequately integrated into the Public Administration curricula of the assessed HEIs in the form of core modules supporting AI competencies. These competencies are only loosely supported by elective (optional) modules. This general AI competency gap in the Public Administration curricula of the assessed South African HEIs must be bridged to achieve a digital public sector by introducing focused AI competency training into the BAdmin curriculum. This will help to create a public sector workforce equipped to handle the opportunities and challenges presented by AI, and maximise the potential of this transformative technology.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141778825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Training and retraining civil servants in Vietnam 越南公务员的培训和再培训

IF 1.7

Teaching Public Administration Pub Date : 2024-07-22 DOI: 10.1177/01447394241267221

Ngo Sy Trung

{"title":"Training and retraining civil servants in Vietnam","authors":"Ngo Sy Trung","doi":"10.1177/01447394241267221","DOIUrl":"https://doi.org/10.1177/01447394241267221","url":null,"abstract":"Each nation employs a variety of specialized policy measures to grow and expand its contingent of civil servants through its political system and civil service features. Among them, training and retraining are deemed to be the most important measures. Although the approaches and contents used for training and retraining civil servants vary, they all strive to create a workforce of employees who are well-equipped to meet the demands of serving the government and the people. The author of this paper examines training and retraining and how they affect the competence of civil servants. Based on the theoretical framework developed, the author conducts a direct survey of 250 local civil servants at the commune level in five provinces, including Dien Bien Province, Lai Chau Province (Northern Region), Quang Ngai Province (Central region), and Tay Ninh Province, Binh Duong Province (Southern region). According to research findings, civil servants underappreciate the training, additional knowledge, and professional training that local authorities deliver. The author offers some recommendations from the study’s findings for local leaders to adjust training and retraining strategies appropriately to improve the quality of civil servants toward better serving the people, including: Developing and implementing a training and retraining program for government civil servants under the competency framework for each job title and position.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching policy capacity: A collaborative and constructivist workshop 政策能力教学：合作与建构主义研讨会

IF 1.7

Teaching Public Administration Pub Date : 2024-05-18 DOI: 10.1177/01447394241230150

Bobby Thomas Cameron

引用次数: 0

Experiential learning in the master of public administration classroom: An application of the family-friendly campus toolkit 公共管理硕士课堂的体验式学习：家庭友好型校园工具包的应用

IF 1.7

Teaching Public Administration Pub Date : 2024-05-10 DOI: 10.1177/01447394241252345

Cecilia Idika-Kalu, Aaron Smith-Walter, Jenna Vinson

{"title":"Experiential learning in the master of public administration classroom: An application of the family-friendly campus toolkit","authors":"Cecilia Idika-Kalu, Aaron Smith-Walter, Jenna Vinson","doi":"10.1177/01447394241252345","DOIUrl":"https://doi.org/10.1177/01447394241252345","url":null,"abstract":"Public administrators can play a vital role in the articulation of demands emerging from the community and can serve to advance these demands by their position of authority, skills and knowledge to help facilitate the development of programs and projects to address public needs. This article describes the role that a small Master of Public Administration program and several of its faculty and students played to support a project which sought to aid the development of family-friendly policies and programs on the campus of the University of Massachusetts Lowell, a mid-sized, public university in the Northeastern United States. The article lays out the personal experience of the authors as they relate to their decision to participate in the program, a description of the project and the assistance that MPA students were able to render the initiative, the manner in which integrating the commitment to campus improvement for pregnant and parenting students influenced the content of several MPA courses, and the synergies which developed as students worked to develop skills in communication, focus-group moderation, qualitative data analysis, presentation delivery and report-writing.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140934864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering university-public administration links through local case studies in executive education 通过行政管理教育中的地方案例研究促进大学与公共行政部门之间的联系

IF 1.7

Teaching Public Administration Pub Date : 2024-04-23 DOI: 10.1177/01447394241249156

Marcelo Vegi da Conceição, Manuel Beja, Ricardo Paes Mamede

引用次数: 0

Can we learn together? Challenges and opportunities of teaching public administration in a binational classroom in Latin America during the COVID-19 pandemic 我们能一起学习吗？在 COVID-19 大流行期间，拉丁美洲两国课堂上公共行政教学的挑战与机遇

IF 1.7

Teaching Public Administration Pub Date : 2024-04-22 DOI: 10.1177/01447394241248323

Cristian Pliscoff, Pablo Sanabria-Pulido

引用次数: 0

A worthy investment? Investigating alumni perceptions of nonprofit degrees 值得投资吗？调查校友对非营利学位的看法

IF 1.7

Teaching Public Administration Pub Date : 2024-03-25 DOI: 10.1177/01447394241241434

Jo’ann Melville-Holder, Amanda J Stewart, Kerry Kuenzi, Marlene Walk, Dylan Russell, Shannon McGovern

引用次数: 0