Teaching Public Administration最新文献_第4页

Book review: Fighting falsehoods: Suspicion, analysis, and response 书评：与谎言作斗争：怀疑、分析和回应

IF 1.7

Teaching Public Administration Pub Date : 2023-01-02 DOI: 10.1177/01447394221145826

Matthew D. Leight

引用次数: 0

The recipient of the teaching public administration and journal of public affairs education 2022 award for outstanding contribution to public administration pedagogical scholarship and research is Christoph Reichard Christoph Reichard因对公共行政教学奖学金和研究的杰出贡献而获得2022年公共行政教学和公共事务教育杂志奖

IF 1.7

Teaching Public Administration Pub Date : 2022-12-21 DOI: 10.1177/01447394221145825

J. Diamond

引用次数: 0

Transforming the master of public administration education for a changing world of work: A personal account of a South African case 为不断变化的工作世界转变公共管理教育硕士:一个南非案例的个人叙述

IF 1.7

Teaching Public Administration Pub Date : 2022-11-01 DOI: 10.1177/01447394221136430

J. Wessels

{"title":"Transforming the master of public administration education for a changing world of work: A personal account of a South African case","authors":"J. Wessels","doi":"10.1177/01447394221136430","DOIUrl":"https://doi.org/10.1177/01447394221136430","url":null,"abstract":"Public administration managers are confronted with new and highly complex challenges emerging at a rapid rate. This situation requires a reimagining of public administration education to prepare public administration managers to capably deal with these challenges. While the Master of Public Administration (MPA) is globally used as vehicle for preparing public administration managers for performing their functions, the question posed is: How can MPA programmes be transformed to prepare students for dealing with emerging complex challenges in the changing world of work? This article provides a personal exploratory account of the transformation of teaching and learning of a South African MPA case. The research design was not selected for generalising findings to the universe of MPA offerings, but for obtaining case-specific information and insights. The study draws from insider’s memory work supported by a variety of textual data such as notes, reports, official documents, curriculum documentation and the content of the 2020 online module sites. The article proposes a transformed curriculum to provide for the learning of public administration capabilities appropriate for dealing with emerging challenges. It subsequently reports on the curriculum transformation project of the selected case by reflecting on some philosophical assumptions and assumptions on how people learn and explaining the use of the inquiry-driven learning strategy to facilitate the learning of appropriate capabilities for dealing with public administration challenges. This article contributes to the existing literature on the role of the MPA in the mid-career education of public administration managers by suggesting the learning of public administration capabilities through an inquiry-driven learning strategy.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48703660","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

Entrepreneurship in public administration and public policy programs in Germany and the United States 德国和美国公共行政和公共政策项目中的企业家精神

IF 1.7

Teaching Public Administration Pub Date : 2022-09-23 DOI: 10.1177/01447394211021636

H. Grimm, C. L. Bock

{"title":"Entrepreneurship in public administration and public policy programs in Germany and the United States","authors":"H. Grimm, C. L. Bock","doi":"10.1177/01447394211021636","DOIUrl":"https://doi.org/10.1177/01447394211021636","url":null,"abstract":"The following contribution hypothesizes that it is crucial for future professionals in public administrations and organizations to be familiar with the concepts, tools, and techniques of policy, public, and social entrepreneurship to address societal, environmental, health, and wicked problems in an innovative and sustainable way. Attention is drawn to the importance of entrepreneurship as an essential asset and feature of public administration and public policy education at higher educational institutions in Germany and the United States. The paper aims at filling a research gap because knowledge about the interrelationships between entrepreneurship and public administration and public policy education is still underdeveloped. Emphasis is put on the discussion why entrepreneurship should be incorporated in curricula and how study programs have been designed or reformed, while placing emphasis on entrepreneurship in meeting current and complex challenges in the public sector. Findings from a systematic online assessment are presented which show whether and how policy, public and social entrepreneurship are taught as an integral element of current governance and public policy study programs and what difference it makes teaching and learning wise. The findings reflect a high demand for entrepreneurship education by public administration and public policy students, on the one hand, and a low incorporation in curricula, on the other hand. Two case studies from Germany and the United States are presented which serve as good practice examples on how to transfer public, policy, and social entrepreneurship into curricula.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"322 - 353"},"PeriodicalIF":1.7,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45582463","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: 7

Teaching nonprofit management: One course assignment addressing multiple learning outcomes 教授非营利管理：一门课程作业解决多种学习成果

IF 1.7

Teaching Public Administration Pub Date : 2022-09-20 DOI: 10.1177/01447394221128205

Shamima Ahmed

引用次数: 0

When public administration education switches online: Student perceptions during COVID-19 当公共行政教育转向在线：新冠肺炎期间学生的看法

IF 1.7

Teaching Public Administration Pub Date : 2022-09-14 DOI: 10.1177/01447394221119092

Stuti Rawat, Yifei Yan, Alfred M. Wu, L. Vyas

{"title":"When public administration education switches online: Student perceptions during COVID-19","authors":"Stuti Rawat, Yifei Yan, Alfred M. Wu, L. Vyas","doi":"10.1177/01447394221119092","DOIUrl":"https://doi.org/10.1177/01447394221119092","url":null,"abstract":"Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"122 - 142"},"PeriodicalIF":1.7,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43196920","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

The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America 拉丁美洲公共政策硕士和公共管理硕士课程的教学框架:基于问题的学习

IF 1.7

Teaching Public Administration Pub Date : 2022-09-02 DOI: 10.1177/01447394221124818

Norma Munoz-del-Campo

{"title":"The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America","authors":"Norma Munoz-del-Campo","doi":"10.1177/01447394221124818","DOIUrl":"https://doi.org/10.1177/01447394221124818","url":null,"abstract":"If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"408 - 426"},"PeriodicalIF":1.7,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708960","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

Decision-making skills in the fourth industrial revolution 第四次工业革命中的决策技巧

IF 1.7

Teaching Public Administration Pub Date : 2022-08-09 DOI: 10.1177/01447394221119087

M. D. de Vries, H. Kroukamp

引用次数: 0

Student satisfaction on lecturers’ effectiveness, efficiency and productivity: Malaysian education landscape during the COVID-19 pandemic 学生对讲师的有效性、效率和生产力的满意度:2019冠状病毒病大流行期间的马来西亚教育状况

IF 1.7

Teaching Public Administration Pub Date : 2022-07-06 DOI: 10.1177/01447394221111260

Mahiswaran Selvanathan, Prakash Velloo, Susha Varughese, Moganavatsala Jeevanantham

引用次数: 0

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：通过横向学习过程培养各国的最佳做法

IF 1.7

Teaching Public Administration Pub Date : 2022-07-01 DOI: 10.1177/0144739420974746

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":"10.1177/0144739420974746","DOIUrl":"https://doi.org/10.1177/0144739420974746","url":null,"abstract":"The 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":"40 1","pages":"145 - 166"},"PeriodicalIF":1.7,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420974746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941062","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