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Journal Cover   Teaching Public Administration
  [2 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  [814 journals]
  • Public administration education in Europe: Continuity or
           reorientation?
    • Authors: Hajnal; G.
      Pages: 95 - 114
      Abstract: The article explores the changing patterns of disciplinary orientation in European public administration (PA) education. The study builds on an earlier research, which defined three distinct clusters of countries, based on their specific PA education tradition. It asks whether countries’ movement away from the Legalist paradigm has continued since then and if yes, what were the factors triggering the shift and towards which cluster: corporate or public. The empirical basis of the article is a small-scale expert survey involving ten European countries. The key finding of the research is that since the early 2000s the geographical scope of Legalism in PA teaching has shrunk further with a number of formerly more Legalist-based countries having moved towards at least one of the two alternative clusters. These changes can be attributed to the demonstration effect of the international PA education field and a shift in actual needs triggered by domestic reforms. However, some countries in the response set – notably, Germany and Hungary – seem to remain largely unaffected by these trends and continue on an overwhelmingly Legalist PA education path.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414538043
      Issue No: Vol. 33, No. 2 (2015)
       
  • Capacity-building for the transformation of public service: A case of
           managerial-level public servants in Egypt
    • Authors: Wafa; D.
      Pages: 115 - 129
      Abstract: The past few years have witnessed a wave of unrest in Egypt toppling down two regimes in less than three years. Yet was this sufficient to bringing the demanded change and meeting people’s expectations? In several Arab countries, citizens are offered patronage through public sector employment, subsidies, and limited taxation (Razzaz and Razzaz, 2012). The social contract imbalance offers little support to citizen voice and representation of all segments of society in holding governments accountable. Given the numerous challenges ranging from an overinflated bureaucracy resulting from the guaranteed employment since Nasser’s era, to the declining quality of the available pool of workers and to regulations that hinder its development, capacity building of would pose as one of the least costly areas of potential quick reform (Beissinger et al, 2013; El Baradei and Newcomer, 2008; ETF, 2011; Radwan, 2012; World Bank, 2013). Public management literature implies that a political will and government-endorsed reforms tend to have a higher rate of success (Meyer-Sahling 2011; Nakrošis, 2014). This reflects on the organizational willingness and commitment to training and training transfer (Lim and Morris, 2006; Nakrošis, 2014). Based on previous research in the field that links institutional enabling factors and a committed political will to effective capacity building (Adetunji, 2012; Lim and Morris, 2006; Majeed, 2010; Meyer-Sahling 2011; Nakrošis, 2014; Newcomer et al., 2010; OECD, 1997, Rondineli, 2004) this research will examine the institutional challenges to capacity building in Egypt post the Arab Spring. The methodology utilized depends on a literature review of primary and secondary sources for grounded theory qualitative research on capacity building and institutional enabling factors. The findings are linked to a qualitative analysis to probe the perceptions of public service mid-career managerial level professionals and to identify their perceived expectations of whether training institutions would be effective in transforming public service. Managerial levels were selected to enable probing the commitment of institutions. Two empirical tools were utilized: interviews and surveys. The first tool was a number of in-depth face-to-face structured interviews conducted with 24 informed sources representing senior managerial level public service managers. The second tool was a survey which was distributed both online and in hard copy. The survey targeted a purposive sample of 350 mid-managerial level public service managers of which 324 were received. Thus, exceeding the critical sample size of 200 identified by Joseph Hair and his colleagues (1998) in deciding about the sufficient sample size for empirical research. Data collection took a total of seven months, from June to December 2013, and was approved by the American University in Cairo Institutional Review Board.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414545252
      Issue No: Vol. 33, No. 2 (2015)
       
  • E's are good: Standards of quality in public administration as reflected
           in discourse on Canadian public policy design
    • Authors: Baker, D. L; Miller, A. A, Bratton, T.
      Pages: 130 - 151
      Abstract: Promoting understanding of quality in the context of good governance can be a challenging classroom exercise not only because of the potential for hijacking politicization of the discussion, but also because of the variety of ways in which public sector goals can be defined, even in the context of a single policy. Standards of quality in the present in the contemporary practice of public administration include many words beginning with "E" in the English language. Employing the "E’s are Good" taxonomy helps communicate different aspects of good governance to students in public administration and policy courses. In this article, literature surrounding the public sector standards of quality is reviewed using this framework. Examples of discussion of the E concepts drawn from legislative discourse surrounding Canadian health and social policy designed are then considered as an empirical case study.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414566786
      Issue No: Vol. 33, No. 2 (2015)
       
  • The MPA capstone course: multifaceted uses and potentialities in program
           assessment
    • Authors: Ahmed; S.
      Pages: 152 - 174
      Abstract: In the United States, Master of Public Administration Program (MPA) accreditations come through fulfilling the Network of Schools of Public Policy, Affairs, and administration (NASPAA) accreditation standards. In 2009, NASPAA made some significant revisions to its accreditation standards. One of the major revisions is the requirement for programs to focus on outcome assessments. MPA programs who have gone through the revised 2009 (NASPAA ) accreditation standards and those who are currently preparing for their upcoming accreditations or reaccreditations will most probably agree that while developing student learning outcomes (SLOs) is a difficult task, assessing those (the learning outcomes) is a much more challenging endeavor. This article describes Northern Kentucky University’s MPA program’s journey in using the capstone course for assessing the program’s SLOs, recent changes in the requirements of the portfolio to better align with the program’s SLOs, use of Benjamin Bloom’s taxonomy of cognitive learning domain as the framework to document evidence of SLOs from the portfolios, some of the initial data on assessment that came out of the last two years of capstone offerings, and the ongoing challenges of utilizing the capstone course for such assessment purpose.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414542714
      Issue No: Vol. 33, No. 2 (2015)
       
  • Developing craft skills with quasi-cases: The example of the Big Apple's
           flirtation with congestion pricing
    • Authors: Straussman; J. D.
      Pages: 175 - 192
      Abstract: This article adopts the perspective expounded by Weimer, and Vining and Weimer, that policy analysis requires "craft skills" and, therefore, one of the fundamental objectives of public affairs programs is to prepare graduates for the professional working world by providing opportunities to learn and practice these skills. Second, the article then introduces a method of experiential learning advanced by Weaver which he calls "quasi-cases." The two concepts are then linked through an exposition of a quasi-case—New York City’s flirtation with "congestion pricing." The goal of the article is to show that by linking these two ideas, one can enhance experiential learning in the classroom (and outside the classroom) and thereby provide students with the opportunity to practice craft skills in semester length courses in addition to the usual approach of relying on internships and capstone projects to provide public affairs students with opportunities to learn what it means to be professional. The quasi-case of New York City’s flirtation with congestion pricing illustrates the following ideas: 1) Economic concepts and tools are necessary but rarely sufficient to understand a policy issue adequately. 2) Policy takes place in a specific intergovernmental context that shapes both process and outcome. Understanding the intergovernmental context is important if one is to appreciate how various political constraints operate in the particular setting.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414545251
      Issue No: Vol. 33, No. 2 (2015)
       
  • Defining the impact of public administration programmes for public sector
           organizations
    • Authors: Broucker; B.
      Pages: 193 - 207
      Abstract: In times of financial and economic crises, public organizations seem to cut their budgets for training and education, especially when the impact of a programme is questioned. Therefore, PA programmes need to clarify what impact can be expected and what individual and organizational processes are influencing the impact of a PA programme on the public sector. The fact that PA programmes are future- and organization-oriented increases the complexity of knowledge transfer and the number of influencing processes. Organizations need to be aware of their own functioning, the role of knowledge and heterogeneity within their organization, their responsibility regarding educational issues and the profile of the civil servants participating in PA programmes. This will generate insight into educational effectiveness and the awareness that impact of PA programmes only can be expected after a more complex transfer process and on the longer term.
      PubDate: 2015-04-28T03:03:32-07:00
      DOI: 10.1177/0144739414561331
      Issue No: Vol. 33, No. 2 (2015)
       
 
 
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