Teaching Public Administration最新文献_第10页

E-Government and information technology coursework in public administration programs in Asia 亚洲公共管理项目中的电子政务和信息技术课程

IF 1.7

Teaching Public Administration Pub Date : 2020-12-22 DOI: 10.1177/0144739420978249

James M. McQuiston, A. Manoharan

引用次数: 9

Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions 新冠肺炎期间学生的学习经历：马来西亚高等院校在家工作

IF 1.7

Teaching Public Administration Pub Date : 2020-12-06 DOI: 10.1177/0144739420977900

Mahiswaran Selvanathan, N. Hussin, Noor Alyani Nor Azazi

引用次数: 93

Significant learning and public administration education: The impact of short-term courses 重大学习和公共行政教育：短期课程的影响

IF 1.7

Teaching Public Administration Pub Date : 2020-12-02 DOI: 10.1177/0144739420977902

Christopher L. Atkinson

{"title":"Significant learning and public administration education: The impact of short-term courses","authors":"Christopher L. Atkinson","doi":"10.1177/0144739420977902","DOIUrl":"https://doi.org/10.1177/0144739420977902","url":null,"abstract":"This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420977902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41885277","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: 3

Has public leadership as we know it reached the end of its shelf life? Exploring leadership styles in the 21st century 我们所知的公共领导是否已经到了保质期的尽头?探索21世纪的领导风格

IF 1.7

Teaching Public Administration Pub Date : 2020-12-02 DOI: 10.1177/0144739420974737

L. Lues

引用次数: 1

Influence of gender and career interest on African university students’ perceived difficult concepts in the study of public administration 性别和职业兴趣对非洲大学生公共管理学习困难概念的影响

IF 1.7

Teaching Public Administration Pub Date : 2020-11-02 DOI: 10.1177/0144739420968870

Fred Awaah, P. Okebukola, A. Ebisin, Deborah O. Agbanimu, Esther O. Peter, O. A. Ajayi, Olasunkanmi A. Gbeleyi, Francis A. Onyewuchi, A. Oladejo, M. Adewusi, Ibukunolu A. Ademola, Franklin U. Onowugbeda, Tokunbo Odekeye, Rianat Lawal

{"title":"Influence of gender and career interest on African university students’ perceived difficult concepts in the study of public administration","authors":"Fred Awaah, P. Okebukola, A. Ebisin, Deborah O. Agbanimu, Esther O. Peter, O. A. Ajayi, Olasunkanmi A. Gbeleyi, Francis A. Onyewuchi, A. Oladejo, M. Adewusi, Ibukunolu A. Ademola, Franklin U. Onowugbeda, Tokunbo Odekeye, Rianat Lawal","doi":"10.1177/0144739420968870","DOIUrl":"https://doi.org/10.1177/0144739420968870","url":null,"abstract":"There have been few studies on topic difficulty in the public administration curriculum of African universities. This is further problematized by non-existent literature on the relationships between gender, future career interest and country of study on student difficulty in the study of public administration. This is a gap in the public administration literature which this study attempts to fill. The work is significant to the extent that our understanding of ‘where the shirt tights’ regarding topics that students find difficult will guide teachers and other stakeholders in applying appropriate remedies. The purpose of the study is to find out (a) what topics in public administration students find difficult to learn; (b) if there are statistically significant relationship between gender and concept difficulty in the study of public administration in African universities; (c) if there are statistically significant relationship between student’s career interest and concept difficulty in the study of public administration; and (d) if there are statistically significant relationship between country of study and concept difficulty in the study of public administration. Quantitative method was employed with sample (N = 650). The study reports bureaucracy, decentralization, public policy and politics as moderately difficult; significant relationship between gender and concept difficulty; and significant relationship between student future career interest and concept difficulty. We suggest curriculum development that would improve students’ knowledge by laying more emphasis on the perceived difficult areas in the study of public administration, gender, and encourage early students’ interest in public sector career choices.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420968870","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46781311","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: 16

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

IF 1.7

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

Ian C. Elliott, Ian Robson, A. Dudau

引用次数: 10

Understanding theory in social science research: Public administration in perspective 社会科学研究中的理解理论:透视公共行政

IF 1.7

Teaching Public Administration Pub Date : 2020-10-12 DOI: 10.1177/0144739420963153

Onah Celestine Chijioke, A. Ikechukwu, A. Aloysius

{"title":"Understanding theory in social science research: Public administration in perspective","authors":"Onah Celestine Chijioke, A. Ikechukwu, A. Aloysius","doi":"10.1177/0144739420963153","DOIUrl":"https://doi.org/10.1177/0144739420963153","url":null,"abstract":"The role theory plays in research work cannot be over-emphasized. A theory that is apt gives direction to research work in explaining, organizing, analyzing, and predicting phenomenon and showing their relationships in order to enhance understanding. Despite these roles played by theory, upcoming scholars and students many at times fail to use theory that is apt in their research work, while some skip to adopt any theory in their research, even when it is necessary to adopt one. Thus, leading to disjointed and poor research work. Lack of good theory and/or lack of its correct application instantly de-links the relationship and blurs the understanding of research questions, variables, and hypotheses, which theory integrates to give a coherent and holistic view of phenomenon, and answering the question of “why” the phenomenon is the “way” it is. Explanatory and qualitative research approaches were employed. Secondary data were collected from books, journal articles; internet materials, etc. were used in analyzing the roles theory plays in research work. The findings are (1) that the purpose of theory is to explain, describe, analyze, and predict phenomenon to aid understanding (2) a good theory that is apt and well applied gives clarity and logicality to the problem understudy (3) theory in research is like a bridge that links concepts, variables, and hypotheses. The paper recommends among other things that scholars/teachers should devote more chapters or contribute more papers in journal specifically on theory.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009279","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: 8

Designing and implementing policy writing assessments: A practical guide 设计和实施政策写作评估:实用指南

IF 1.7

Teaching Public Administration Pub Date : 2020-10-06 DOI: 10.1177/0144739420961442

A. Judge

引用次数: 3

Teaching in uncertain times: The future of public administration education 不确定时代的教学：公共管理教育的未来

IF 1.7

Teaching Public Administration Pub Date : 2020-10-01 DOI: 10.1177/0144739420963154

Bruce D. McDonald

{"title":"Teaching in uncertain times: The future of public administration education","authors":"Bruce D. McDonald","doi":"10.1177/0144739420963154","DOIUrl":"https://doi.org/10.1177/0144739420963154","url":null,"abstract":"The outbreak of severe acute respiratory syndrome coronavirus (SARS-CoV-2), and its resulting coronavirus disease 19 (COVID-19), needs no introduction. Since the outbreak began in December 2019, governments and nonprofit organizations around the globe have rushed to contain the pandemic and to assist those who have been impacted (McDonald and Larson, 2020; Wu et al., 2020). As the world struggles to respond, within the field of public administration, journals such as Public Administration Review, Administrative Theory and Praxis, and Review of Public Personnel Administration have led the charge to engage researchers on projects that may assist or inform the work of our practitioner counterparts (see Deslatte et al., 2020; Kettl, 2020; Maher et al., 2020; McDonald et al., 2020). While the research has assisted in moving the recovery forward, one area that still needs attention is what the outbreak means for public administration education. We are currently in a state of uncertainty. The spring 2020 semester that shifted programs online has ended, but the planning for the 2020–2021 academic year is still underway. Despite the reopening of many economies, the anticipated second wave looms over the heads of students, faculty, and administrators alike. It is in this purgatory that two questions of pedagogy come to mind: What does the pandemic mean for the state of online education in public administration. What does it mean for how we train students going forward? It is these two questions that I would like to address in this article.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45904160","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: 23

Local governments and sustainable development: Nurturing best practices through horizontal learning process (HLP) across countries 地方政府与可持续发展:通过横向学习过程(HLP)在各国培育最佳做法

IF 1.7

Teaching Public Administration Pub Date : 2020-09-30 DOI: 10.1177/0144739420963161

S. Lahiri, J. Rajan

{"title":"Local governments and sustainable development: Nurturing best practices through horizontal learning process (HLP) across countries","authors":"S. Lahiri, J. Rajan","doi":"10.1177/0144739420963161","DOIUrl":"https://doi.org/10.1177/0144739420963161","url":null,"abstract":"Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges—especially in the context of the SDGs and the role of LGIs.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41903608","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: 1