Teaching Public Administration最新文献_第6页

The experience of teaching public administration in Russia during the pandemic in 2020–2021 2020-2021年大流行期间俄罗斯公共行政教学经验

IF 1.7

Teaching Public Administration Pub Date : 2022-04-11 DOI: 10.1177/01447394221087885

Guliya K Nurlybaeva

{"title":"The experience of teaching public administration in Russia during the pandemic in 2020–2021","authors":"Guliya K Nurlybaeva","doi":"10.1177/01447394221087885","DOIUrl":"https://doi.org/10.1177/01447394221087885","url":null,"abstract":"The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"82 - 98"},"PeriodicalIF":1.7,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45557812","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

Identifying and interpreting government successes: An assessment tool for classroom use 识别和解读政府的成功：课堂使用的评估工具

IF 1.7

Teaching Public Administration Pub Date : 2022-03-15 DOI: 10.1177/01447394221079687

S. Douglas, Paul ‘t Hart, Judith van Erp

{"title":"Identifying and interpreting government successes: An assessment tool for classroom use","authors":"S. Douglas, Paul ‘t Hart, Judith van Erp","doi":"10.1177/01447394221079687","DOIUrl":"https://doi.org/10.1177/01447394221079687","url":null,"abstract":"Journalists, politicians, watchdog institutions, and public administration scholars devote considerable energy to identifying and dissecting failures in government. Studies and case-studies of policy, organizational, and institutional failures in the public sector figure prominently in public administration curriculums and classrooms. Such a focus on failures provides students with cautionary tales and theoretical tools for understanding how things can go badly wrong. However, students are provided with less insights and tools when it comes to identifying and understanding instances of success. To address this imbalance, this article offers students a framework to systematically identify, comprehensively assess and carefully interpret instances of successful public governance. The three-stage design of the funnel introduces students to relevant debates and literatures about meaningful public outcomes, the prudent use of public power, and the ability to sustain performance over time. The articles also discuss how this framework can be used effectively in classroom settings, helping teachers to stimulate reflection on the key challenges of assessing and learning from successes.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"276 - 296"},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613407","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 use of case study analysis in public affairs education: Linking theory and practice 案例分析法在公共事务教育中的应用：理论与实践相结合

IF 1.7

Teaching Public Administration Pub Date : 2022-03-11 DOI: 10.1177/01447394221079689

David C Powell

引用次数: 0

A renewed purpose for public serving professionals focused graduate programs in global higher education ecosystem 全球高等教育生态系统中以公共服务专业人员为重点的研究生项目的新目标

IF 1.7

Teaching Public Administration Pub Date : 2022-03-09 DOI: 10.1177/01447394221079691

M. I. Tsumagari

{"title":"A renewed purpose for public serving professionals focused graduate programs in global higher education ecosystem","authors":"M. I. Tsumagari","doi":"10.1177/01447394221079691","DOIUrl":"https://doi.org/10.1177/01447394221079691","url":null,"abstract":"This explanatory study explored what graduate programs should embrace in educating public serving professionals to become able to respond to paramount challenges unknown at the time of studies. For conceptual frameworks, the study employed (a) principal-agent theory on how predominant philanthropic organizations pushed the creation of globalized higher education industry post-World War II (WWII) and (b) world-systems theory to delineate the spatial penetration of the hegemonic intellectual core. The study found that the post-WWII’s geopolitically driven overseas engagements by US higher education institutions (HEI) orchestrated by well-resourced philanthropic giants such as Ford Foundation made a ground for what we see today: a globalized HEI industry governed by the core with the hegemonic power, termed for the study as a global higher education ecosystem. The study noted that irrespective of if the concerned HEI occupies the position in the core or not, rootedness in the place and its people is the key for public focused programs precisely because of their nature of public-ness. The study then drew three programmatic constructs as referential for late comer HEI to assume meaningful roles for the society they serve through their public serving professionals focused graduate programs: (1) contextualization of globally standardized academic contents into classroom discussions by connecting with cases/situations surrounding given society; (2) positioning the program as a post-entry milestone for public sector professionals to become better prepared state-building force by focusing on the linkage of theories and practices; and (3) HEI specific, unique intellectual identify exploration that is anchored to the place and to its own constituency. The study concluded that today’s graduate programs designed for public serving professionals could frame its objective, as a renewed purpose, to educate academically informed state-builders with the capacity to craft and perform own actions as new realities arise in front of them.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"334 - 350"},"PeriodicalIF":1.7,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486210","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

How to implement project-based quantitative classroom projects while supporting curricular design: A case study from a quantitative methods course in a public affairs program 如何在支持课程设计的同时实施基于项目的定量课堂项目:来自公共事务项目定量方法课程的案例研究

IF 1.7

Teaching Public Administration Pub Date : 2022-03-03 DOI: 10.1177/01447394221079692

Adriana Cordova, J. Lahey, Lala Taghiyeva

{"title":"How to implement project-based quantitative classroom projects while supporting curricular design: A case study from a quantitative methods course in a public affairs program","authors":"Adriana Cordova, J. Lahey, Lala Taghiyeva","doi":"10.1177/01447394221079692","DOIUrl":"https://doi.org/10.1177/01447394221079692","url":null,"abstract":"This article outlines how Master of Public Administration (MPA)/Master of Public Policy (MPP) programs can integrate a project-based learning opportunity to study curricular design and accreditation needs in their quantitative courses. Bridging together theory and the practical implications of data collection and analysis is important for students’ long-term professional development. We provide case study examples of recent project-based learning opportunities in an MPA/MPP program in the United States in which students collected data on employer needs for MPA/MPP graduates. The projects provide an evidence base for program assessment and improvement. Focus groups conducted with project participants, including alumni and current students, demonstrate that they valued this opportunity because it provided them with important technical and interpersonal skills necessary to succeed in their capstones, internships, and future jobs. We provide scaffolding assignment examples and recommendations for professors interested in implementing similar projects in their own courses.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"284 - 299"},"PeriodicalIF":1.7,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41621185","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

Enhancing sense of belonging and satisfaction among online students in multi-track public affairs programs: A case analysis of immersion courses 提高多学科公共事务专业网络学生的归属感和满意度:以浸入式课程为例

IF 1.7

Teaching Public Administration Pub Date : 2022-02-26 DOI: 10.1177/01447394221076344

J. Stephens, Ricardo S. Morse

引用次数: 1

A case example of teaching reflective policing to police students 对警校学生进行反思警务教学的案例

IF 1.7

Teaching Public Administration Pub Date : 2022-02-18 DOI: 10.1177/01447394211067109

Mario S. Staller, Swen Koerner

{"title":"A case example of teaching reflective policing to police students","authors":"Mario S. Staller, Swen Koerner","doi":"10.1177/01447394211067109","DOIUrl":"https://doi.org/10.1177/01447394211067109","url":null,"abstract":"Reflection is an important component of professional practice in the field of policing. While reflection goes beyond a mere evaluation of officer behavior in police-citizen interaction based on legitimacy and functionality, deeper levels of reflections, where underlying assumptions are challenged do not automatically take place within the system of policing. In the current paper, we describe and reflect on a case example of teaching reflective practice to police students at a German University of Applied Sciences. We start by describing a structure of reflection on three levels, each of which is linked to different core questions. While on a low-threshold level reflection focuses on the question of correct action, reflection on a higher level revolves around uncovering one’s action-guiding assumptions that (in)consciously influence one’s actions, as well as the possibility of adopting other perspectives. Building on Brookfield’s work of critical reflective practice we designed a seminar series in a psychology course introducing the concept of reflective practice and four different lenses that aim at uncovering action-guiding assumptions of our learners. Our reflection shows that receptivity of the different lenses was different for perspectives from within the system of police to the perspective from outside the police.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"351 - 366"},"PeriodicalIF":1.7,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756403","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

Keeping public officials fit. Does Mexico’s access to information and data protection state level regulator authorities provide the right training? 保持公职人员健康。墨西哥获得信息和数据保护的州一级监管机构是否提供了正确的培训？

IF 1.7

Teaching Public Administration Pub Date : 2022-02-03 DOI: 10.1177/01447394211067112

Rigoberto Silva-Robles, Harold Sidney Dutton-Treviño

{"title":"Keeping public officials fit. Does Mexico’s access to information and data protection state level regulator authorities provide the right training?","authors":"Rigoberto Silva-Robles, Harold Sidney Dutton-Treviño","doi":"10.1177/01447394211067112","DOIUrl":"https://doi.org/10.1177/01447394211067112","url":null,"abstract":"The purpose of this work is to provide empirical evidence as to how state level Freedom of Information or Access to Information and data protection regulator bodies in Mexico carry out their training tasks. We use different theoretical assumptions, particularly those that refer to the idea of “training in the public sector” regarding two aspects that allow to account, at least in part, about the referred training practices: first, the pedagogical model they declared to use; and second, the evaluations regarding trained public officials. FOI/ATI and regulator bodies in Mexico have a legal obligation to train and carry out professional development for public officials. This responsibility associated, with performance management—along with other purposes—and to guarantee the human right to information and data privacy for individuals, is in the hands of public officials that must have not only knowledge and skills but also values and attitudes regarding this fundamental right. These public authorities have several challenges to comply with ATI and data privacy laws; some relate to responding public information requests—that is, in a timely and adequate manner—or publishing the information mandate by law. ATI regulator bodies mitigate these multi-casual issues through training or development courses. Currently, public officials are trained to comply with the law and its implementation in the best possible way. Our main finding is that the local regulator bodies overall comply with their legal training mandate. That is, they do have and carry out training programs, although in an unprofessional and potentially deficient manner.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"319 - 333"},"PeriodicalIF":1.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48377711","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

Impact of leadership style on employee commitment in Bahir Dar University, Ethiopia 埃塞俄比亚巴希尔达尔大学领导风格对员工承诺的影响

IF 1.7

Teaching Public Administration Pub Date : 2022-01-31 DOI: 10.1177/01447394211058079

Mohammed HassenYimam

{"title":"Impact of leadership style on employee commitment in Bahir Dar University, Ethiopia","authors":"Mohammed HassenYimam","doi":"10.1177/01447394211058079","DOIUrl":"https://doi.org/10.1177/01447394211058079","url":null,"abstract":"Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"303 - 318"},"PeriodicalIF":1.7,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42791180","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: 2

Teaching international comparative public management through a development lens 从发展的视角教授国际比较公共管理

IF 1.7

Teaching Public Administration Pub Date : 2022-01-04 DOI: 10.1177/01447394211042853

J. Straussman, D. Guinn

{"title":"Teaching international comparative public management through a development lens","authors":"J. Straussman, D. Guinn","doi":"10.1177/01447394211042853","DOIUrl":"https://doi.org/10.1177/01447394211042853","url":null,"abstract":"The article tackles the question, how to provide students with a comparative orientation to public administration. We eschew the older tradition of comparing major systems such British parliamentary system or French bureaucratic approaches to organizations’ structure. Rather, we seek to understand public administration in countries with different cultures, histories, and political regimes by focusing on international development. Our students are drawn from the Master of Public Administration degree program and the Master of International Affairs degree program. What unites them is an interest in international affairs and the desire to work internationally; international students take what they learn and apply it in their home countries. We ground the course on a model of international development with a strong focus on development in governance. We spend the first third of the class creating a development lens for understanding global practices in public management in which they use what they learned in the first part of the course to analyze a range of public management issues within governmental institutions and/or in working in the nongovernmental organizations and intergovernmental organization sectors. We use detailed case studies drawn from several case data banks to apply some of the core concepts of public administration such as leadership, stakeholder analysis, complexity, and implementation to development challenges such as fiscal issues, poverty alleviation, interorganizational collaboration, and human rights. We do this with a range of in-class exercises and assignments that students do out of class. One goal we have is to provide students with knowledge and skills to enhance their ability to work internationally since many have gone on to work for donor and various implementing organizations in international development. We believe that this is a reasonable measure of success of the approach we have taken to comparative public administration.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"257 - 265"},"PeriodicalIF":1.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579325","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: 2