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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  [757 journals]
  • A new year and new possibilities?
    • Authors: Diamond, J; Farrell, C.
      Pages: 3 - 5
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414561332
      Issue No: Vol. 33, No. 1 (2015)
       
  • Interactive education in public administration (2): Strategies for
           teachers
    • Authors: Brock, J; Alford, J.
      Pages: 6 - 21
      Abstract: The previous article (‘Interactive education in public administration (1): The role of teaching "objects"’) described the benefits of ‘moving from behind the lectern’ to engage in interactive teaching in public policy and administration, and the central role of ‘objects’ in that process. But teaching ‘objects’ can only produce effective results if they are used in a way that achieves learning objectives. Interaction for interaction’s sake is not enough; it must also lead to understanding of new concepts and analytical approaches. Moreover, interactive teaching can be challenging for teachers who mainly use didactic traditional lecturing, since it entails sharing control of the discussion with students. This article explains and justifies a purposeful, structured framework both for stimulating engagement in public administration courses, and for turning that engagement into learning, in a way that provides for the intellectual safety of the teacher and student – which is crucial for enabling participants to take risks in classroom discussions. In the process, the article further addresses the rationale for using interactive and object-based approaches specifically in public administration and related disciplines.
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414521112
      Issue No: Vol. 33, No. 1 (2015)
       
  • How can policy theory have an impact on policymaking? The role of
           theory-led academic-practitioner discussions
    • Authors: Cairney; P.
      Pages: 22 - 39
      Abstract: Policymakers and academics often hold different assumptions about the policymaking world based on their different experiences. Academics may enjoy enough distance from the policy process to develop a breadth of knowledge and produce generalisable conclusions across governments, while policymakers/ practitioners such as civil servants may develop in-depth expertise when developing policy for a number of years. In turn, both may learn from each other about how to understand the policymaking world. Academic–practitioner seminars and short training courses can help further that aim. Yet, there is a major barrier to such conversations: academics and practitioners may have their own language to understand policymaking, and a meaningful conversation may require considerable translation. The article explores this topic in four main ways. First, it considers the extent to which academic–practitioner discussions still use simple concepts, such as the policy cycle, rejected by policy scholars in favour of concepts explaining policymaking complexity. Second, it identifies a series of relatively simple key tenets, from policy theories designed to explain complexity, to explore the extent to which modern theories can provide straightforward insights to policy practitioners. Third, it considers how those insights, based largely on what governments do, can be used to recommend what they should do. Fourth, it considers how to engage directly with policymakers to encourage intelligent and reflexive policymaking.
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414532284
      Issue No: Vol. 33, No. 1 (2015)
       
  • The public manager, the structure of public institution, and
           implementation: the 2002-2012 Finnish senior bureaucratic manager reform
    • Authors: Mukhtar; M. I.
      Pages: 40 - 61
      Abstract: Public management and administration today is about crafting, structuring and instituting. Structuration is a very integral part of all organisations. Unlike the gradualist approach, structural reform transforms the dominant system touching on main elements. Structural reform had largely come and gone without necessarily touching on some public administrations and their core elements. Interviews were conducted for 37 interviewees believed to belong to the policy and implementation network. Characteristically, the structures stand very tall and hierarchically, instituting traditional top-down directives bereft of crafting. Management and managing failed to be understood and actively played. Consequently, structure and capacity remain non-aligned; and implementation is negatively affected as the reform context and management are poorly defined. With managerial leadership responsibilities shirked, silo-slabs systems have become the modern features of organisational gridlocks; thus, increasing manager incompetence.
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414532283
      Issue No: Vol. 33, No. 1 (2015)
       
  • State-owned enterprise director training: a review of Canadian experiences
    • Authors: O'Neill; M. A.
      Pages: 62 - 73
      Abstract: This article surveys state-owned enterprise director training programmes in Canada at both the national and provincial levels. In Canada director training programmes have emerged to enable good private-sector corporate governance. This trend has been embraced by governments seeking to improve corporate governance among their state-owned enterprises. The article reviews the state of director training in Canadian state-owned enterprises. Considered are the programme delivery models and contents. The article highlights the specific nature of state-owned enterprise boards and how this affects the learning needs of their directors. Accordingly, the article underscores the necessity of providing directors who are new to state-owned enterprises training specific to the public sector. The article concludes by highlighting notable practices and how these may contribute to improving outcomes in public administrations.
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414531771
      Issue No: Vol. 33, No. 1 (2015)
       
  • Facilitating the evaluation of complexity in the public sector: learning
           from the NHS in Scotland
    • Authors: Connolly, J; Reid, G, Mooney, A.
      Pages: 74 - 92
      Abstract: It is necessary for public managers to be able to evaluate programmes in the context of complexity. This article offers key learning and reflections based on the experience of facilitating the evaluation of complexity with a range of public sector partners in Scotland. There have been several articles that consider evaluating complexity and theory-based approaches to evaluation; however, the literature is scarce when it comes to actually facilitating such approaches within the public sector. The article discusses the main steps used when facilitating outcomes planning with stakeholders and identifies some key challenges and learning in relation to undertaking this work. The article will be of interest to those that want to know more about the core components of outcomes-based evaluation and, moreover, to those that will undertake this type of facilitation within the public sector as part of organisational development and professional development.
      PubDate: 2015-02-11T05:33:27-08:00
      DOI: 10.1177/0144739414529300
      Issue No: Vol. 33, No. 1 (2015)
       
 
 
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