{"title":"关注公共行政课程与实践之间的差距:公共推理工作室","authors":"Savaş Zafer Şahin","doi":"10.1177/01447394241279204","DOIUrl":null,"url":null,"abstract":"It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"126 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Minding the gap between public administration curriculum and practice: The studio of public reasoning\",\"authors\":\"Savaş Zafer Şahin\",\"doi\":\"10.1177/01447394241279204\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.\",\"PeriodicalId\":44241,\"journal\":{\"name\":\"Teaching Public Administration\",\"volume\":\"126 1\",\"pages\":\"\"},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Public Administration\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/01447394241279204\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01447394241279204","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Minding the gap between public administration curriculum and practice: The studio of public reasoning
It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration.
期刊介绍:
Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.