Teaching Public Administration最新文献

{"title":"Reflecting the context of MPA education in the time of economic crisis in public sectors in Britain and the Netherlands","authors":"Chrissie Oldfield, M. Berg","doi":"10.1177/0144739413479793","DOIUrl":"https://doi.org/10.1177/0144739413479793","url":null,"abstract":"The reality of the economic crisis and subsequent cuts in public sector funding in some European countries means that the context for public management education is significantly changing. In a period of economic constraint there is the obvious questioning of the cost of public management education programmes and even more of their relevance and academic content. As a consequence of this, there are not only practical challenges for the survival of public management masters programmes during a harsh economic period, but also the challenge for content to remain relevant to the changing environment, and the question of whether they remain a priority not only for those considering taking these courses, but also for those potentially funding and supporting them. Significant cuts to public sector funding have been compounded by a further crisis across many European public sectors and with that the stark reality of both job losses and losses in public service provision. In such a climate there is obvious questioning of the need, and support, for specific public management academic programmes. This article looks at the challenges facing public management education programmes in the UK and The Netherlands, as these two countries are undergoing similar periods of economic restraint in public sector funding and where the requirement for public management education is under scrutiny It argues the need for specific public management programmes despite the blurring of traditional public–private sector divides, and maintains that public management programmes are not only necessary but should continue in order to provide new students and continuing managers with the relevant skills, academic theory and new knowledge needed to manage in contemporary public management. It further argues that public management programmes need to be revised in order to retain their credibility and enable the new type of public manager to be able to manage people and service provision across sectors and in unfamiliar situations. It looks at the current economic crisis in the UK and The Netherlands and attempts to show ways in which public management programmes can adapt by looking at examples to changes to courses in these countries","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739413479793","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65525557","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}

{"title":"Teaching and learning reflection in MPA programs","authors":"FB van der Meer, Peter Marks","doi":"10.1177/0144739412470839","DOIUrl":"https://doi.org/10.1177/0144739412470839","url":null,"abstract":"Reflection is an essential ingredient of academic education in Public Administration, both for an academic and a professional career. Making a distinction between reflectivity and reflexivity we identify 30 foci of reflection. The main question of the article is how these forms of reflection can be taught and learned in PA programs, especially in post-experience PA programs. To answer this question, we studied de program and interviewed the teaching staff op the post-experience MPA program at Erasmus University in Rotterdam to describe what is actually done in the to teach students reflection competences and to identify success and limitations of these efforts. We present our findings and describe how we, in consultation with the teaching staff, developed a number of feasible options for improvement. We discuss these options and present a strategy to actually get these implemented.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739412470839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65525154","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}

{"title":"What kind of reflection do we need in public management?","authors":"Monika Knassmüller, Renate E. Meyer","doi":"10.1177/0144739413479199","DOIUrl":"https://doi.org/10.1177/0144739413479199","url":null,"abstract":"In a rapidly changing and increasingly complex environment, the importance of reflection for public managers has been acknowledged almost unanimously by academics as well as practitioners. In this article we highlight the necessity to look at reflection in a more nuanced way. Reflection is a broad and multifaceted concept and public sector work environments are not consistently complex. We therefore argue that a differentiated and nuanced approach towards the role and purpose of reflection is required in order to do justice to the great variety of different constellations and to make the concept manageable in practice. Focusing on three standard configurations – newcomers, experts and line managers in public administration – we illustrate that different types of reflection processes are required to different extents in various practical situations. By this approach we aim to provide a multilayered perspective on reflection that sheds light on its advantages as well as highlighting the downsides and suggesting ways to address them.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739413479199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65525434","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}

{"title":"Two ways to support reflexivity: Teaching managers to fulfil an undefined role","authors":"H. Adriansen, H. Knudsen","doi":"10.1177/0144739412474457","DOIUrl":"https://doi.org/10.1177/0144739412474457","url":null,"abstract":"A current challenge to public managers is the lack of a well-defined role. How can masters programmes prepare managers to live up to an undefined function? In this paper we argue that the lack of role description enhances the need for reflexivity and we show how it is done at Master in Educational Management (MEM). MEM provides the participating managers with a new language that can give them a critical distance to the overload of expectations they meet at work; and MEM teaches participants to translate this new language into practice. The pedagogy used for this is labelled ‘experimental management’. This requires participants to conduct experiments in their own organization, to reflect on and analyse their experiences with concepts from the curriculum. While the new language and the experimental teaching format are difficult, participants learn a reflexive practice that can enable them to live up to an undefined role.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739412474457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65524794","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}

{"title":"Rethinking leadership learning in postgraduate public management programmes","authors":"I. Briggs, J. Raine","doi":"10.1177/0144739413479198","DOIUrl":"https://doi.org/10.1177/0144739413479198","url":null,"abstract":"Leadership forms a key component of the curriculum of most Master of Public Administration and other public management programmes, usually doing so on the basis of assumptions that leadership is (a) both a subject and a responsibility that all such students might expect to embrace in the course of their careers; and (b) in some respects at least, it is distinctive and different in public service settings than in the commercial world from which the models and conceptualisations tend to be mostly drawn. This article, however, also starts from the proposition that leadership is best learned not by being “taught” in a traditional classroom context, but by exploration of and reflection on practical experiences and through developing the ability to “internalise” the behavioural processes involved, both positive and negative. What is needed, we therefore argue, is an approach that offers students opportunities to learn not only through the imparting of theoretical perspectives on the subject but also by impacting upon their self-awareness as a result of a focus on experience of leadership in practice. In the article we describe and reflect upon an experimental initiative of this nature; one that coupled an Action Learning (AL) approach with a more structured educational framework to help practitioner students identify and explore their Implicit Leadership Theories (ILTs) and to develop notions of the nature of leadership that they might aspire personally to practice.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739413479198","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65525379","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}

{"title":"Special issue on developing the reflexive public manager","authors":"Y. Ahmad, J. R. Ry Nielsen, J. Raine, Michael Synnott","doi":"10.1177/0144739413479546","DOIUrl":"https://doi.org/10.1177/0144739413479546","url":null,"abstract":"","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739413479546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65525496","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}

{"title":"The role of reflection in the pedagogical thinking and practice of the MPA programme at Copenhagen Business School","authors":"J. R. Ry Nielsen","doi":"10.1177/0144739413478962","DOIUrl":"https://doi.org/10.1177/0144739413478962","url":null,"abstract":"Reflection plays a significant role in the pedagogical thinking and practice at the Copenhagen Business School Master of Public Administration Programme. It is thus embedded in one of the pedagogical models we have developed based on ideas from Argyris, Schön, Vygotsky, Senge, Lave and Wenger, and Schein. The model has four interrelated dimensions: challenges, feedback, psychological safety, and reflection. Based on previous articles, interviews and essays from participants, and the author’s own knowledge, the surprisingly numerous possibilities for reflection before, during, and after the programme are outlined. The article concludes with suggestions for improvements.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739413478962","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65524862","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}

{"title":"The development of public managers’ reflexive capacities","authors":"M. Broussine, Y. Ahmad","doi":"10.1177/0144739412466866","DOIUrl":"https://doi.org/10.1177/0144739412466866","url":null,"abstract":"The aim of this article is to discuss ways in which we as educators of public managers can help our students deal effectively with the challenges thrown up by the sweeping cuts in public services arising as a consequence of the fiscal crisis brought about by the failure of the banks. While our focus is on the UK, we feel that the issues raised have relevance across Europe. Our argument is that by developing a reflexive pedagogical practice we will enable our students to be proactive (agentic), and in accordance with ethical and professional values, to respond to the dilemmas they face arising out of unprecedented public expenditure cuts. We begin by discussing the overall political context which forms the backdrop to the current crisis in public services and its implications. This is followed by a discussion about the pedagogic debate concerning ‘reflexivity’ and the potential role it has in a public management education strategy. A pedagogy for reflexivity needs to be based in an ontology that believes in the efficacy of open, critical and democratic dialogue, and the facilitation of learning in interactional and relational environments. A range of learning and inquiry processes may hold these characteristics, e.g. collaborative inquiry groups, participatory action research. However, we proceed by describing our experience of enabling senior local government managers to work ‘reflexively’ in learning sets and identify key issues emerging for them as they grapple with the impact of the fiscal crisis. In reflecting on this experience we offer some general insights about the role of ‘reflexivity’ in the education of public managers.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2013-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739412466866","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65524963","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}

{"title":"Ethics and the public interest","authors":"H. Elcock","doi":"10.1177/0144739412463221","DOIUrl":"https://doi.org/10.1177/0144739412463221","url":null,"abstract":"Since 1979, under governments of both major parties, the thrust of British public policy has been radically changed in the direction of neoliberal economics and the ‘New Public Management’ (NPM). This has had profound effects on the priorities that politicians and the officials who advise them are expected to pursue. The traditional public service values of equity, probity and integrity have been displaced by the business values of economy, efficiency and effectiveness – the ‘Three Es’ (Hood, 1991). Many of the provisions and regulations that were designed to reduce risks of corrupt or otherwise improper behaviour were relaxed in favour of generating more entrepreneurial attitudes among public servants and recruiting entrepreneurial talent from the business world. The benefits of enterprise have been significant in terms of gains in innovation, efficiency and improved relations with the public; but on the other hand, corrupt, selfish and greedy behaviour by some politicians and public servants has seriously eroded public respect for politics and public administration alike. More generally, markets and their values have increasingly dominated political, economic and social discourses and decision making, with the result that markets are now used to determine outcomes that would formerly have been regarded as inappropriate for the application of market methods and which arguably are still inappropriate issues for markets alone to determine (Sandel, 2012). Hence a review of the ethical issues that underpin public policymaking, administration and management is urgently required. Michael Sandel (2010) has argued that we need to rethink the importance of justice and related values in our public life, albeit that we disagree among ourselves about many moral and religious issues: ‘A politics of moral engagement is not only a more inspiring ideal than a politics of avoidance. It is also a more promising basis for a just society’ (Sandel, 2010: 269).","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739412463221","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65524435","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}

{"title":"Bridging the gap between university and the National Health Service ethical scrutiny","authors":"Jeremy M. Brown, S. Agius","doi":"10.1177/0144739412458269","DOIUrl":"https://doi.org/10.1177/0144739412458269","url":null,"abstract":"This paper attempts to identify the procedural gaps around research governance that can create unnecessary barriers to health services, workforce and education research in Universities and NHS. Difficulties lie with research governance process rather than the guiding ethical principles to which different professionals adhere. University research ethics review procedures should work more collaboratively with professional organisations own research governance processes. Up-to-date training across organisations for researchers working within the NHS to enable them to navigate these increasingly labyrinthine arrangements.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2012-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739412458269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65524304","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}