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Pages: 3 - 3 Abstract: Teaching Public Administration, Volume 43, Issue 1, Page 3-3, March 2025.
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Authors:Claudio M RadaelliUniversity College London; UK10185European University Institute, Italy Abstract: Teaching Public Administration, Ahead of Print. How can science have more impact on policy decisions' The P-Cube Project has approached this question by creating five pedagogical computer games based on missions given to a policy entrepreneur (the player) advocating for science-informed policy ... Citation: Teaching Public Administration PubDate: 2025-04-11T06:01:15Z DOI: 10.1177/01447394251332601
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Authors:Sibongile Ruth Nhari, Thokozani Ian Nzimakwe; Thokozani Ian Nzimakwe121364University of KwaZulu Natal, South Africa Abstract: Teaching Public Administration, Ahead of Print. This reflective paper examines the critical thinking levels of final-year, final-semester public administration students at a South African university, using a case study approach. By engaging students in a structured case study, this paper also reveals the value of case-based methods in fostering critical thinking skills within the academic context. The case study challenged students to critically evaluate the dynamics of policy implementation in the context of public service delivery within South Africa. The lecture was designed to emphasize the importance of understanding the motivation behind specific policy formulation and highlight this as the guiding principle for their application in real life contexts. This paper presents reflections of this educational exercise, by exploring the depth of critical thinking and reasoning exhibited by the students as they considered the complexities of public service delivery in South Africa, emphasizing the significance of policy context and its influence on decision-making. Blooms Taxonomy (1956) is used to support the reflections in this regard. The findings of this activity reveal not only the effectiveness of the teaching methodology but also the extent to which students internalised the ethos behind policy creation and its role in shaping policy implementation. The paper underscores the importance of promoting critical thinking, problem-solving skills, as it relates to policy analysis. It also highlights the practical implications of this teaching method in preparing students for future roles in public service and policy development. Additionally, this paper contributes to the ongoing dialogue on enhancing teaching and learning effectiveness in South African universities, emphasizing the importance of engaging students in critical reflection. Citation: Teaching Public Administration PubDate: 2024-12-16T08:04:43Z DOI: 10.1177/01447394241307502
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Authors:Jonathan Kamkhaji, Erica Melloni, Gaia Taffoni, Cristina Mihaela Vasilescu; Italy, , Erica Melloni18981Politecnico di Milano, Italy, , Gaia Taffoni10185European University Institute, Italy, , Cristina Mihaela VasilescuPolitecnico di Milano, Italy Abstract: Teaching Public Administration, Ahead of Print. The P-Cube game aims to help students learn about how decisions are taken in the public sphere. The challenge posed by P-Cube is to translate the complexity of public decisional arenas into synthetic and realistic cases translated into digital games. The P-Cube cases have been used among university courses during the prototype phase; students and teachers engaged with this innovative teaching tool online and in presence. The game has also been used with practitioners within and outside the public administration sector. In this article, we describe some practical applications of P-Cube; in particular, we illustrate how and under what conditions the games were used – and to what extent they reached their pedagogical aims. To this end, we identify and articulate three learning mechanisms (active learning, problem-based learning, and competition) whose predicted outcomes are in line with self-reported games’ evaluations. Finally, drawing on practical live experiences, we outline some lessons learned from the teachers’ perspective and propose practical strategies to be used to teach and assess students using P-Cube games. This article is of particular interest to those scholars and practitioners willing to engage with innovative, interactive ways of teaching public policy making. Specifically, our practical insights may be of help for developers and future users of existing digital games and inspire the development of similar digital teaching tools. Citation: Teaching Public Administration PubDate: 2024-12-11T01:11:44Z DOI: 10.1177/01447394241306436
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Authors:Ixchel Pérez-Durán, Miriam Acebillo-Baqué, Josep M Comellas-Bonsfills; Spain, , Miriam Acebillo-Baqué117010Ingenio CSIC-UPV, Spain, , Josep M Comellas-Bonsfills16719Universitat Autonoma de Barcelona, Spain Abstract: Teaching Public Administration, Ahead of Print. How can an active learning approach enhance how key topics in public policy, public administration, and governance are taught' This article describes four educational game scenarios that illustrate decision-making processes in social inclusion policies. Various governance aspects can be examined through these games, including accountability reforms, crisis management, challenges in implementing artificial intelligence in social service provision, and market regulation. All these cases have been developed within the framework of the P-Cube project, an Erasmus + project that aims to foster active learning through the use of educational games for teaching public policy. The first case illustrates the effect of regulation on nursing home services, and aims to examine the implications of establishing independent agencies to regulate specific social sectors and the involvement and participation of the market and stakeholders in these regulatory bodies. The second case explores the application of artificial intelligence and automated decision-making in a surveillance system for detecting welfare fraud, in which the main learning objective is to discuss governance implications and consequences for social innovation and inclusion. The third case examines the implementation of alternative solutions for providing school meals to children from low-income families during the COVID-19 pandemic. The main objective here is to explore the role of participatory mechanisms in driving policy change and to identify the factors influencing their degree of effectiveness. The fourth case explores the potential ways of regulating the rights of workers employed in the digital platform-based economy. Our cases target graduate and postgraduate students in political science, public administration, public policy, social policy, and other related fields. They also offer valuable insights for practitioners, specifically public managers at different organizational levels. Citation: Teaching Public Administration PubDate: 2024-12-09T07:55:14Z DOI: 10.1177/01447394241307506
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Authors:Amanda D. Clark, Christina S. Barsky; The University of Texas at Dallas, USA, , Christina S. BarskyCommunity Development Life Sciences, University of Vermont, USA Abstract: Teaching Public Administration, Ahead of Print. Recent attacks on election integrity and the dehumanization of civil servants have raised concerns about the health of American democracy. Democracy administration rests on four pillars: trust/transparency, resources, education, and accountability/oversight. Election administrators, their employees, and poll workers administer democracy through these mechanisms. Ideally, centering these important public administrators via research in a way that re-humanizes the administrative process may be the ultimate strategy to stabilize the foundation upon which these pillars rest. In addition, we must incorporate election administration into the classes we teach. However, many public administration scholars do not understand the daily challenges election administrators face as our programs do not center election administration as a field of study or interest. This academic-practitioner disconnect leads to roadblocks that minimize public administration’s stated goal of democracy promotion. Citation: Teaching Public Administration PubDate: 2024-12-07T01:13:42Z DOI: 10.1177/01447394241306439
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Authors:Milly Paile; South Africa Abstract: Teaching Public Administration, Ahead of Print. As a practitioner with boundary spanning interests and roles, I take a reflexive posture to ponder the nature and significance of boundary crossing in public administration. Specifically, I consider how boundary crossing could provide pathways toward greater relevance for public service contexts in South Africa. By bricolage, I derive theoretical and methodological associations across social constructionist perspectives that include relational theory, critical theory and reflexivity. Building on how the boundary crossing imperative is expressed in programme purposes and on brief reviews of public administration interdisciplinarity, I reflect on my experiences in practitioner-academic interactions and inter-institutional projects. From this exploration, I draw provisional conclusions about constraints to and opportunities for beneficial boundary crossing. I incorporate examples of critical considerations to guide the furtherance of education outcomes through boundary interactions between academics and practitioners. The limitations of self-reflexivity in qualitative inquiry are mediated through different data sources and the transparency with which subjective experiences are interpreted. The paper’s contribution is in making explicit a critical inside-out perspective and placing this side by side other empirical endeavours. Amid calls for more relevant and reflexive practices in public administration, the paper provides an example of cross boundary reflections that are still underrepresented and are yet to gain sophistication in practitioner-academic engagement and scholarship. Citation: Teaching Public Administration PubDate: 2024-11-01T10:57:34Z DOI: 10.1177/01447394241297891
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Authors:Michael Macaulay, Christianne Ormston; New Zealand, , Christianne OrmstonNorth East North Cumbria Integrated Care Board, UK Abstract: Teaching Public Administration, Ahead of Print. Our paper is a practitioner reflection that explores the concepts of engaged learning as a means of erasing the specious divide between academia and policy/management practice. It takes the form of a conversation between the two authors, each of whom have significant experience in both camps, but who also would seem to fall more neatly into one than the other. The paper outlines our experiences in professional development, with an emphasis on a specific series of organisational trust workshops, which use an ‘embodied values’ approach so that learning outcomes are built into the structure and process of the session rather than just in content. We utilise a conversational approach as this enables us to expand on broader themes as well as draw on our experiences. More importantly, it also is redolent of the embodied values approach and demonstrates the types of shared learning we seek to promote as useful for the future. Citation: Teaching Public Administration PubDate: 2024-10-01T04:02:28Z DOI: 10.1177/01447394241289838
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Authors:David Coen, Alexander Katsaitis; UK, , Alexander Katsaitis7675Stockholm University, Sweden Abstract: Teaching Public Administration, Ahead of Print. Programmes teaching public policy and administration (PPA) increasingly include dedicated modules or courses on interest groups (aka public affairs, aka government affairs aka lobbying). Despite its journalistic familiarity, the topic of lobbying includes concepts that may appear particularly abstract to students. Given the shift towards problem-based learning (PBL) approaches in PPA programmes, courses could benefit from such activities on this specific topic. Complementing other pedagogical methods, we developed a PBL activity that allows students to practically apply their newly gained knowledge on the subject through a simulation game. We found that the game was popular amongst students and helpful as a learning tool. Students left the activity feeling they can better contextualize theory and concepts. Aiming to broaden the use of such pedagogical tools in teaching government affairs, this paper provides an outline behind the games' context, its main steps, some reflections on its effectiveness, and a case example with relevant links in the annex to implement and/or adapt to different settings. Citation: Teaching Public Administration PubDate: 2024-09-26T05:24:27Z DOI: 10.1177/01447394241287277
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Authors:Daniel Baracskay; USA Abstract: Teaching Public Administration, Ahead of Print. The academic literature has expanded significantly in recent times to consider how Gen-AI is transforming the learning process. However, there still remain gaps in the literature, first in applying selected individual Gen-AI applications to classroom learning, and second in focusing upon specific uses in public administration education. In addressing this gap, this research uses a sequence of assignment scenarios to examine how Gen-AI may be integrated into pedagogical approaches and align with course learning objectives. Using the Gen-AI application ChatGPT– which is a popular choice for students to consult for course assignments– an examination of results generated from program queries point toward both opportunities and challenges from the perspectives of teaching (instructors) and learning (students). The below discussion contributes to the literature by first developing three assignment scenarios (linked to learning objectives) to explore the utility of Gen-AI in the learning process, and second discusses various teaching and learning benefits and challenges which are premised on the need for moderation and carefully planned usage of Gen-AI technology in the classroom. This blending of pedagogical theory and practice suggests a need for instructors to teach students about the implications of technology usage and assignment originality in unison with the actual topical coverage of the content that is being presented. Citation: Teaching Public Administration PubDate: 2024-08-27T12:21:09Z DOI: 10.1177/01447394241279361
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Authors:Savaş Zafer Şahin; Turkey Abstract: Teaching Public Administration, Ahead of Print. It has always been a crucial question as to what kind of education should be provided to practitioners working at different levels of public administration, starting from the street level onwards, and what kind of interactions should be used to develop their competencies once in office. However, especially in the last 30 years, as we have entered a period of accelerating technological and institutional transformations, this issue has gained a dimension beyond the discussions on higher education and training for service. In addition to how public administration education will relate to practice as seen in traditional debates, new questions have emerged, such as how this engagement with practice can provide a perspective on institutional transformation, how those working in institutions can perceive their transformation processes more accurately, and ultimately, what kind of interaction can be achieved between those receiving public administration education and those working in public institutions. To answer these questions, an innovative model called “studio of public reasoning” was developed in 2009 for a university in public administration education in Turkey to create a platform for interaction with the external stakeholders of the university through an applied course. This Program has been implemented continuously for 15 years at the same university and more than 1000 students, about 100 public institutions of different scales and about 300 public administrators have benefited from the Program. In this paper, based on this experience, the gains of innovative teaching practices in public administration discipline in interacting with external stakeholders are critically evaluated through interviews with students, academics and administrators to assess whether alternatives are possible in establishing non-hierarchical external stakeholder interaction together with formal higher education for public administration. Citation: Teaching Public Administration PubDate: 2024-08-26T01:02:19Z DOI: 10.1177/01447394241279204
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Authors:Jessica Velasco; 41054Sul Ross State University, Alpine, TX, USA Abstract: Teaching Public Administration, Ahead of Print.
Citation: Teaching Public Administration PubDate: 2024-08-03T02:16:28Z DOI: 10.1177/01447394241270760
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Authors:Tinaye Des Kamukapa, Stellah Lubinga, Tyanai Masiya, Lerato Sono; Stellah Lubinga, Tyanai Masiya, Lerato Sono56410School of Public Management Administration, University of Pretoria, South Africa Abstract: Teaching Public Administration, Ahead of Print. There is an increasing call to include Artificial Intelligence (AI) competencies in academic disciplines such as Public Administration, which are not obviously related to Science, Technology, Engineering and Mathematics (STEM). However, the literature on the integration of AI in non-STEM curricula in South African higher education institutions (HEIs), especially in Public Administration curricula, is limited. To address this lacuna, this research assessed the integration of AI competencies in undergraduate Bachelor of Administration (BAdmin) curricula in three HEIs randomly selected from the six offering such a programme. The chosen qualitative research approach focused on human and technical competencies. The findings show that AI competencies are not adequately integrated into the Public Administration curricula of the assessed HEIs in the form of core modules supporting AI competencies. These competencies are only loosely supported by elective (optional) modules. This general AI competency gap in the Public Administration curricula of the assessed South African HEIs must be bridged to achieve a digital public sector by introducing focused AI competency training into the BAdmin curriculum. This will help to create a public sector workforce equipped to handle the opportunities and challenges presented by AI, and maximise the potential of this transformative technology. Citation: Teaching Public Administration PubDate: 2024-07-24T12:07:11Z DOI: 10.1177/01447394241266443
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Authors:Ngo Sy Trung; Ho Chi Minh city, Vietnam Abstract: Teaching Public Administration, Ahead of Print. Each nation employs a variety of specialized policy measures to grow and expand its contingent of civil servants through its political system and civil service features. Among them, training and retraining are deemed to be the most important measures. Although the approaches and contents used for training and retraining civil servants vary, they all strive to create a workforce of employees who are well-equipped to meet the demands of serving the government and the people. The author of this paper examines training and retraining and how they affect the competence of civil servants. Based on the theoretical framework developed, the author conducts a direct survey of 250 local civil servants at the commune level in five provinces, including Dien Bien Province, Lai Chau Province (Northern Region), Quang Ngai Province (Central region), and Tay Ninh Province, Binh Duong Province (Southern region). According to research findings, civil servants underappreciate the training, additional knowledge, and professional training that local authorities deliver. The author offers some recommendations from the study’s findings for local leaders to adjust training and retraining strategies appropriately to improve the quality of civil servants toward better serving the people, including: Developing and implementing a training and retraining program for government civil servants under the competency framework for each job title and position. Citation: Teaching Public Administration PubDate: 2024-07-22T10:28:25Z DOI: 10.1177/01447394241267221
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Authors:Bruce D. McDonald; 6798NC State University, Raleigh, NC, USA Abstract: Teaching Public Administration, Ahead of Print.
Citation: Teaching Public Administration PubDate: 2024-05-21T11:53:13Z DOI: 10.1177/01447394241256505
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Authors:Bobby Thomas Cameron; Charlottetown, PE, Canada Abstract: Teaching Public Administration, Ahead of Print. This article presents an approach for teaching policy capacity to civil servants based on a workshop that took place in 2018 under the auspices of the Government of Prince Edward Island’s Policy Capacity Learning Series. It argues that workshops which introduce civil servants to the concept of policy capacity can enhance skills-based training and knowledge of the policy environment. Through a learner-focused, collaborative and constructivist pedagogy, the workshop involved a group activity where civil servants constructed a visual diagram of their policy environment by categorizing actors, skills, resources, institutions and concepts according to a policy capacity framework. This article discusses the workshop’s planning and delivery requirements which can be used, adapted and improved by practitioners in other jurisdictions. It also provides considerations for future training and education in public administration. Citation: Teaching Public Administration PubDate: 2024-05-18T07:38:35Z DOI: 10.1177/01447394241230150
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Authors:Cecilia Idika-Kalu, Aaron Smith-Walter, Jenna Vinson; Aaron Smith-Walter, Jenna Vinson14710University of Massachusetts Lowell, USA Abstract: Teaching Public Administration, Ahead of Print. Public administrators can play a vital role in the articulation of demands emerging from the community and can serve to advance these demands by their position of authority, skills and knowledge to help facilitate the development of programs and projects to address public needs. This article describes the role that a small Master of Public Administration program and several of its faculty and students played to support a project which sought to aid the development of family-friendly policies and programs on the campus of the University of Massachusetts Lowell, a mid-sized, public university in the Northeastern United States. The article lays out the personal experience of the authors as they relate to their decision to participate in the program, a description of the project and the assistance that MPA students were able to render the initiative, the manner in which integrating the commitment to campus improvement for pregnant and parenting students influenced the content of several MPA courses, and the synergies which developed as students worked to develop skills in communication, focus-group moderation, qualitative data analysis, presentation delivery and report-writing. Citation: Teaching Public Administration PubDate: 2024-05-10T09:52:29Z DOI: 10.1177/01447394241252345
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Authors:Cristian Pliscoff, Pablo Sanabria-Pulido; Chile, , Pablo Sanabria-Pulido1782Florida Atlantic University, USA Abstract: Teaching Public Administration, Ahead of Print. How can Latin American students learn more effectively how different governments address similar public problems' This region shares similarities in terms of culture and history. However, Latin American students study only their public policies and public administration based on the notion that each administrative system has its own particularities. This paper analyzes the results of a comparative learning experience among undergraduate students of two universities in the region, taking advantage of the “virtual” classroom that emerged amid the COVID-19 crisis. In this context, we developed a semester-long group project with students from two universities: Chile and Colombia. The results presented in this paper show that the activity was successful and meaningful for the students. This article intends to present this pedagogical experience and add to the limited literature on the pedagogy of public administration in Latin America, particularly the application of active learning techniques in a public affairs classroom. Citation: Teaching Public Administration PubDate: 2024-04-22T05:16:30Z DOI: 10.1177/01447394241248323
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Authors:Jo’ann Melville-Holder, Amanda J Stewart, Kerry Kuenzi, Marlene Walk, Dylan Russell, Shannon McGovern; Amanda J Stewart6798North Carolina State University, USA, , Kerry Kuenzi14749University of Wisconsin-Green Bay, USA, , Marlene WalkAlbert Ludwig University of Freiburg, Germany, , Dylan Russell, Shannon McGovern6798North Carolina State University, USA Abstract: Teaching Public Administration, Ahead of Print. As students invest in higher education, an assumption of value creation emerges as training and education are expected to yield career and compensation outcomes. Given the growth of nonprofit management education, we see merit in investigating how alumni perceive their degree in terms of the return on their investment of money and time. This study relies on survey data collected from the (project name redacted for anonymity), and joins the Project’s previous findings to elucidate how nonprofit management education is shaping the nonprofit sector’s workforce. Our findings highlight how nonprofit sector commitment, but not work in the sector, influences how graduate alumni view their degree, and that those carrying a higher financial burden from their degree view their degree less favorably. These findings inform administrators of nonprofit degree programs about how students perceive the value of their education and how that perception impacts nonprofit management education as a pipeline for the nonprofit workforce. Citation: Teaching Public Administration PubDate: 2024-03-25T03:35:32Z DOI: 10.1177/01447394241241434
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Authors:Amber Overholser; USA Abstract: Teaching Public Administration, Ahead of Print. In “Women, power and rape culture: The politics of policy and underrepresentation”, authors Bonnie Stabile and Aubrey Leigh Grant provide a rich overview and detailed research surrounding the reality and politics of harassment, sexual assault, and rape within Legislative, Judicial, and Executive branches, and the avenue to those branches our college campuses during former President Trump’s term. The authors’ unique ability to connect the ways in which these powerful institutions create and exacerbate structural impediment to women’s full participation in places of power provides a much-needed addition to the national conversation about how we can, and should, do better in terms of gender equity and full inclusion in places of power. Citation: Teaching Public Administration PubDate: 2024-03-15T09:36:23Z DOI: 10.1177/01447394241239514
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Authors:Volkan Göçoğlu, İpek Didem Göçoğlu, Atahan Demirkol; Türkiye, , İpek Didem Göçoğlu52994Süleyman Demirel University, Türkiye, , Atahan Demirkol53002Afyon Kocatepe University, Türkiye Abstract: Teaching Public Administration, Ahead of Print. Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear. Citation: Teaching Public Administration PubDate: 2024-03-15T08:18:50Z DOI: 10.1177/01447394241239495
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Authors:Jayanthi Muniandy, Mahiswaran Selvanathan; Malaysia, , Mahiswaran Selvanathan54702Universiti Teknologi Malaysia Kuala Lumpur, Malaysia Abstract: Teaching Public Administration, Ahead of Print. The emergence of ChatGPT, an OpenAI chatbot, has revolutionised our education system to a new phase. It is an innovative approach to future learning, including in the English as a Second Language (ESL) classroom. Since its inception, ChatGPT has been remarkably used by most educators and learners. Nevertheless, its application in the flipped classroom, especially in enhancing ESL learners’ speaking skills, is notably an innovative and novel phenomenon. Besides, educators’ challenges in giving instant feedback to learners and creating an engaging learning environment in the flipped classroom emerged as a crucial consideration. Therefore, this study aims to investigate the effectiveness of ChatGPT as a partnering tool in developing ESL learners’ speaking skills in the flipped classroom setting in a Malaysian public university. This study also scrutinises ESL learners’ challenges in using ChatGPT to develop speaking skills. The researchers employ a mixed-method design incorporating a five-point Likert scale questionnaire and focus group interviews. The quantitative data was analysed using descriptive statistics, while the qualitative data was analysed through thematic analysis. The findings of this study offer significant implications for various stakeholders in the educational industry. Policymakers, course designers, educators, learners, and even the Ministry of Education will obtain valuable insights, especially in decision-making, innovative teaching approaches, and learners’ speaking abilities in the ESL flipped classroom. Citation: Teaching Public Administration PubDate: 2024-01-29T09:33:59Z DOI: 10.1177/01447394241230152
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Authors:Gerrit van der Waldt; 56405North-West University, South Africa Abstract: Teaching Public Administration, Ahead of Print. Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation. Citation: Teaching Public Administration PubDate: 2024-01-19T02:07:44Z DOI: 10.1177/01447394241229173
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