Teaching Public Administration最新文献

{"title":"Implementation of Content and Language Integrated Learning (CLIL) programmes in Public Administration","authors":"M. Rubtcova, V. Kaisarova","doi":"10.1177/0144739415620950","DOIUrl":"https://doi.org/10.1177/0144739415620950","url":null,"abstract":"Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students’ and matriculants’ ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities’ matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2016-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415620950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65532439","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":"Challenges of the administrative consultation wiki research project as a learning and competences development method for MPA students","authors":"P. Kovač, J. Stare","doi":"10.1177/0144739414557856","DOIUrl":"https://doi.org/10.1177/0144739414557856","url":null,"abstract":"Administrative Consultation Wiki (ACW) is a project run under the auspices of the Faculty of Administration and the Ministry of Public Administration in Slovenia since 2009. A crucial component thereof is the involvement of students of Master of Public Administration (MPA) degree programs to offer them an opportunity to develop competences in relation to problem-based learning. ACW has been established as a research project to resolve complex problems in real administrative procedures’ practice. This article explores the results, hitherto missed opportunities and further challenges of MPA students’ integration in ACW as a learning method for MPA graduates, based on the analysis of their expectations and achievements in 2013 and with special regard to the development of Tuning generic competences. According to the results of the study, the ACW project can be considered a role model in terms of both content and methodology, necessary for work in PA practice, learning and research.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414557856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65528524","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":"Knowledge transfer and teaching public administration","authors":"M. Hall","doi":"10.1177/0144739415593338","DOIUrl":"https://doi.org/10.1177/0144739415593338","url":null,"abstract":"Since the beginnings of Public Administration in the US and its accompanying education in other parts of the world, government and policy have become more complex. The education in Public Administration created a professional pathway to public service. The addition of education to Public Administration came out of the Progressive Movement in the United States to make knowledge in Public Administration more important in the face of corruption brought on by patronage appointments. When nonprofits became part the US public sector as elsewhere along with nonprofit healthcare, the complexity expanded enormously, requiring professionals to know more in what has become a multidisciplinary field of study. Given the diversity and complexity of the public sector and the need for Public Administration to embrace more knowledge from many disciplines, it stands to reason that an earlier start on the education portion of Public Administration or a pathway would be beneficial. A model of early Public Administration knowledge transfer is described and illustrated below. The Academy described is based on the US career pathways and high school academies as part of the school to work educational movement. The success of the combination of these two areas will also be pointed out in the academy described. Translation of lessons learned from the Acdemy to Europe and Asia are also considered.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415593338","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65531845","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":"Developing craft skills with quasi-cases","authors":"J. Straussman","doi":"10.1177/0144739414545251","DOIUrl":"https://doi.org/10.1177/0144739414545251","url":null,"abstract":"This article adopts the perspective expounded by Weimer, and Vining and Weimer, that policy analysis requires “craft skills” and, therefore, one of the fundamental objectives of public affairs programs is to prepare graduates for the professional working world by providing opportunities to learn and practice these skills. Second, the article then introduces a method of experiential learning advanced by Weaver which he calls “quasi-cases.” The two concepts are then linked through an exposition of a quasi-case—New York City’s flirtation with “congestion pricing.” The goal of the article is to show that by linking these two ideas, one can enhance experiential learning in the classroom (and outside the classroom) and thereby provide students with the opportunity to practice craft skills in semester length courses in addition to the usual approach of relying on internships and capstone projects to provide public affairs students with opportunities to learn what it means to be professional. The quasi-case of New York City’s flirtation with congestion pricing illustrates the following ideas: 1) Economic concepts and tools are necessary but rarely sufficient to understand a policy issue adequately. 2) Policy takes place in a specific intergovernmental context that shapes both process and outcome. Understanding the intergovernmental context is important if one is to appreciate how various political constraints operate in the particular setting.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414545251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65527675","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 MPA capstone course","authors":"Shamima Ahmed","doi":"10.1177/0144739414542714","DOIUrl":"https://doi.org/10.1177/0144739414542714","url":null,"abstract":"In the United States, Master of Public Administration Program (MPA) accreditations come through fulfilling the Network of Schools of Public Policy, Affairs, and administration (NASPAA) accreditation standards. In 2009, NASPAA made some significant revisions to its accreditation standards. One of the major revisions is the requirement for programs to focus on outcome assessments. MPA programs who have gone through the revised 2009 (NASPAA ) accreditation standards and those who are currently preparing for their upcoming accreditations or reaccreditations will most probably agree that while developing student learning outcomes (SLOs) is a difficult task, assessing those (the learning outcomes) is a much more challenging endeavor. This article describes Northern Kentucky University’s MPA program’s journey in using the capstone course for assessing the program’s SLOs, recent changes in the requirements of the portfolio to better align with the program’s SLOs, use of Benjamin Bloom’s taxonomy of cognitive learning domain as the framework to document evidence of SLOs from the portfolios, some of the initial data on assessment that came out of the last two years of capstone offerings, and the ongoing challenges of utilizing the capstone course for such assessment purpose.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414542714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65527846","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":"Capacity-building for the transformation of public service","authors":"Dina Wafa","doi":"10.1177/0144739414545252","DOIUrl":"https://doi.org/10.1177/0144739414545252","url":null,"abstract":"The past few years have witnessed a wave of unrest in Egypt toppling down two regimes in less than three years. Yet was this sufficient to bringing the demanded change and meeting people’s expectations? In several Arab countries, citizens are offered patronage through public sector employment, subsidies, and limited taxation (Razzaz and Razzaz, 2012). The social contract imbalance offers little support to citizen voice and representation of all segments of society in holding governments accountable. Given the numerous challenges ranging from an overinflated bureaucracy resulting from the guaranteed employment since Nasser’s era, to the declining quality of the available pool of workers and to regulations that hinder its development, capacity building of would pose as one of the least costly areas of potential quick reform (Beissinger et al, 2013; El Baradei and Newcomer, 2008; ETF, 2011; Radwan, 2012; World Bank, 2013). Public management literature implies that a political will and government-endorsed reforms tend to have a higher rate of success (Meyer-Sahling 2011; Nakrošis, 2014). This reflects on the organizational willingness and commitment to training and training transfer (Lim and Morris, 2006; Nakrošis, 2014). Based on previous research in the field that links institutional enabling factors and a committed political will to effective capacity building (Adetunji, 2012; Lim and Morris, 2006; Majeed, 2010; Meyer-Sahling 2011; Nakrošis, 2014; Newcomer et al., 2010; OECD, 1997, Rondineli, 2004) this research will examine the institutional challenges to capacity building in Egypt post the Arab Spring. The methodology utilized depends on a literature review of primary and secondary sources for grounded theory qualitative research on capacity building and institutional enabling factors. The findings are linked to a qualitative analysis to probe the perceptions of public service mid-career managerial level professionals and to identify their perceived expectations of whether training institutions would be effective in transforming public service. Managerial levels were selected to enable probing the commitment of institutions. Two empirical tools were utilized: interviews and surveys. The first tool was a number of in-depth face-to-face structured interviews conducted with 24 informed sources representing senior managerial level public service managers. The second tool was a survey which was distributed both online and in hard copy. The survey targeted a purposive sample of 350 mid-managerial level public service managers of which 324 were received. Thus, exceeding the critical sample size of 200 identified by Joseph Hair and his colleagues (1998) in deciding about the sufficient sample size for empirical research. Data collection took a total of seven months, from June to December 2013, and was approved by the American University in Cairo Institutional Review Board.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414545252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65527817","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":"Defining the impact of public administration programmes for public sector organizations","authors":"Bruno Broucker","doi":"10.1177/0144739414561331","DOIUrl":"https://doi.org/10.1177/0144739414561331","url":null,"abstract":"In times of financial and economic crises, public organizations seem to cut their budgets for training and education, especially when the impact of a programme is questioned. Therefore, PA programmes need to clarify what impact can be expected and what individual and organizational processes are influencing the impact of a PA programme on the public sector. The fact that PA programmes are future- and organization-oriented increases the complexity of knowledge transfer and the number of influencing processes. Organizations need to be aware of their own functioning, the role of knowledge and heterogeneity within their organization, their responsibility regarding educational issues and the profile of the civil servants participating in PA programmes. This will generate insight into educational effectiveness and the awareness that impact of PA programmes only can be expected after a more complex transfer process and on the longer term.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414561331","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65529529","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":"Public administration education in Europe","authors":"György Hajnal","doi":"10.1177/0144739414538043","DOIUrl":"https://doi.org/10.1177/0144739414538043","url":null,"abstract":"The article explores the changing patterns of disciplinary orientation in European public administration (PA) education. The study builds on an earlier research, which defined three distinct clusters of countries, based on their specific PA education tradition. It asks whether countries’ movement away from the Legalist paradigm has continued since then and if yes, what were the factors triggering the shift and towards which cluster: corporate or public. The empirical basis of the article is a small-scale expert survey involving ten European countries. The key finding of the research is that since the early 2000s the geographical scope of Legalism in PA teaching has shrunk further with a number of formerly more Legalist-based countries having moved towards at least one of the two alternative clusters. These changes can be attributed to the demonstration effect of the international PA education field and a shift in actual needs triggered by domestic reforms. However, some countries in the response set – notably, Germany and Hungary – seem to remain largely unaffected by these trends and continue on an overwhelmingly Legalist PA education path.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739414538043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65527999","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":"Laboratories of agency","authors":"Klaus Majgaard","doi":"10.1177/0144739415590699","DOIUrl":"https://doi.org/10.1177/0144739415590699","url":null,"abstract":"Something happens when management programmes move “into” the workplace of their participants. According to recent observations, such commissioned programmes are characterized by a more dedicated participation and transfer than open courses. This article interprets the mechanisms that can account for the observed pattern. One interpretation focuses on the realization of managerial regimes and forms of subjectivation. Another interpretation looks for the unleashing of new and multiple forms of agency. These two interpretations are mediated in the understanding of commissioned programmes as an institutionally contradictory context, where contradictions present both breakdowns and openings for agency. The article suggests that this dialectical movement must be followed in the further development and testing of the initial hypothesis. Implications for both further research and teaching practice are discussed.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415590699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65531180","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":"From the classics to the cuts","authors":"R. Shand, K. Howell","doi":"10.1177/0144739415587394","DOIUrl":"https://doi.org/10.1177/0144739415587394","url":null,"abstract":"This article intends to raise a number of issues regarding teaching public administration in the higher education sector and the value it has for individuals and society. The article explores the issue of value with reference to the teaching and learning of Public Administration as a discipline in the wider societal context. The article argues that the provision of public administration is a vital contributor to societal good, in terms of public service professions and the moral values that underpin the notion of public service. To this end, the article focuses on how we can apply classical theory to the concept of value in the teaching of public administration, linked to recent discussions of the discipline and its role in both theory and practice.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2015-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415587394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65531126","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}