{"title":"Special issue on the teaching–research nexus in public administration curricula","authors":"P. Marks, Frans-Bauke van der Meer","doi":"10.1177/0144739415620951","DOIUrl":null,"url":null,"abstract":"Research and teaching are the main substantive activities of university staff members. \nHow are both areas connected to each other? What is the role of research in teaching? \nHow can research be used to improve the quality and impact of teaching? This is exactly \nwhat this special issue of Teaching Public Administration is about. Everybody will agree \nthat one of the core tasks of teaching staff at the public administration departments of \nuniversities consists of conducting and publishing research, as well as teaching students \nabout the discipline. However, research and teaching do not always seem to match. Life \ninside the classroom seems to be becoming increasingly detached from the research that \nis being undertaken by the teachers themselves. However, students could greatly benefit \nfrom a stronger connection between research and teaching. First of all, a connection \nbetween or the integration of research and teaching may help students to become \nresearch-minded and to perform actual research more adequately. Methods courses and \ndedicated research assignments are, of course, essential, but more inclusive integration \nof research into teaching may help students to gain a better feeling for which methods \ncould or should be used when, and for how data may be interpreted. Secondly, a research \norientation in teaching may help students to become more critical and reflexive. On an \nacademic level, ‘knowledge’ should not be taken for granted, but its base, presuppositions \nand meaning, should be subject to debate. Students should socialize in a culture in \nwhich such debate, and their creative participation in it, is self-evident. The purpose of \nthis special issue is to bring together contributions that deal with issues on incorporating \nresearch into teaching programs. [...]","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"34 1","pages":"3 - 6"},"PeriodicalIF":1.5000,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739415620951","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0144739415620951","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
Research and teaching are the main substantive activities of university staff members.
How are both areas connected to each other? What is the role of research in teaching?
How can research be used to improve the quality and impact of teaching? This is exactly
what this special issue of Teaching Public Administration is about. Everybody will agree
that one of the core tasks of teaching staff at the public administration departments of
universities consists of conducting and publishing research, as well as teaching students
about the discipline. However, research and teaching do not always seem to match. Life
inside the classroom seems to be becoming increasingly detached from the research that
is being undertaken by the teachers themselves. However, students could greatly benefit
from a stronger connection between research and teaching. First of all, a connection
between or the integration of research and teaching may help students to become
research-minded and to perform actual research more adequately. Methods courses and
dedicated research assignments are, of course, essential, but more inclusive integration
of research into teaching may help students to gain a better feeling for which methods
could or should be used when, and for how data may be interpreted. Secondly, a research
orientation in teaching may help students to become more critical and reflexive. On an
academic level, ‘knowledge’ should not be taken for granted, but its base, presuppositions
and meaning, should be subject to debate. Students should socialize in a culture in
which such debate, and their creative participation in it, is self-evident. The purpose of
this special issue is to bring together contributions that deal with issues on incorporating
research into teaching programs. [...]
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.