JOURNAL OF PUBLIC AFFAIRS EDUCATION最新文献

{"title":"Building collaboration using the community collaboration initiative model: A case study of Muslim-led nonprofits","authors":"Shariq Siddiqui, R. Wasif, A. Samad","doi":"10.1080/15236803.2023.2190720","DOIUrl":"https://doi.org/10.1080/15236803.2023.2190720","url":null,"abstract":"ABSTRACT This case study examines three nonprofit leaders’ (Shariq Siddiqui, Roohi Younus and Dilnaz Waraich) attempt to bring together Muslim nonprofit leaders and help them build meaningful collaborations. They kickstarted the Community Collaboration Initiative (CCI), an initiative that uses third-party facilitation to build collaboration among Muslim nonprofit organizations and to educate foundations and donors about the challenges Muslim organizations face in the United States. It serves as an educational resource to examine (1) the collaboration process, (2) trust-building during collaboration, and (3) the challenges of building collaboration. This case study also provides a resource needed to make Muslim-American organizations more visible in nonprofit and public affairs courses, as well as introduce culturally competent funding for nonprofit organizations that is relevant to students planning to work in foundations and related areas.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"372 - 381"},"PeriodicalIF":2.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42230192","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":"A cautionary tale of power and corruption: CEO autonomy and board oversight at the Florida Coalition Against Domestic Violence","authors":"J. Jones, Kimberly K. Wiley, Theresa Beachy","doi":"10.1080/15236803.2023.2202139","DOIUrl":"https://doi.org/10.1080/15236803.2023.2202139","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59867623","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 public administration historically","authors":"C. Stivers, Bruce D. McDonald","doi":"10.1080/15236803.2023.2205805","DOIUrl":"https://doi.org/10.1080/15236803.2023.2205805","url":null,"abstract":"The American field of public administration and management has a history of neglecting history. As Gaus (1930) observed nearly a century ago, the story of how our field developed is “richer by far than we allow our students to see” (p. 138). Decades later, Durant (2014) asked: Why doesn’t the political economy that influences what and how we study interest us anymore? Why is our research largely “cross-sectional analyses and shorter-term longitudinal ones” rather than using history, context, and contingency to account for how and why things happen as they do (p. 10)? As we see the field today, it has made great strides in refining the use of the scientific method to demonstrate causal or quasi-causal relationships between and among important variables in administrative practice. But, as Gaus (1947) put it, we are not taking time seriously: “that part of science which describes and interprets why particular activities are undertaken by government and the problems of policy, organization, and management that result from such origins” (pp. 9–10). Perhaps it is time for another reminder of the importance of the historical context and capacity of public administration—of the political, economic, social, and cultural forces and trends in which public administration has been practiced and studied and by which it has been, and is still being, fundamentally shaped. And this reminder is twofold, one that refers not only to our need for historical context, and one that looks at why we need it: scholars, practitioners, and students alike.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"275 - 279"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934375","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 status of public administration teaching in the UK","authors":"Ian C. Elliott, Karin A. Bottom, K. O’Connor","doi":"10.1080/15236803.2023.2202609","DOIUrl":"https://doi.org/10.1080/15236803.2023.2202609","url":null,"abstract":"The teaching of public administration in the UK could be described as at best multifaceted or fragmented. It suffers from a combination of disinterest from practitioner organizations, disregard from universities and disaffection from many academics. Whilst public administration research flourishes in terms of funding, publications and all-important impact, the teaching of public administration remains something of a poor cousin. A reading of the British public administration literature confirms that this status is not new but is a longstanding source of frustration for those who believe it warrants greater attention. Yet there are many reasons to celebrate the multifaceted nature of teaching public administration— not least of which is the continued presence and strength of the UK Joint University Council for Social and Public Administration (the JUC). The JUC was established in 1918, as a learned society with the aim of “the coordination and development of the work of social study departments in Great Britain and Ireland” (JUC, 1935 as cited by R. A. Chapman, 2007, p. 8). Since then it has, through its Public Administration Committee (PAC), been the leading voice for public administration (PA) in UK. Alongside the annual conference, national representation on key committees, societies and funding bodies, the PAC provides funding for members to conduct research or host events and publishes two academic journals—Public Policy and Administration and Teaching Public Administration. In a challenging environment, the PAC provides a crucial network for PA educators and researchers in the UK (Elliott, 2018). As the representative voice of universities that teach and research PA, it facilitates shared practice and teaching innovation across the UK and internationally through its relationship with international networks including the International Institute of Administrative Sciences (IIAS). Arguably, the most comprehensive overview of PA education in the UK was undertaken on behalf on the PAC almost 50 years ago (R. Chapman, 1973). The Chapman Report outlined the state of PA education, training and research programmes across UK schools, colleges and universities. Since then, many more commentaries have followed (Chandler, 1991, 2002; R. A. Chapman, 1982; Elcock, 2004; Fenwick & Macmillan, 2014; Greenwood, 1999; Johnston Miller, 2012; Jones, 2012; Ridley, 1972; Robson, 1975; Wright, 1974). In line with the perspectives set out in Chapman’s work, common themes articulated in these contributions are those of decline and decay. But what we find is that despite these death knells, the PA community in the UK remains strong and teaching of PA continues to adapt, flex and innovate. This editorial proceeds as follows. The next section provides a brief history of UK PA as a taught discipline. This is followed by an oversight of the current political context including public service standards and behavior. From this, the status of PA teaching in the UK is addressed","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"262 - 274"},"PeriodicalIF":2.5,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44488141","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 affairs practicum","authors":"Sofie Klingner","doi":"10.1080/15236803.2023.2202146","DOIUrl":"https://doi.org/10.1080/15236803.2023.2202146","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021016","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":"Gendered student aspirations for public service careers","authors":"J. Hellwege, Thomas Mrozla","doi":"10.1080/15236803.2023.2200131","DOIUrl":"https://doi.org/10.1080/15236803.2023.2200131","url":null,"abstract":"ABSTRACT This research aims to explore the factors influencing college students’ aspirations for careers in public service. More specifically, we examine how gender impacts public service sector preference, in terms of policy advocacy, government positions, and crime and policing as well as their likelihood to apply for such careers. Given a breadth of literature suggesting that women are averse to applying for competitive positions, we survey undergraduate students using mock-up job announcements with minimum qualifications greater than a bachelor’s degree. We find some differences in sector preferences and find that women were more likely to apply to public service positions upon graduation. Moreover, experiences related to leadership, coursework, family, qualifications, and learning behaviors influenced interest in specific careers and the likelihood of applying to careers in public service.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"350 - 371"},"PeriodicalIF":2.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48358165","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":"Perspectives on social equity in local government administration: Scheduling a city council hearing during San Diego’s COVID-19 pandemic","authors":"Dominika Bukalova, E. Maland","doi":"10.1080/15236803.2023.2190721","DOIUrl":"https://doi.org/10.1080/15236803.2023.2190721","url":null,"abstract":"Learning how to ensure public access and advance social equity in the legislative process is critical to navigating an ambiguous local government context. This case study compares and contrasts the perspectives of and diverse demands on two public administrators, the San Diego City Clerk and the Chief of Staff to the San Diego City Council President, as they navigate the critical decision to hold a City Council hearing to consider emergency actions, including direction to draft an eviction moratorium, during the 2020 COVID-19 pandemic. Through presenting the viewpoints of a leader in an independent city operations department and a leader in an elected official's office, we demonstrate how to analyze and think critically, facilitate public participation, and lead in the public interest. This case study encourages students to develop an awareness of these perspectives and to reflect on social equity through the lens of public access and the legislative process. © 2023 Network of Schools of Public Policy, Affairs, and Administration.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45561230","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":"Nonprofit organizations: Theory, management, policy, 3rd edition,","authors":"","doi":"10.1080/15236803.2023.2190722","DOIUrl":"https://doi.org/10.1080/15236803.2023.2190722","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46079799","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":"Introduction to the issue","authors":"Bruce D. McDonald, William Hatcher","doi":"10.1080/15236803.2023.2211883","DOIUrl":"https://doi.org/10.1080/15236803.2023.2211883","url":null,"abstract":"On behalf of the editorial team, our editorial board, and the Network of Schools of Public Policy, Affairs, and Administration, we would like to thank you for reading the latest issue of the Journal of Public Affairs Education. The themes throughout this issue focus on advancing the future of public affairs education as a field and in the classroom. The issue is packed with two editorials, five research articles, one case study, and four book reviews. In the first editorial, B. McDonald et al. (2023) recount the establishment of the North Carolina Public Administration Alliance (NCPAA). The NCPAA was established to provide state-level support and opportunities for MPA programs and their students. The editorial provides a reflection on why state-level organizations are needed, the process and challenges they experienced in creating the organizations, and the lessons they learned along the way. Our second editorial is by the ASPA President’s Committee on International Scholarly Engagement (2023). This editorial reflects on the work of the committee at establishing recommendations for the field on how to improve the engagement of scholars across the globe in the activities and research of the discipline. The issues five research articles continue this theme of improving public affairs education. The first research article of the issue is Campbell et al.’s (2023) article on experiential philanthropy. Experiential philanthropy courses have proliferated in recent years in the context of a reinvigorated debate about the nature of elite philanthropy. Campbell et al.’s (2023) article analyzes the content faculty use to teach philanthropy in 33 courses funded by the Learning by Giving Foundation. The findings of the study show that faculty design their courses more to simulate institutional giving that individual giving, leading the authors to consider an alternative perspective which might better situate experiential philanthropy courses as an opportunity to cultivate habits of giving among students. Next, in line with our aspiration to improve the climate of higher education, and that of public affairs programs in particular (see Terman, 2022; Young & Wiley, 2021), we are excited to present Wareham et al.’s (2023) examination of Title IX training at public universities. Title IX prohibits sex-discrimination in colleges in the United States. While colleges must provide training on Title IX, little is known about its effectiveness. Through their study of 2,393 college students, the authors found that 68% of students report that they understand Title IX, yet only 14% correctly understood Title IX prohibited sexdiscrimination and 16% correctly understood reporting procedures. While the results show that significant attention is needed to improve students understanding of their rights, the findings found that positive perceptions of campus climate increased participation in training, efficacy of training, and confidence in helping sexual assault survivors.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"117 - 120"},"PeriodicalIF":2.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49040394","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 state of mental health training in basic police curricula: A national level examination","authors":"Galia Cohen, M. Bagwell","doi":"10.1080/15236803.2023.2179235","DOIUrl":"https://doi.org/10.1080/15236803.2023.2179235","url":null,"abstract":"ABSTRACT Police officers are front-line mental health responders who make daily decisions regarding persons with mental illness. However, little is known about what mental health training (MHT) states require from their future police officers. This study aims to evaluate the emphasis placed on MHT for police recruits across the United States. Specifically, we ask: 1) What (if any) are the minimum MHT hours police recruits must complete in the basic training academy? 2)What are the characteristics of state-mandated MHT in basic police academies? Our findings show that, on average, states devote 1.1% (7.28 hours) of their basic training curricula to MHT. We also identify four major contextual themes that depict MHT in police basic training. In this study, we offer public safety leaders, policymakers, and curriculum designers up-to-date data on the current state of MHT in basic police academies and recommendations for how it can be improved.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"327 - 349"},"PeriodicalIF":2.5,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862122","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}