巴西公共管理硕士能力发展分析

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2021-04-05 DOI:10.1177/0144739421993889

João Augusto de Campos Avaristo, Cristina Lourenço Ubeda

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引用次数: 1

摘要

本文旨在分析巴西公共管理专业硕士学位毕业生的主要能力。为此，本研究开发了(i)一个理论框架来呈现公共部门专业人员的主要能力，(ii)对2009年至2019年公共管理能力发展的科学出版物进行文献计量分析，以及(iii)对巴西专业硕士学位毕业生的概况进行调查，并采用标准分数进行调查。最后，详细阐述了调查能力的地图，根据毕业生在研究生课程中获得的感知来确定发展水平。这些能力分为四类:高、中、低和极低发展水平。

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Analysis of the development of competences in a Brazilian master of public administration

This paper aims to analyze the main competences developed by graduates of a professional master’s degree in Brazilian public administration. For this purpose, the research developed (i) a theoretical framework to present the main competences for public sector professionals, (ii) a bibliometric analysis with the scientific publications about development of competences in public administration between 2009 and 2019, and (iii) an investigation of the graduates’ profile in the Brazilian professional master’s degree surveyed with a standard score. Finally, a map of investigated competences was elaborated, identifying the development levels according to the graduate’s perception acquired along a postgraduate program. These competences were distributed into four categories: high, medium, low and very-low development levels.

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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.