Assessing the integration of AI competencies in undergraduate public administration curricula in selected South African higher education institutions

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2024-07-24 DOI:10.1177/01447394241266443
Tinaye Des Kamukapa, Stellah Lubinga, Tyanai Masiya, Lerato Sono
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Abstract

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.
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评估南非部分高等教育机构将人工智能能力纳入公共管理本科课程的情况
将人工智能(AI)能力纳入公共管理等学科的呼声越来越高,因为这些学科与科学、技术、工程和数学(STEM)并无明显关联。然而,有关将人工智能纳入南非高等教育机构(HEIs)非 STEM 课程,特别是公共管理课程的文献却很有限。为了弥补这一空白,本研究评估了从六所提供行政管理本科课程的高等院校中随机抽取的三所院校在本科行政管理学士学位(BAdmin)课程中整合人工智能能力的情况。所选择的定性研究方法侧重于人的能力和技术能力。研究结果表明,人工智能能力没有以支持人工智能能力的核心模块的形式充分融入被评估高校的公共管理课程。这些能力只是得到选修(任选)模块的松散支持。必须通过在文学学士课程中引入有针对性的人工智能能力培训,来弥补所评估的南非高等院校公共管理课程中的这一普遍人工智能能力差距,以实现公共部门的数字化。这将有助于培养一支有能力应对人工智能带来的机遇和挑战的公共部门人才队伍,并最大限度地发挥这一变革性技术的潜力。
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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