公共管理本科教育与公共服务动机:导论课程介入的准实验

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2022-04-14 DOI:10.1177/01447394221084489

Taehee Kim, Kiwhan Kim, Sangmook Kim

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引用次数: 1

摘要

本研究旨在探讨公共管理本科入门课程是否是提高本科生公共服务动机的合适教育工具。准实验设计包括在干预前后对参与者进行调查（参加公共管理导论课程），以检查他们的PSM水平是否因干预而增加。通过比较96名接受干预的学生（实验组）和166名未接受干预的同学（对照组）来检验这些假设。在干预前后，两组的PSM总分及其个人维度都没有显著变化，因此公共管理导论课程在提高PSM水平方面并不有效。还讨论了这种准实验的含义和局限性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Undergraduate education in public administration and public service motivation: A quasi-experiment with the intervention of an introductory course

This study aims to explore whether an introductory undergraduate course in Public Administration might be an appropriate educational tool for enhancing public service motivation (PSM) among undergraduate students. A quasi-experimental design involves surveying participants both before and after the intervention (taking an Introduction to Public Administration course) to examine whether their levels of PSM increase as a result of the intervention. The hypotheses were tested by comparing 96 students exposed to an intervention (experimental group) with 166 students who were not exposed (control group). There was no significant change in the total score of PSM and its individual dimensions before and after the intervention in both groups, and so the Introduction to Public Administration course was not effective in enhancing the level of PSM. The implications and limitations of this quasi-experiment are also discussed.

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

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.