From the classics to the cuts

IF 1.5 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2015-06-26 DOI:10.1177/0144739415587394

R. Shand, K. Howell

引用次数: 9

Abstract

This article intends to raise a number of issues regarding teaching public administration in the higher education sector and the value it has for individuals and society. The article explores the issue of value with reference to the teaching and learning of Public Administration as a discipline in the wider societal context. The article argues that the provision of public administration is a vital contributor to societal good, in terms of public service professions and the moral values that underpin the notion of public service. To this end, the article focuses on how we can apply classical theory to the concept of value in the teaching of public administration, linked to recent discussions of the discipline and its role in both theory and practice.

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从经典到剪辑

本文旨在就高等教育部门的公共管理教学及其对个人和社会的价值提出一些问题。本文探讨了公共行政作为一门学科在更广泛的社会背景下的教学和学习的价值问题。这篇文章认为，就公共服务专业和支撑公共服务概念的道德价值观而言，公共行政的提供是社会福祉的重要贡献者。为此，本文将重点关注我们如何将经典理论应用于公共行政教学中的价值概念，并与最近对该学科及其在理论和实践中的作用的讨论联系起来。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

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.