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Teaching Public Administration

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ISSN (Print) 0144-7394 - ISSN (Online) 2047-8720
Published by Sage Publications

[676 journals]

Working across boundaries: Rising to the challenge
- Authors: Diamond, J; Farrell, C.
  Pages: 73 - 75
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412463220|hwp:resource-id:sptpa;30/2/73
  Issue No: Vol. 30, No. 2 (2012)
Thinking about the state, talking bureaucracy, teaching public administration
- Authors: Barberis; P.
  Pages: 76 - 91
  Abstract: By examining issues concerning the role and nature of the state together with the character of public bureaucracy, this article shows that, as a practical activity, public administration retains a distinct identity. Notwithstanding the many changes that have taken place in the public sector during recent years, programmes of study in the subject still have much to offer. Such programmes should reassert their place within the social sciences. Their virtues should be proclaimed with confidence, while resisting misplaced calls for more narrowly focused vocationalism.
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412462232|hwp:resource-id:sptpa;30/2/76
  Issue No: Vol. 30, No. 2 (2012)
Bridging the gap between university and the National Health Service ethical scrutiny
- Authors: Brown, J. M; Agius, S. J.
  Pages: 92 - 103
  Abstract: This paper attempts to identify the procedural gaps around research governance that can create unnecessary barriers to health services, workforce and education research in Universities and NHS. Difficulties lie with research governance process rather than the guiding ethical principles to which different professionals adhere. University research ethics review procedures should work more collaboratively with professional organisations own research governance processes. Up-to-date training across organisations for researchers working within the NHS to enable them to navigate these increasingly labyrinthine arrangements.
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412458269|hwp:master-id:sptpa;0144739412458269
  Issue No: Vol. 30, No. 2 (2012)
Innovation, Collaboration and Learning: Lessons to Inform Practice'
- Authors: Diamond, J; Farrell, C.
  Pages: 104 - 105
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412464130|hwp:resource-id:sptpa;30/2/104
  Issue No: Vol. 30, No. 2 (2012)
University Engagement with Professional Clients in the Provision of Executive Development: An International Perspective
- Authors: Copus, C; Altherr, K.
  Pages: 106 - 113
  Abstract: The paper is presented as a think-piece. It is designed to stimulate discussion and consideration of the pressures and tensions experienced by universities entering the market for the provision of programmes to external public sector clients. The paper draws on the experiences of universities in England and Germany in providing executive development programmes to a range of public sector clients. It looks at the questions raised for academics and universities exploring this market and the benefits for research and impact that could be achieved.
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412459295|hwp:resource-id:sptpa;30/2/106
  Issue No: Vol. 30, No. 2 (2012)
Viewpoint
- Authors: Diamond, J; Farrell, C.
  Pages: 114 - 114
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412464132|hwp:resource-id:sptpa;30/2/114
  Issue No: Vol. 30, No. 2 (2012)
Ethics and the public interest: A question of morality
- Authors: Elcock; H.
  Pages: 115 - 123
  Abstract: Since 1979, under governments of both major parties, the thrust of British public policy has been radically changed in the direction of neoliberal economics and the ‘New Public Management’ (NPM). This has had profound effects on the priorities that politicians and the officials who advise them are expected to pursue. The traditional public service values of equity, probity and integrity have been displaced by the business values of economy, efficiency and effectiveness – the ‘Three Es’ (Hood, 1991). Many of the provisions and regulations that were designed to reduce risks of corrupt or otherwise improper behaviour were relaxed in favour of generating more entrepreneurial attitudes among public servants and recruiting entrepreneurial talent from the business world. The benefits of enterprise have been significant in terms of gains in innovation, efficiency and improved relations with the public; but on the other hand, corrupt, selfish and greedy behaviour by some politicians and public servants has seriously eroded public respect for politics and public administration alike. More generally, markets and their values have increasingly dominated political, economic and social discourses and decision making, with the result that markets are now used to determine outcomes that would formerly have been regarded as inappropriate for the application of market methods and which arguably are still inappropriate issues for markets alone to determine (Sandel, 2012). Hence a review of the ethical issues that underpin public policymaking, administration and management is urgently required. Michael Sandel (2010) has argued that we need to rethink the importance of justice and related values in our public life, albeit that we disagree among ourselves about many moral and religious issues: ‘A politics of moral engagement is not only a more inspiring ideal than a politics of avoidance. It is also a more promising basis for a just society’ (Sandel, 2010: 269).
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412463221|hwp:resource-id:sptpa;30/2/115
  Issue No: Vol. 30, No. 2 (2012)
Where Has All the Public Administration Gone'
- Authors: Jones; A.
  Pages: 124 - 132
  Abstract: For many years, concern has been raised about the demise of the teaching of public administration. No longer is the subject taught in its own right as an undergraduate subject in the UK. The emphasis has moved from administration to management. The malaise in the teaching of public administration is such that the subject has almost disappeared. It is time to re-visit the importance of public administration as a taught academic subject, and its importance in many other academic disciplines.
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412462169|hwp:resource-id:sptpa;30/2/124
  Issue No: Vol. 30, No. 2 (2012)
Maximizing reflexivity and praxis by recognizing and counteracting the constraints imposed by stimulus-response learning
- Authors: Peters, R; Higbea, R. J.
  Pages: 133 - 148
  Abstract: The Task Force on Educating for Excellence in the MPA Degree acknowledged the essential role of active learning when it advocated the use of pedagogical strategies such as classroom exercises and collaborative projects with agencies. The extent to which these strategies foster reflexivity and praxis is limited by stimulus-response learning, i.e., students deciphering what the instructor wants and producing the appropriate responses/materials. To measure the students' preferences for stimulus-response learning, the authors developed a questionnaire that was distributed to students enrolled in MPA courses at a mid-western university. The findings suggest the students' strong preference for stimulus-response learning arises from a fixation on maximizing grades within the allotted time for studies. Given this finding, a program's success in cultivating reflexivity and praxis is impacted by the adoption of strategies that counteract the preference for stimulus-response learning and thereby encourage students to become more self-directed. Several of these strategies are discussed in the paper's final section.
  PubDate: 2012-12-18T07:23:20-08:00
  DOI: 10.1177/0144739412462170|hwp:resource-id:sptpa;30/2/133
  Issue No: Vol. 30, No. 2 (2012)