Subjects -> PUBLIC ADMINISTRATION (Total: 284 journals)
    - MUNICIPAL GOVERNMENT (9 journals)
    - PUBLIC ADMINISTRATION (248 journals)
    - SECURITY (27 journals)

PUBLIC ADMINISTRATION (248 journals)            First | 1 2     

Showing 201 - 357 of 357 Journals sorted alphabetically
Revue Gouvernance     Open Access  
Risk, Hazards & Crisis in Public Policy     Hybrid Journal   (Followers: 5)
Rivista trimestrale di scienza dell'amministrazione     Full-text available via subscription  
RP3 : Revista de Pesquisa em Políticas Públicas     Open Access  
RUDN Journal of Public Administration     Open Access   (Followers: 1)
School of Public Policy Publications     Open Access  
Sinergia : Revista do Instituto de Ciências Econômicas, Administrativas e Contábeis     Open Access  
Singapore Economic Review, The     Hybrid Journal   (Followers: 4)
Social Policy & Administration     Hybrid Journal   (Followers: 30)
Social Service Review     Full-text available via subscription   (Followers: 12)
Social Work Education: The International Journal     Hybrid Journal   (Followers: 13)
Sosyoekonomi     Open Access  
South Asian Journal of Macroeconomics and Public Finance     Hybrid Journal   (Followers: 1)
Sri Lanka Journal of Development Administration     Open Access  
Stat & Styring     Full-text available via subscription  
State and Local Government Review     Hybrid Journal   (Followers: 7)
Statistics and Public Policy     Open Access   (Followers: 4)
Studi Organizzativi     Full-text available via subscription  
Studia z Polityki Publicznej     Open Access  
Surveillance and Society     Open Access   (Followers: 7)
Teaching Public Administration     Hybrid Journal   (Followers: 7)
TEC Empresarial     Open Access  
Tendencias     Open Access   (Followers: 1)
Territory, Politics, Governance     Hybrid Journal  
The Philanthropist     Open Access   (Followers: 1)
The Review of International Organizations     Hybrid Journal   (Followers: 16)
Transylvanian Review of Administrative Sciences     Open Access  
Visión de futuro     Open Access   (Followers: 1)
WEDANA : Jurnal Kajian Pemerintahan, Politik dan Birokrasi     Open Access  
Wroclaw Review of Law, Administration & Economics     Open Access  

  First | 1 2     

Similar Journals
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Teaching Public Administration
Journal Prestige (SJR): 0.232
Citation Impact (citeScore): 1
Number of Followers: 7  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0144-7394 - ISSN (Online) 2047-8720
Published by Sage Publications Homepage  [1174 journals]
  • Entrepreneurship in public administration and public policy programs in
           Germany and the United States

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      Authors: Heike M Grimm, Charlotte L Bock
      Pages: 322 - 353
      Abstract: Teaching Public Administration, Volume 40, Issue 3, Page 322-353, October 2022.
      The following contribution hypothesizes that it is crucial for future professionals in public administrations and organizations to be familiar with the concepts, tools, and techniques of policy, public, and social entrepreneurship to address societal, environmental, health, and wicked problems in an innovative and sustainable way. Attention is drawn to the importance of entrepreneurship as an essential asset and feature of public administration and public policy education at higher educational institutions in Germany and the United States. The paper aims at filling a research gap because knowledge about the interrelationships between entrepreneurship and public administration and public policy education is still underdeveloped. Emphasis is put on the discussion why entrepreneurship should be incorporated in curricula and how study programs have been designed or reformed, while placing emphasis on entrepreneurship in meeting current and complex challenges in the public sector. Findings from a systematic online assessment are presented which show whether and how policy, public and social entrepreneurship are taught as an integral element of current governance and public policy study programs and what difference it makes teaching and learning wise. The findings reflect a high demand for entrepreneurship education by public administration and public policy students, on the one hand, and a low incorporation in curricula, on the other hand. Two case studies from Germany and the United States are presented which serve as good practice examples on how to transfer public, policy, and social entrepreneurship into curricula.
      Citation: Teaching Public Administration
      PubDate: 2022-09-23T07:00:09Z
      DOI: 10.1177/01447394211021636
      Issue No: Vol. 40, No. 3 (2022)
       
  • Teaching nonprofit management: One course assignment addressing multiple
           learning outcomes

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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
       
  • When public administration education switches online: Student perceptions
           during COVID-19

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      Authors: Stuti Rawat, Yifei Yan, Alfred M Wu, Lina Vyas
      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
       
  • The problem-based learning as a pedagogical framework for teaching master
           of public policy and master of public administration programs in Latin
           America

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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
       
  • Decision-making skills in the fourth industrial revolution

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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
       
  • Student satisfaction on lecturers’ effectiveness, efficiency and
           productivity: Malaysian education landscape during the COVID-19 pandemic

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      Authors: Mahiswaran Selvanathan, Prakash Velloo, Susha Varughese, Moganavatsala Jeevanantham
      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
       
  • Preparing public management students for mixed methods research

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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
       
  • University and Covid-19: The experience of the academic community of the
           single-cycle Master’s degree in law of the University of Genoa

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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
      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
       
  • School library and students’ understanding of public administration

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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
       
  • Internationalizing public administration education: Why and how'

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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
       
  • Transforming research methods education through data science literacy

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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
       
  • The digitalization of learning and teaching practices in higher education
           institutions during the Covid-19 pandemic

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      Authors: Amina Jakoet-Salie, Kutu Ramalobe
      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
       
  • Communication pedagogy in public affairs programs: Insights from a study
           of MPA and MPP curricula

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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
       
  • Teaching crisis management before and after the pandemic: Personal
           reflections

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      Authors: Paul ‘t Hart
      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
       
  • Undergraduate education in public administration and public service
           motivation: A quasi-experiment with the intervention of an introductory
           course

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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
       
  • The experience of teaching public administration in Russia during the
           pandemic in 2020–2021

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      Authors: Guliya K Nurlybaeva
      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
       
  • A renewed purpose for public serving professionals focused graduate
           programs in global higher education ecosystem

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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
       
  • How to implement project-based quantitative classroom projects while
           supporting curricular design: A case study from a quantitative methods
           course in a public affairs program

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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
       
  • Enhancing sense of belonging and satisfaction among online students in
           

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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
       
  • A case example of teaching reflective policing to police students

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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
       
  • Keeping public officials fit. Does Mexico’s access to information and
           data protection state level regulator authorities provide the right
           training'

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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
       
  • Impact of leadership style on employee commitment in Bahir Dar University,
           Ethiopia

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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
       
  • Teaching international comparative public management through a development
           lens

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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
       
  • Introduction: Special issue on curriculum design in public administration
           education: Challenges and perspectives

    • Free pre-print version: Loading...

      Authors: Michael A O'Neill
      First page: 299
      Abstract: Teaching Public Administration, Ahead of Print.

      Citation: Teaching Public Administration
      PubDate: 2022-06-02T02:08:52Z
      DOI: 10.1177/01447394221103954
       
  • The use of case study analysis in public affairs education: Linking theory
           and practice

    • Free pre-print version: Loading...

      Authors: David C Powell
      First page: 410
      Abstract: Teaching Public Administration, Ahead of Print.
      Case study analysis has been used for many years across a variety of disciplines. One of the primary advantages of case study analysis is its ability to illustrate the nexus between theory and practice. This paper explores the use of case study analysis as a culminating experience in a large Master of Public Administration (MPA) program in the western United States. Case studies are examined using an established approach to determine the type, structure, and source of these cases. The project also examines alumni perspectives regarding the utility of case studies relative to their careers.
      Citation: Teaching Public Administration
      PubDate: 2022-03-11T01:36:41Z
      DOI: 10.1177/01447394221079689
       
 
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