for Journals by Title or ISSN
for Articles by Keywords
help
Followed Journals
Journal you Follow: 0
 
Sign Up to follow journals, search in your chosen journals and, optionally, receive Email Alerts when new issues of your Followed Jurnals are published.
Already have an account? Sign In to see the journals you follow.
Journal Cover Teaching Public Administration
   Journal TOC RSS feeds Export to Zotero [4 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  [742 journals]
  • Public administration education in a continental European legalistic
           setting: the Hungarian case
    • Authors: Gellen; M.
      Pages: 111 - 126
      Abstract: The Trans-European Dialogue in 2013 was dedicated to the revisiting of the research undertaken by György Hajnal in 2003 (Hajnal, 2003) on public administration education in Europe. As part of the preparations to the conference, Hajnal also revisited his research after 10 years. The findings presented on the conference offer a theoretical framework to analyze the Hungarian case of public administration education. The claim is that the Hungarian public administration culture is still part of the "legalistic" model within the discipline. This article provides an analysis on the current institutional settings of public administrative education and also a content analysis on the curriculum of BA and MA courses in order to determine if Hajnal’s 2013 findings are still valid. In order to verify Hajnal’s 2013 findings, the article examines the contents of the current public administration programs and also formulates the latest steps for further development. In addition, the article offers an outline on being "legalistic" in terms of public administration education. Although the article states that the basic framework of public administration education – as a major driver of public administration culture – is still dominantly legalistic. It also introduces the ways in which the new public administration education system have tried to change the content of its degree programs and how it has tried to have an impact on the entire public administrative system to move from procedural orientation to a more solution-oriented mindset.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739413502217|hwp:master-id:sptpa;0144739413502217
      Issue No: Vol. 32, No. 2 (2014)
       
  • Training needs assessment in the Botswana public service: A case study of
           five state sector ministries
    • Authors: Balisi; S.
      Pages: 127 - 143
      Abstract: Using qualitative methods, this study analysed the process of training needs assessment in the Botswana public service, with special focus on five state sector ministries. It is evident from the research findings that there is little and an unsystematic approach to the needs assessment prior to training. The research further revealed that the seniority principle is a major determination of training needs in the public service which seemingly gives little regard to the manpower training needs. The study has also revealed that public service training is not strategic. Thus, public service training is not directed towards the realization of the public service strategic goals, mission, vision and development plans. This inadvertently compromises the relevance of training and fails to inculcate and nurture those skills that could help enhance performance and productivity. In an attempt to solve the problems identified in public service training needs assessment, the study recommends that a thorough needs assessment should be conducted at organizational, task and individual levels. The seniority principle does not justify training needs and need to be done away with. Finally, the combined use of different needs assessment methods and data sources is crucial to ensure proper needs identification.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739413506910|hwp:master-id:sptpa;0144739413506910
      Issue No: Vol. 32, No. 2 (2014)
       
  • Interactive education in public administration (1): The role of teaching
           'objects'
    • Authors: Alford, J; Brock, J.
      Pages: 144 - 157
      Abstract: Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods – not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece (Interactive education in public administration (2): Strategies for teachers) acknowledge and explain this usefulness, but go beyond cases to also include other forms of what we call teaching ‘objects’. Starting with an outline of the educational rationale of interactive teaching, this article explains the nature of ‘objects’, how they enhance learning, their relevance specifically to public policy and administration, and what distinguishes good from poor objects. It focuses primarily on why teaching objects are used. The companion article sets out how to use them, laying out strategies for instructors.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739413515491|hwp:master-id:sptpa;0144739413515491
      Issue No: Vol. 32, No. 2 (2014)
       
  • The dilemma of public administration education in South Africa: Teaching
           or learning?
    • Authors: Kroukamp, H; de Vries, M. S.
      Pages: 158 - 168
      Abstract: This article points to the adverse circumstances in which public administration education and training has to take place in developing countries, more specifically in South Africa. This is especially seen in the combination of scarce resources and rapidly increasing enrolment. The consequence thereof is that the didactics of education and training suffer in becoming characterized by mere teaching instead of the promotion of learning. The article points to a serious dilemma especially faced under such difficult circumstances, namely that a curriculum either addresses all the subjects relevant from an academic perspective and conform to international accreditation criteria, and becomes deficient in the way all these topics are taught—or opts to prioritize topics based on a skills-needs analysis and optimizes the way in which this limited number of topics is learned.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739413515266|hwp:master-id:sptpa;0144739413515266
      Issue No: Vol. 32, No. 2 (2014)
       
  • Public administration teaching and interdisciplinarity: considering the
           consequences
    • Authors: van der Waldt; G.
      Pages: 169 - 193
      Abstract: Public administration is a highly diverse and evolving field of scientific inquiry. The study domain is characterised further by often-competing paradigmatic perspectives and seemingly endless teaching modalities. There seems to be an increasing realisation that answers to complex societal challenges cannot be solved within the knowledge frameworks of individual disciplines. As a result, interdisciplinary teaching emerged to expose students to approaches, theories and methodologies from various disciplines of the social and natural sciences, in search of potential answers to these challenges. In spite of the qualities and potential contributions of interdisciplinarity, there may be fewer positive consequences for teaching efforts. This article intends to reflect on the potential consequences, both positive and negative, that interdisciplinary studies have on the teaching of public administration. The article will review the possible advantages or contributions of interdisciplinarity to the teaching of public administration, and reflect on the possibly less-desired consequences of interdisciplinary collaboration on curriculum design and teaching methods.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739414523285|hwp:master-id:sptpa;0144739414523285
      Issue No: Vol. 32, No. 2 (2014)
       
  • Public Administration: What is it, why teach it and does it matter?
    • Authors: Fenwick, J; McMillan, J.
      Pages: 194 - 204
      Abstract: What is understood by "public administration" in the contemporary UK higher education setting? Is it still being taught and, if so, why? These questions initially appear to be fairly straightforward but any review of the topic quickly poses some rather more tricky areas of enquiry. This article will focus upon three central questions. First, some persistent issues surrounding public administration as a field of research and enquiry provide a problematic start for any discussion: what is meant academically by public administration and does it retain any scholarly meaning, or any disciplinary base(s) that warrants its location in university departments? Is it distinct from public policy and public management or can it now be wholly subsumed within these more readily understood (and more marketable) categories? Second, there are difficult issues around public administration as a field of practice in a highly turbulent public sector world. Public administration (especially in its received meaning from the continental European tradition) was predicated upon stability, structure and law. Contemporary UK public administration is built upon flux and uncertainty. Third, the pedagogic aspects of teaching this elusive area raise significant additional issues, compounded by the differences between teaching a practitioner audience of public administrators (perhaps allied to work-based learning delivery) alongside, or in place of, an academic social or political science audience. Business schools have grown as the main site for such teaching. Differentiated modes of teaching have proliferated while the focus of what is taught has grown more elusive. Teaching public administration starts to look like quite a rich and contested area of academic activity.
      PubDate: 2014-08-04T02:49:23-07:00
      DOI: 10.1177/0144739414522479|hwp:master-id:sptpa;0144739414522479
      Issue No: Vol. 32, No. 2 (2014)
       
 
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
 
About JournalTOCs
API
Help
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-2014