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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  [839 journals]
  • Special issue on the teaching-research nexus in public administration
           curricula
    • Authors: Marks, P; Van der Meer, F.-B.
      Pages: 3 - 6
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415620951
      Issue No: Vol. 34, No. 1 (2016)
       
  • Teaching and research in mid-career management education: Function and
           fusion
    • Authors: Quinn; B. C.
      Pages: 7 - 18
      Abstract: The apparent disconnect between teaching and research has implications for both curricular content and pedagogic practice and has particular salience in the field of mid-career education. To overcome this disconnect, faculty endeavour to integrate teaching and research. Pressure to do so stems from many sources. Benchmarks of professional excellence as well as the scholarship of teaching and learning champion such synergy. Institutions advocate teaching that is informed by research and research that is relevant to students. This article explores the conceptual and instrumental arguments for linking research and teaching. It discusses the benefits of such linkages and the challenges in effecting them. The exploration provides a conceptual base for other contributions in the volume which demonstrate specific research–teaching synergies in the Public Administration/Public Management classroom.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415602526
      Issue No: Vol. 34, No. 1 (2016)
       
  • Turn! Turn! Turn!: A time for engaged learning. The engagement of
           scholarship and practice in a classroom setting
    • Pages: 19 - 39
      Abstract: As the integration of academic teaching and research with communities of practice is considered a major concern of public administration since its founding as a field, professional programmes were established on the premise that there is a positive relationship between practice and scholarship. However, the balance between them is considered delicate as they differ in the context, processes and purposes of their practices. The respective members not only use different vocabularies but base their professional action and reasoning on different logics. This paper develops the idea that part-time professional programmes might be conceptualized as a separate (temporary) system with a distinct frame of reference and language that is governed by its own logic but linked to the two other systems of scholarship and practice. The practical consequences of this approach are explored with regard to the role and objectives of research in professional programmes and the difficulties to achieve them.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739416630785
      Issue No: Vol. 34, No. 1 (2016)
       
  • Another look at research
    • Authors: Oldfield; C.
      Pages: 40 - 53
      Abstract: The traditional academic view of research is to derive new knowledge, generally involving studious inquiry and a search for new theories in order to contribute to an existing academic wealth of knowledge. This is alongside the primary objective of publishing peer reviewed articles in academic journals and the publication of relevant texts.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415597971
      Issue No: Vol. 34, No. 1 (2016)
       
  • The scholarly practitioner: Connections of research and practice in the
           classroom
    • Authors: Godwin, M. L; Meek, J. W.
      Pages: 54 - 69
      Abstract: This article outlines how Master of Public Administration (MPA) and Doctor of Public Administration (DPA) programs from one university in the United States approach the integration of theory, research, and practice. The article reviews the historic missions of US public administration programs that focus on the development of public service professionals and specialized practitioners. Next, we share how the MPA program integrates theory and research with practice in the development of civic professionals. Examples from the MPA program are shown in a taxonomy with illustrative examples. This article also contrasts the MPA with the DPA program that follows a scholarly practitioner model. Rather than exclusively following a traditional theory-to-practice model, practice-to-theory and more experiential research projects are critical to the development of graduate public administration students working in complex environments. More student-centric and student-initiated approaches provide more opportunities for student engagement and also are aligned with emerging pedagogical models.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415593337
      Issue No: Vol. 34, No. 1 (2016)
       
  • Teaching, researching and innovation: An appetising programme
    • Authors: Notten; T.
      Pages: 70 - 82
      Abstract: This article is a follow-up to, or even a sharpening of, a presentation I offered, three years ago, in this journal TPA, about the closely related research-and-innovation-enrichment of the profession of mid-career students within their two-year part-time master’s course. I wrote then about my 12 years of experience at the Urban Education Masters Programme and about my research work at the Rotterdam University of Applied Sciences. At the end of that article I introduced a Möbius strip metaphor, which expresses a teaching-and-researching chain, a strip which keeps unclear when and where teaching comes to an end and researching starts (and the reverse), or: ‘the conviction that a vivid and enriching two-way traffic offers good opportunities to strengthen both the students’ research skills and their reflective and innovating capacities’ (Notten, 2013a: 78–79). And then, in November 2013, a more than ‘very interesting’ advisory report was published by the Dutch Scientific Council for Government Policy (WRR) which argues how dealing with dependencies, knowledge circulation and lifelong learning can be regulated better as they are vital preconditions for future sustainable competitiveness and for better results in the public sector. After summarising that very inspiratory WRR report, I will introduce another even more fruitful metaphor, I hope. A multi-levelled one about how to renew conditions for social intervention science.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415598366
      Issue No: Vol. 34, No. 1 (2016)
       
  • A practical note on transferring ideas and methods from consultancy
           practice to the MPA classroom: A personal account from a Danish case study
           
    • Authors: Ry Nielsen, J; Quinn, B.
      Pages: 83 - 95
      Abstract: At the lead author’s home institution – Copenhagen Business School (CBS) – the combination of theory and practice is seen as very important in teaching. Research-based teaching is the slogan. In this respect, CBS has the same ambition as other universities. But it seems as if CBS has an advantage at the master’s level, because students come with a lot of experience. The average age of the MPA students is generally over 40. Consequently, they are able to bring practice into the classroom and to confront it with theories and also the experiences of their fellow students. There are, however other ways of bringing practice and theory together. In this note, the author reviews a three-year consultancy/research project in a merging hospital department. The aim of the note is twofold. One is to detail the more exploratory methods used to develop the organization. The second is to evaluate whether these methods can be transferred to a potential MPA module at CBS. It is concluded that for some of the methods such as diary-keeping and agenda-setting, transfer is easy. Other methods, such as using a cross-sectional group or manager role-analysis, may not transfer easily but could be applied in the home organizations of participants. The design of the module and the non-traditional roles of the teachers are very important for successful implementation.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415615662
      Issue No: Vol. 34, No. 1 (2016)
       
  • Putting theory into theory: Thematic value of research in public
           administration teaching
    • Authors: Barber, S; Luke, P.
      Pages: 96 - 108
      Abstract: Research can be a powerful tool informing public administration teaching. This article takes the distinctive approach of exploring its use through the prism of the research itself by considering 10 publications by the article’s authors. The existing literature revolves around students learning about the craft of research or research findings. By consolidating these ideas to observe the practicalities of doing research and the value of indirect findings, the article advances the approach to demonstrate how concepts within research can be of reflective worth for learners with what it terms the "thematic value" of research.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415611214
      Issue No: Vol. 34, No. 1 (2016)
       
  • Research and teaching PA: Towards research as teaching
    • Authors: van der Meer, F.-B; Marks, P.
      Pages: 109 - 116
      Abstract: Research and teaching are core business of academic institutions. The research context is thought to be fruitful for teaching and learning, and students may contribute to research. But how exactly does the interplay between research and teaching take place and how, in what respects and under which conditions, does this contribute to the quality of research and teaching? The article makes an inventory of functions of research in teaching in public administration curricula. It elaborates on conditions and mechanisms for effective realization of these functions, based on the contributions to this special issue, literature and our own insights and experiences. We evaluate and reflect on different functions and modes of linking research and teaching and to explore relevant conditions for their use.
      PubDate: 2016-03-04T01:19:50-08:00
      DOI: 10.1177/0144739415613655
      Issue No: Vol. 34, No. 1 (2016)
       
 
 
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