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Authors:Nicolás Bentancur Abstract: Teaching Public Administration, Ahead of Print. The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world.This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries. Citation: Teaching Public Administration PubDate: 2023-04-19T12:46:29Z DOI: 10.1177/01447394231169899
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Authors:Wan-Ling Huang Abstract: Teaching Public Administration, Ahead of Print. This study aims to propound an instructional design for a service-learning course grounded in public problem analysis and verify its immediate and sustained outcomes through the actual instructional process. A quasi-experimental research design was adopted wherein students who were enrolling in a service-learning course were considered as a treatment group, while those not enrolling in the course were categorized into a comparison group. Three-wave surveys were distributed at the beginning, end, and 6 months after the end of the course. Our difference-in-differences (DID) analysis showed that the project-based service-learning experience seems to be negatively related to perceived problem-solving ability but positively associated with students’ public service motivation (PSM) in the short term. However, the above influence did not sustain as time progressed. This study helps to clarify the relation between service-learning courses and students’ problem-solving ability as well as PSM in the field of public affairs education. It can also serve as a foundation for efforts to improve subsequent instructional plans of service-learning courses. Citation: Teaching Public Administration PubDate: 2023-04-18T01:34:14Z DOI: 10.1177/01447394231165168
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Authors:Luiz César Silva, Isabel Maria Macedo, Maria Thompson Abstract: Teaching Public Administration, Ahead of Print. Global disruptions are marking our days and calling on individuals, institutions, and the State for institutional change. Given the need to understand changing processes and their implications for society and public policy, it is vital to equip Public Administration students with the knowledge of relevant theories to assess the complexity of such institutional dynamics. Interpretation of institutional changes in motion can benefit from revisiting the Institutional Theory. This article analyzes the works of Douglass North and Ha-Joon Chang, two preeminent contributors to Institutional Theory. Their distinct views on institutions, policies, institutional change, and the State contribute to our understanding of current worldwide socio-economic and institutional challenges. Contemporary phenomena, such as the COVID-19 pandemic, the long-term climate change effects, and the recent Russia-Ukraine war, require the use of institutional theories that have proved to be still relevant. Citation: Teaching Public Administration PubDate: 2023-03-10T11:36:03Z DOI: 10.1177/01447394231159985
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Authors:Sotirios Karatzimas Abstract: Teaching Public Administration, Ahead of Print. Recent literature highlights the importance of providing citizens public sector accounting education to help them become public finance literate. This study performs a questionnaire-based survey to a convenient sample of citizens to collect their perspective on the topic. The results indicate an average familiarity of the respondents with key public finance concepts, with male respondents appearing more familiar. The respondents place more importance in being able to monitor and assess the state’s financial performance and condition rather than that of the local government. In practice, when making voting decisions during municipal elections they focus less on financial information, compared to when it comes to state elections, mainly due to difficulties in accessing the municipalities’ financial information. The respondents are further supportive of receiving public sector accounting education as they believe it could help them monitor the local and state government’s financial condition and performance, take more rational election decisions and more actively participate to public matters. They perceive that such an education should take place from high-school and not earlier, and they find useful this educational process to continue via online and on-site seminars. Finally, they make recommendations on the specific content (learning objectives) of public sector accounting education at the different educational levels (school, high-school, municipal seminars, and online seminars). Citation: Teaching Public Administration PubDate: 2023-02-24T12:29:07Z DOI: 10.1177/01447394231159998
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Authors:Beth M. Rauhaus Abstract: Teaching Public Administration, Ahead of Print. Teaching public administration theory and linking it to practice can be challenging; yet are central goals to MPA programs. Using relevant examples that students can relate to is instrumental in achieving the pedagogical goals of linking theory to practice and achieving the NASPAA competencies. New Amsterdam is used as a case study for MPA students to achieve the above mentioned goals. In this work, I provide a list of episodes accompanied by themes of the episode and core public administration areas each apply to such as budgeting, human resources, decision making, as well as discussion questions used. This work contributes to our pedagogical toolbox by adding relevant examples in a healthcare administration setting that helps students master the NASPAA competencies while linking theory to practice. Citation: Teaching Public Administration PubDate: 2023-02-23T09:01:04Z DOI: 10.1177/01447394231159984
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Authors:Bruce D. McDonald Abstract: Teaching Public Administration, Ahead of Print.
Citation: Teaching Public Administration PubDate: 2023-01-28T08:27:12Z DOI: 10.1177/01447394231154312
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Authors:Matthew D Leight Abstract: Teaching Public Administration, Ahead of Print.
Citation: Teaching Public Administration PubDate: 2023-01-03T06:56:39Z DOI: 10.1177/01447394221145826
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Authors:Bruce D McDonald First page: 3 Abstract: Teaching Public Administration, Ahead of Print. Research on the scholarship of teaching and learning (SoTL) has tended to have a bad reputation within the field of public administration. In this manuscript, I discuss the issue of impactful research within the field and provide an argument for why we should be focusing more on pedagogical research than more traditional avenues. Not only does pedagogical research directly impact what and how we teach in the classroom, but it is tends to be read and cited at higher rates than some of the subfields within the discipline. Citation: Teaching Public Administration PubDate: 2023-02-21T06:54:36Z DOI: 10.1177/01447394231159983
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Authors:The Editors of TPA First page: 11 Abstract: Teaching Public Administration, Ahead of Print. The start of a new year, or in TPA’s case a new volume (41) is always a moment to pause and reflect. Citation: Teaching Public Administration PubDate: 2023-02-21T08:52:06Z DOI: 10.1177/01447394231159986
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Authors:Jacobus S Wessels Abstract: Teaching Public Administration, Ahead of Print. Public administration managers are confronted with new and highly complex challenges emerging at a rapid rate. This situation requires a reimagining of public administration education to prepare public administration managers to capably deal with these challenges. While the Master of Public Administration (MPA) is globally used as vehicle for preparing public administration managers for performing their functions, the question posed is: How can MPA programmes be transformed to prepare students for dealing with emerging complex challenges in the changing world of work' This article provides a personal exploratory account of the transformation of teaching and learning of a South African MPA case. The research design was not selected for generalising findings to the universe of MPA offerings, but for obtaining case-specific information and insights. The study draws from insider’s memory work supported by a variety of textual data such as notes, reports, official documents, curriculum documentation and the content of the 2020 online module sites. The article proposes a transformed curriculum to provide for the learning of public administration capabilities appropriate for dealing with emerging challenges. It subsequently reports on the curriculum transformation project of the selected case by reflecting on some philosophical assumptions and assumptions on how people learn and explaining the use of the inquiry-driven learning strategy to facilitate the learning of appropriate capabilities for dealing with public administration challenges. This article contributes to the existing literature on the role of the MPA in the mid-career education of public administration managers by suggesting the learning of public administration capabilities through an inquiry-driven learning strategy. Citation: Teaching Public Administration PubDate: 2022-11-01T10:55:42Z DOI: 10.1177/01447394221136430
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Authors:Shamima Ahmed Abstract: Teaching Public Administration, Ahead of Print. Research has documented that applied projects that are experiential and grounded in the course contents offer effective hands-on experience to students to understand the course materials and apply their learnings in a meaningful way. Experiential learning is particularly relevant to Master of Public Administration Programs (MPA) , which are usually applied and many of these programs' mission is to serve in-career students. This paper discusses the effective use of a major assignment (creating a nonprofit organization, on paper) for a MPA course in Managing Nonprofit Organizations. It also requires students to critically think about applying the six practices of high- impact nonprofits discussed in Forces for Good. The paper will explain the assignment and discuss how this assignment addresses multiple learning outcomes of this course. It will also provide students’ feedback on the assignment and some long-term outcomes of students’ experiences with this course and the assignment. Citation: Teaching Public Administration PubDate: 2022-09-20T02:23:20Z DOI: 10.1177/01447394221128205
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Authors:Norma Munoz-del-Campo Abstract: Teaching Public Administration, Ahead of Print. If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs'. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes. Citation: Teaching Public Administration PubDate: 2022-09-02T11:14:42Z DOI: 10.1177/01447394221124818
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Authors:Michiel S de Vries, Hendri Kroukamp Abstract: Teaching Public Administration, Ahead of Print. Courses and training in public decision-making have often disappeared from Public Administration curricula. This paper argues that this is unfortunate as skills therein are severely needed to steer developments towards the Fourth Industrial Revolution. Whereas some see this as a macro development that befalls countries, this paper argues otherwise. Decision-making by individual and corporate actors is judged to be central in the 4IR. This makes the steering thereof possible and desirable. Without being trained in the needed skills in decision-making our graduates will not be prepared to do so and will not become the responsible public officials able to direct 4IR developments. Citation: Teaching Public Administration PubDate: 2022-08-09T05:24:25Z DOI: 10.1177/01447394221119087
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Authors:Lynn Hewlett, Merle Werbeloff Abstract: Teaching Public Administration, Ahead of Print. Mixed methods approaches are increasing advocated for researching complex problems in the social sciences, but they are not widely used by postgraduate students of public management. This article describes a study where qualitative and quantitative methods lecturers worked collaboratively to design and teach both methodology courses in an integrated way to encourage public management master’s students to see the two methods as complementary, and thus possibly be more open to consider using the mixed methods approach in their research. A multi-method research design was used in this study. Students’ prior studies of qualitative and quantitative research methodology were not found to predict their summative course marks significantly on qualitative and quantitative components, respectively, but initial cognitive competence in the study of statistics correlates with summative performance in the quantitative component. Qualitative and quantitative summative scores correlate strongly, with those students with higher qualitative and higher quantitative summative scores tending to score higher on a task where they reflect on the value of both approaches to their own proposed research. However, students with lower scores, who comprise the majority of the sample, are not able to demonstrate appreciation of the possibilities or status of applying both methodologies to their own research. They tend to misunderstand foundational concepts when applied to their research design and/or show limited ability to apply their understanding to design their own work accurately or in a workable way. This study suggests that, where postgraduate students have prior limited exposure to research methods, improving the quality of student research and their engagement with mixed methods may require more mastery of both methods and methodologies than the scope and pacing of taught master’s programmes usually allow. Citation: Teaching Public Administration PubDate: 2022-06-24T08:08:25Z DOI: 10.1177/01447394221110339
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Authors:Fred Awaah, Peter Akinsola Okebukola, Juma Shabani, Solomon Yeboah, Olasunkanmi Adio Gbeleyi, Heloo Sefiamor Emmanuella Abstract: Teaching Public Administration, Ahead of Print. Student difficulty in public administration has witnessed some writings within the African context. Although these studies are emerging, there seems to be minimal research on the influence of school libraries on students’ understanding of public administration. This gap in the public administration literature precludes educational managers from determining whether or not the variable influences students understanding of the course/programme. Not establishing this places educational managers in a situation that inhibits them from placing measures to enhance the understanding of the course from the lenses of school libraries. This study responds to the gap in the public administration literature by employing a mixed-method approach to investigate the influence of the variable in the study of public administration by Ghanaian and Nigerian university students using a sample of N = 650. Anchored on the Culturo-Techno- Contextual Approach, the study results suggest significant differences in corruption, governance, and defining public administration (p < .001) when there are poor school libraries. Both theoretical and practical implications have been proferred for the use of school libraries to enhance students’ understanding of difficult concepts in the study of public administration in Ghanaian and Nigerian universities. Citation: Teaching Public Administration PubDate: 2022-05-19T05:42:04Z DOI: 10.1177/01447394221103956
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Authors:Allison C White Abstract: Teaching Public Administration, Ahead of Print. Public administration educators in the United States have renewed their interest in incorporating an international perspective into their teaching. Why is this perspective important for students and how can educators integrate it meaningfully' In this article, I provide an argument for the internationalization of public administration curricula, generate nine “principles of practice” to help guide internationalization efforts, and specify two broad strategies through which an international dimension can be integrated into public administration curricula—one for leveraging comparative material in domestically-focused curricula and another for developing a distinct and standalone internationally-focused specialization. Citation: Teaching Public Administration PubDate: 2022-05-02T07:33:52Z DOI: 10.1177/01447394221092276
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Authors:Michael Overton, Stephen Kleinschmit Abstract: Teaching Public Administration, Ahead of Print. Mass adoption of advanced information technologies is fueling a need for public servants with the skills to manage data-driven public agencies. Public employees typically acquire data skills through graduate research methods courses, which focus primarily on research design and statistical analysis. What data skills are currently taught, and what content should Master of Public Administration (MPA) programs include in their research method courses' We categorized research method course content in 52 syllabi from 31 MPA programs to understand how data skills are taught in public administration. We find that most graduate programs rely on research methods more suited for academic and policy research while lacking the data skills needed to modernize public agencies. Informed by these results, this work presents the Data Science Literacy Framework as a guide for assessing and planning curriculum within MPA programs. Citation: Teaching Public Administration PubDate: 2022-04-25T09:19:52Z DOI: 10.1177/01447394221084488
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Authors:Aroon Manoharan, Nandhini Rangarajan Abstract: Teaching Public Administration, Ahead of Print. Communication is a critical government function that has important implications for public administration and effective governance. This research study explores how communication competencies are taught in public affairs programs in the United States. Based on a general web content analysis of graduate programs, and specific analyses of course titles, course descriptions, and course syllabi, this study examines the extent to which communication competencies are integrated into public affairs curricula. This paper also discusses how communication skills map on to the five NASPAA core competencies. Compared to previous decades, communication courses are increasingly emphasized in public administration programs. But there is greater potential for such offerings in the age of digital government, social media, and Artificial Intelligence. This study’s findings have important implications for the teaching and practice of public affairs. Citation: Teaching Public Administration PubDate: 2022-04-16T01:16:05Z DOI: 10.1177/01447394221084492
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Authors:Taehee Kim, Kiwhan Kim, Sangmook Kim Abstract: Teaching Public Administration, Ahead of Print. This study aims to explore whether an introductory undergraduate course in Public Administration might be an appropriate educational tool for enhancing public service motivation (PSM) among undergraduate students. A quasi-experimental design involves surveying participants both before and after the intervention (taking an Introduction to Public Administration course) to examine whether their levels of PSM increase as a result of the intervention. The hypotheses were tested by comparing 96 students exposed to an intervention (experimental group) with 166 students who were not exposed (control group). There was no significant change in the total score of PSM and its individual dimensions before and after the intervention in both groups, and so the Introduction to Public Administration course was not effective in enhancing the level of PSM. The implications and limitations of this quasi-experiment are also discussed. Citation: Teaching Public Administration PubDate: 2022-04-14T01:09:18Z DOI: 10.1177/01447394221084489
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Authors:Maki Ito Tsumagari Abstract: Teaching Public Administration, Ahead of Print. This explanatory study explored what graduate programs should embrace in educating public serving professionals to become able to respond to paramount challenges unknown at the time of studies. For conceptual frameworks, the study employed (a) principal-agent theory on how predominant philanthropic organizations pushed the creation of globalized higher education industry post-World War II (WWII) and (b) world-systems theory to delineate the spatial penetration of the hegemonic intellectual core. The study found that the post-WWII’s geopolitically driven overseas engagements by US higher education institutions (HEI) orchestrated by well-resourced philanthropic giants such as Ford Foundation made a ground for what we see today: a globalized HEI industry governed by the core with the hegemonic power, termed for the study as a global higher education ecosystem. The study noted that irrespective of if the concerned HEI occupies the position in the core or not, rootedness in the place and its people is the key for public focused programs precisely because of their nature of public-ness. The study then drew three programmatic constructs as referential for late comer HEI to assume meaningful roles for the society they serve through their public serving professionals focused graduate programs: (1) contextualization of globally standardized academic contents into classroom discussions by connecting with cases/situations surrounding given society; (2) positioning the program as a post-entry milestone for public sector professionals to become better prepared state-building force by focusing on the linkage of theories and practices; and (3) HEI specific, unique intellectual identify exploration that is anchored to the place and to its own constituency. The study concluded that today’s graduate programs designed for public serving professionals could frame its objective, as a renewed purpose, to educate academically informed state-builders with the capacity to craft and perform own actions as new realities arise in front of them. Citation: Teaching Public Administration PubDate: 2022-03-09T05:03:02Z DOI: 10.1177/01447394221079691
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Authors:Adriana Cordova, Joanna Lahey, Lala Taghiyeva Abstract: Teaching Public Administration, Ahead of Print. This article outlines how Master of Public Administration (MPA)/Master of Public Policy (MPP) programs can integrate a project-based learning opportunity to study curricular design and accreditation needs in their quantitative courses. Bridging together theory and the practical implications of data collection and analysis is important for students’ long-term professional development. We provide case study examples of recent project-based learning opportunities in an MPA/MPP program in the United States in which students collected data on employer needs for MPA/MPP graduates. The projects provide an evidence base for program assessment and improvement. Focus groups conducted with project participants, including alumni and current students, demonstrate that they valued this opportunity because it provided them with important technical and interpersonal skills necessary to succeed in their capstones, internships, and future jobs. We provide scaffolding assignment examples and recommendations for professors interested in implementing similar projects in their own courses. Citation: Teaching Public Administration PubDate: 2022-03-03T05:00:56Z DOI: 10.1177/01447394221079692
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Authors:John B Stephens, Ricardo S Morse Abstract: Teaching Public Administration, Ahead of Print. Many graduate public affairs programs offer both residential and online options for students. One of the challenges for multi-format programs is creating a sense of belonging among online students who may never set foot on campus. In 2017, the MPA program at the University of North Carolina at Chapel Hill developed an “immersion” course designed for residential and online students in a weekend intensive format on campus to help create a greater sense of connectedness and satisfaction among (principally) online students, while benefiting students in both formats. This paper examines immersion courses as one strategy to address gaps in belonging and satisfaction between online and on-campus students. The case study of UNC-Chapel Hill developing the immersion course and the first three iterations of it are described, offering practical insight for other campus-based public affairs programs that also have online degrees who may want to try something similar. Citation: Teaching Public Administration PubDate: 2022-02-26T08:17:21Z DOI: 10.1177/01447394221076344
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Authors:Mario S Staller, Swen Koerner Abstract: Teaching Public Administration, Ahead of Print. Reflection is an important component of professional practice in the field of policing. While reflection goes beyond a mere evaluation of officer behavior in police-citizen interaction based on legitimacy and functionality, deeper levels of reflections, where underlying assumptions are challenged do not automatically take place within the system of policing. In the current paper, we describe and reflect on a case example of teaching reflective practice to police students at a German University of Applied Sciences. We start by describing a structure of reflection on three levels, each of which is linked to different core questions. While on a low-threshold level reflection focuses on the question of correct action, reflection on a higher level revolves around uncovering one’s action-guiding assumptions that (in)consciously influence one’s actions, as well as the possibility of adopting other perspectives. Building on Brookfield’s work of critical reflective practice we designed a seminar series in a psychology course introducing the concept of reflective practice and four different lenses that aim at uncovering action-guiding assumptions of our learners. Our reflection shows that receptivity of the different lenses was different for perspectives from within the system of police to the perspective from outside the police. Citation: Teaching Public Administration PubDate: 2022-02-18T05:22:32Z DOI: 10.1177/01447394211067109
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Authors:Rigoberto Silva-Robles, Harold Sidney Dutton-Treviño Abstract: Teaching Public Administration, Ahead of Print. The purpose of this work is to provide empirical evidence as to how state level Freedom of Information or Access to Information and data protection regulator bodies in Mexico carry out their training tasks. We use different theoretical assumptions, particularly those that refer to the idea of “training in the public sector” regarding two aspects that allow to account, at least in part, about the referred training practices: first, the pedagogical model they declared to use; and second, the evaluations regarding trained public officials. FOI/ATI and regulator bodies in Mexico have a legal obligation to train and carry out professional development for public officials. This responsibility associated, with performance management—along with other purposes—and to guarantee the human right to information and data privacy for individuals, is in the hands of public officials that must have not only knowledge and skills but also values and attitudes regarding this fundamental right. These public authorities have several challenges to comply with ATI and data privacy laws; some relate to responding public information requests—that is, in a timely and adequate manner—or publishing the information mandate by law. ATI regulator bodies mitigate these multi-casual issues through training or development courses. Currently, public officials are trained to comply with the law and its implementation in the best possible way. Our main finding is that the local regulator bodies overall comply with their legal training mandate. That is, they do have and carry out training programs, although in an unprofessional and potentially deficient manner. Citation: Teaching Public Administration PubDate: 2022-02-04T03:17:52Z DOI: 10.1177/01447394211067112
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Authors:Mohammed HassenYimam Abstract: Teaching Public Administration, Ahead of Print. Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work. Citation: Teaching Public Administration PubDate: 2022-01-31T02:44:56Z DOI: 10.1177/01447394211058079
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Authors:Jeffrey D Straussman, David E Guinn Abstract: Teaching Public Administration, Ahead of Print. The article tackles the question, how to provide students with a comparative orientation to public administration. We eschew the older tradition of comparing major systems such British parliamentary system or French bureaucratic approaches to organizations’ structure. Rather, we seek to understand public administration in countries with different cultures, histories, and political regimes by focusing on international development. Our students are drawn from the Master of Public Administration degree program and the Master of International Affairs degree program. What unites them is an interest in international affairs and the desire to work internationally; international students take what they learn and apply it in their home countries. We ground the course on a model of international development with a strong focus on development in governance. We spend the first third of the class creating a development lens for understanding global practices in public management in which they use what they learned in the first part of the course to analyze a range of public management issues within governmental institutions and/or in working in the nongovernmental organizations and intergovernmental organization sectors. We use detailed case studies drawn from several case data banks to apply some of the core concepts of public administration such as leadership, stakeholder analysis, complexity, and implementation to development challenges such as fiscal issues, poverty alleviation, interorganizational collaboration, and human rights. We do this with a range of in-class exercises and assignments that students do out of class. One goal we have is to provide students with knowledge and skills to enhance their ability to work internationally since many have gone on to work for donor and various implementing organizations in international development. We believe that this is a reasonable measure of success of the approach we have taken to comparative public administration. Citation: Teaching Public Administration PubDate: 2022-01-04T09:40:30Z DOI: 10.1177/01447394211042853
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Authors:Amina Jakoet-Salie, Kutu Ramalobe First page: 59 Abstract: Teaching Public Administration, Ahead of Print. In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated. Citation: Teaching Public Administration PubDate: 2022-04-21T07:32:26Z DOI: 10.1177/01447394221092275
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Authors:Paul ‘t Hart First page: 72 Abstract: Teaching Public Administration, Ahead of Print. This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher’s 35-year journey with educating students and CM practitioners, It offers preliminary insights about how the pandemic experience might – and should – induce a significant rethink of how educators conceptualize the nature of crises and the challenges governments and public agencies face in coping with them. Citation: Teaching Public Administration PubDate: 2022-04-15T08:54:35Z DOI: 10.1177/01447394221087889
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Authors:Guliya K Nurlybaeva First page: 82 Abstract: Teaching Public Administration, Ahead of Print. The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants. Citation: Teaching Public Administration PubDate: 2022-04-11T07:02:00Z DOI: 10.1177/01447394221087885
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Authors:Patrizia Magarò, Loic Accordino, Davide Cugnetto, Constantin Gheorghe, Anduela Keqi, Chiara Laigueglia, Ludovica Luciani, Giovanni Pellegrino, Laura Scarola, Brigitta Tünde Sütő, Margherita Valle First page: 99 Abstract: Teaching Public Administration, Ahead of Print. The article focuses on challenges and disruption in the higher education sector in Italy due to COVID-19 pandemic. The study explores the experience of the Single-Cycle Master’s Degree in Law of the University of Genoa, especially taking into account students’ perspective. Citation: Teaching Public Administration PubDate: 2022-05-31T07:49:21Z DOI: 10.1177/01447394221103949
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Authors:Mahiswaran Selvanathan, Prakash Velloo, Susha Varughese, Moganavatsala Jeevanantham First page: 108 Abstract: Teaching Public Administration, Ahead of Print. The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic. Citation: Teaching Public Administration PubDate: 2022-07-06T12:04:26Z DOI: 10.1177/01447394221111260
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Authors:Stuti Rawat, Yifei Yan, Alfred M Wu, Lina Vyas First page: 122 Abstract: Teaching Public Administration, Ahead of Print. Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era. Citation: Teaching Public Administration PubDate: 2022-09-15T02:28:48Z DOI: 10.1177/01447394221119092
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Authors:John Diamond First page: 143 Abstract: Teaching Public Administration, Ahead of Print. The Annual Award is made by the editors of TPA and JPAE (Journal of Public Affairs Education). This citation describes the significant contribution made by the 2022 winner - Christoph Reichard Citation: Teaching Public Administration PubDate: 2022-12-21T10:12:16Z DOI: 10.1177/01447394221145825
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