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Journal Cover Teaching Public Administration
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   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0144-7394 - ISSN (Online) 2047-8720
   Published by Sage Publications Homepage  [842 journals]
  • Editorial: Winner of the 2014 Best Paper Award at the European Group for
           Public Administration conference supported by SAGE and Teaching Public
           Administration
    • Authors: Diamond, J; Farrell, C. M.
      Pages: 119 - 119
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739416642376
      Issue No: Vol. 34, No. 2 (2016)
       
  • Culture matters - the training of senior civil servants in Austria,
           Germany, the Netherlands and Switzerland
    • Pages: 120 - 149
      Abstract: Senior civil servants (SCS) are powerful actors with great responsibilities in the field of policymaking and management. Due to public sector reforms that are New Public Management oriented, specialised education and structured training programmes for (future) SCS as well as fast-track systems for high-potential employees have become increasingly important in many Western democracies over the last two decades. However, in several middle European countries SCS are hardly ever training participants, and furthermore, training systems have not been subject to larger reform efforts. In this article, the training of SCS in Austria, Germany, the Netherlands and Switzerland is explored, and we discuss how the observable patterns of training policies can be explained. We argue that the existence or lack of desired human resource measures such as fast-track programmes might be explained by the dominant cultural orientations in these countries. In order to systematically address, further analyse and account for observations such as the fast-track example, we apply and explore the potential of grid-group typology, developed by anthropologist Mary Douglas as part of the cultural theory approach.
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739415620949
      Issue No: Vol. 34, No. 2 (2016)
       
  • Making role-playing real
    • Authors: Schafer; J. G.
      Pages: 150 - 158
      Abstract: Recent research in public administration on governance, networks, and deliberative democracy, has highlighted the need to develop a skill set in graduates of Public Administration programs that prepares them for the interpersonal and relational challenges of the policy process. The skills needed to manage in increasingly complex and networked policy arenas include: convening and activating participants, group facilitation methods, and negotiation skills among groups with divergent interests. This article explores the use of role playing to develop these skills, and then reports on a recent attempt to incorporate role play into a graduate course in strategic management of public organizations. It was found that the simulation was not immediately salient as students did not fully develop their roles. Several steps were taken to ameliorate this issue and provide insights about how to improve the use of simulations for teaching public administration students.
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739415611215
      Issue No: Vol. 34, No. 2 (2016)
       
  • A new agenda for teaching public administration and public policy in
           Brazil: Institutional opportunities and educational reasons
    • Authors: Gomes, S; Almeida, L. S, Lucio, M. L.
      Pages: 159 - 177
      Abstract: This article discusses the reasons and teaching objectives of an array of new undergraduate courses on public administration and public policy management which have emerged recently in Brazil. While in 2001 there were only two undergraduate courses teaching formal public administration in the country, by 2015, they had risen to 40, and also included more diverse but related courses, such as public policy management, public management, public policy, and other similar ones. If one adds to this figure, distance education, and technological undergraduate courses, the total courses in these areas in Brazil amount to approximately 130 and an estimate of 25,600 students’ enrolments. All these courses are understood as belonging to the same field of knowledge, a statement made public by a national movement of professors, course coordinators, and students that stated the specificities and identity of this field of knowledge. This group became known as "The Public Field" movement, declaring the need for training students and future practitioners or academics within courses that are concerned with the public interest and democratic, and ethical governments. The discussion in the article focuses on two main aspects. First, the institutional and political reasons that opened a "window of opportunity" for these courses to emerge in Brazil. Second, the pedagogical objectives of these courses are discussed, and two experiences of innovative teaching in two Brazilian universities are presented as an example of the training objectives these courses are trying to achieve.
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739415615663
      Issue No: Vol. 34, No. 2 (2016)
       
  • Developing insight in aspiring researchers: Challenges confronting public
           administration teachers and scholars
    • Authors: Jacobs; R. M.
      Pages: 178 - 205
      Abstract: A 2 x 2 matrix identifying four discrete thought processes was presented. The contributions of the first three processes in developing the knowledge base of public administration were detailed as were their limitations. It was argued that the fourth process – insight and its mental powers – builds upon the strengths and overcomes the limitations identified with the first three and provides the appropriate pedagogical focus for developing insight in aspiring scholars. Challenges to public administration teachers and researchers were identified and discussed.
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739415615664
      Issue No: Vol. 34, No. 2 (2016)
       
  • Illiberal or simply unorthodox? Public Administration education in
           Hungary: A comparative perspective
    • Authors: Hajnal; G.
      Pages: 205 - 224
      Abstract: Over the past decades, Public Administration (PA) education programmes in Europe shifted their focus from a predominantly law-oriented approach to a more multidisciplinary, social science and managerial one. This paper deals with the tenacity of traditional, law-oriented PA education programmes that can be found in a limited, but not insignificant, range of countries throughout Europe. The paper has two aims. Firstly, it attempts to test hypotheses which seek to explain this tenacity. Secondly, it wishes to examine the extent to which this tenacity is related to new forms and paradigms of government emerging in certain Central and Eastern European countries, sometimes referred to as "illiberal democracy". The method is a two-case comparative study of Germany and Hungary.
      PubDate: 2016-06-13T04:48:20-07:00
      DOI: 10.1177/0144739415621784
      Issue No: Vol. 34, No. 2 (2016)
       
 
 
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