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Journal Cover Teaching Public Administration
  [3 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0144-7394 - ISSN (Online) 2047-8720
   Published by Sage Publications Homepage  [852 journals]
  • Implementation of Content and Language Integrated Learning (CLIL)
           programmes in Public Administration: Russian students and matriculants
           opinion about their first CLIL experience
    • Authors: Rubtcova, M; Kaisarova, V.
      Pages: 229 - 246
      Abstract: Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian universities. Using CLIL as a theoretically grounded framework and as an ideological platform of such an introduction, we have described Public Administration students’ and matriculants’ ideas on their current CLIL experience. Data comes from a survey of university students (N = 141) and formalised interviews with St. Petersburg universities’ matriculants (N = 43). We draw the conclusion that their social environment is mainly monolingual and they perform daily communication in Russian. This is one of the reasons to promote CLIL as a strong methodological conception in the practice of teaching Public Administration in English in Russian higher education institutions.
      PubDate: 2016-10-07T02:32:32-07:00
      DOI: 10.1177/0144739415620950
      Issue No: Vol. 34, No. 3 (2016)
  • Assessment of effectiveness of public integrity training workshops for
           civil servants - A case study
    • Authors: Pallai, K; Gregor, A.
      Pages: 247 - 269
      Abstract: The general practice of civil servant training providers in Hungary is to evaluate their products only through surveying the reaction of participants. The obvious weakness of this practice is that the variance in the level of satisfaction does not necessarily coincide with the positive professional impact that the trainings are aimed to produce. This paper presents the results of an effectiveness assessment survey of a large public ethics and integrity training programme that was delivered to civil servants in Hungary. The trainings examined were delivered by the same methodology but conducted by 26 different trainers for 7362 participants. The assessment was not part either of the original project, or of the training design; it was run as an additional activity. The aim of the survey was to show that even with a simple method, applicable even with weak organizational capacities, information can be produced both for validation and curriculum development. The results prove that the trainings made a moderate but statistically significant impact on participants’ knowledge and attitudes, and most changes happened in the targeted direction. Beyond the validation of the training methodology, the survey also produced information on trainers’ performance and a relatively differentiated picture on participants’ learning that can contribute to the further development of the methodology. Thus, the results prove that even with simple quantitative survey methods, evidence for both validation and learning can be produced. The results also raised some questions for further research.
      PubDate: 2016-10-07T02:32:32-07:00
      DOI: 10.1177/0144739416650431
      Issue No: Vol. 34, No. 3 (2016)
  • Comparative research: An approach to teaching research methods in
           political science and public administration
    • Authors: Engbers; T. A.
      Pages: 270 - 283
      Abstract: The teaching of research methods has been at the core of public administration education for almost 30 years. But since 1990, this journal has published only two articles on the teaching of research methods. Given the increasing emphasis on data driven decision-making, greater insight is needed into the best practices for teaching public administration research methods. This research note attempts to build on these previous articles to offer a new approach to the teaching of undergraduate research methods within a department of political science and public administration. The approach combines traditional approaches to experiential education with a focus on comparison among different methodological tools. Grounded in both learning theory and developmental psychology, the article outlines a research method assignment that encourages comparison and uses focus groups and pre-/post-tests of substantive knowledge to demonstrate learning. Implications and advice for teaching are provided.
      PubDate: 2016-10-07T02:32:32-07:00
      DOI: 10.1177/0144739416640850
      Issue No: Vol. 34, No. 3 (2016)
  • Public service motivation and socialization in graduate education
    • Authors: Bright; L.
      Pages: 284 - 306
      Abstract: The purpose of this study is to explore the extent to which the characteristics of public administration degree programs are related to public service motivation (PSM) using a higher education socialization framework. Using a sample of approximately 500 students enrolled in 26 Master’s degree programs across the country, this study confirms that gender, work experience, core course requirements, service learning opportunities, climate, Network of Schools of Public Policy, Affairs, and Administration accreditation, and full-time status were all meaningful predictors of PSM among the students. The implications of these findings are discussed.
      PubDate: 2016-10-07T02:32:32-07:00
      DOI: 10.1177/0144739416645650
      Issue No: Vol. 34, No. 3 (2016)
  • What do playing the trombone, becoming a comedian and teaching in
           executive education programs have in common? (Reflections from decades of
           bad jokes and wrong notes)
    • Authors: Straussman; J. D.
      Pages: 307 - 320
      Abstract: Repertoire:
      –a stock of plays, dances, or pieces that a company or a performer knows or is prepared to perform.
      –the whole body of items that are regularly performed.
      –a stock of skills or types of behavior that a person habitually uses. Assessing the impact of teaching on student learning is an educational enterprise that has been going on for many years. Less common, however, is the evaluation of the impact of teaching on the instructor. That is, how does increasing teaching experience both in terms of the number of years doing it and the diversity of teaching experiences improve teaching? This is, of course, an empirical question. This paper focuses on one type of teaching experience and its overall contribution to improving instruction in public administration and policy. I draw from experience in short-term, non-degree teaching in executive programs (EEs). These programs are aimed at middle-level or senior government officials and may be as short as one day or as long as four weeks (on rare occasions longer). I show how this type of teaching can improve one’s teaching repertoire much like a young professional trombonist (think of Tommy Dorsey in his early 20s) or a fledging comedian trying to make the big time developing a professional repertoire. One’s repertoire is a combination of pedagogical technique and policy and management substance. Since short-term, non-degree teaching in EEs is different from degree-based, semester-length teaching, it presents specific challenges, especially for the novice EE instructor. As the repertoire improves via EE teaching, it is likely to transfer to more conventional graduate-level professional education. Case examples come from Hungary, the USA, China, Macedonia and Singapore.
      PubDate: 2016-10-07T02:32:32-07:00
      DOI: 10.1177/0144739416670702
      Issue No: Vol. 34, No. 3 (2016)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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