Pub Date : 2020-12-22DOI: 10.1177/0144739420978249
James M. McQuiston, A. Manoharan
New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.
{"title":"E-Government and information technology coursework in public administration programs in Asia","authors":"James M. McQuiston, A. Manoharan","doi":"10.1177/0144739420978249","DOIUrl":"https://doi.org/10.1177/0144739420978249","url":null,"abstract":"New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420978249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-06DOI: 10.1177/0144739420977900
Mahiswaran Selvanathan, N. Hussin, Noor Alyani Nor Azazi
Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.
{"title":"Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions","authors":"Mahiswaran Selvanathan, N. Hussin, Noor Alyani Nor Azazi","doi":"10.1177/0144739420977900","DOIUrl":"https://doi.org/10.1177/0144739420977900","url":null,"abstract":"Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420977900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-02DOI: 10.1177/0144739420977902
Christopher L. Atkinson
This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.
{"title":"Significant learning and public administration education: The impact of short-term courses","authors":"Christopher L. Atkinson","doi":"10.1177/0144739420977902","DOIUrl":"https://doi.org/10.1177/0144739420977902","url":null,"abstract":"This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420977902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41885277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-02DOI: 10.1177/0144739420974737
L. Lues
In this article, the aim is to question the relevance of well-known public leadership styles to the 21st century. The aim is buoyed by the notion that traditional leadership styles, even more so conventional ways of leading, will no longer ensure success, as 21st-century risks have had a considerable impact on the role and disposition of the public leader. The article draws on a qualitative review of academic papers and articles, documentary materials, surveys, and reports. An analysis of this material is used to gain a broad understanding of how public leadership styles are transforming under the impetus of the 21st century. The discussion is based on the challenges that public leaders are likely to face over the next decade, the pacesetters for public leaders to transform in the 21st century, and recommendations guiding public leadership styles for the 21st century.
{"title":"Has public leadership as we know it reached the end of its shelf life? Exploring leadership styles in the 21st century","authors":"L. Lues","doi":"10.1177/0144739420974737","DOIUrl":"https://doi.org/10.1177/0144739420974737","url":null,"abstract":"In this article, the aim is to question the relevance of well-known public leadership styles to the 21st century. The aim is buoyed by the notion that traditional leadership styles, even more so conventional ways of leading, will no longer ensure success, as 21st-century risks have had a considerable impact on the role and disposition of the public leader. The article draws on a qualitative review of academic papers and articles, documentary materials, surveys, and reports. An analysis of this material is used to gain a broad understanding of how public leadership styles are transforming under the impetus of the 21st century. The discussion is based on the challenges that public leaders are likely to face over the next decade, the pacesetters for public leaders to transform in the 21st century, and recommendations guiding public leadership styles for the 21st century.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420974737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-02DOI: 10.1177/0144739420968870
Fred Awaah, P. Okebukola, A. Ebisin, Deborah O. Agbanimu, Esther O. Peter, O. A. Ajayi, Olasunkanmi A. Gbeleyi, Francis A. Onyewuchi, A. Oladejo, M. Adewusi, Ibukunolu A. Ademola, Franklin U. Onowugbeda, Tokunbo Odekeye, Rianat Lawal
There have been few studies on topic difficulty in the public administration curriculum of African universities. This is further problematized by non-existent literature on the relationships between gender, future career interest and country of study on student difficulty in the study of public administration. This is a gap in the public administration literature which this study attempts to fill. The work is significant to the extent that our understanding of ‘where the shirt tights’ regarding topics that students find difficult will guide teachers and other stakeholders in applying appropriate remedies. The purpose of the study is to find out (a) what topics in public administration students find difficult to learn; (b) if there are statistically significant relationship between gender and concept difficulty in the study of public administration in African universities; (c) if there are statistically significant relationship between student’s career interest and concept difficulty in the study of public administration; and (d) if there are statistically significant relationship between country of study and concept difficulty in the study of public administration. Quantitative method was employed with sample (N = 650). The study reports bureaucracy, decentralization, public policy and politics as moderately difficult; significant relationship between gender and concept difficulty; and significant relationship between student future career interest and concept difficulty. We suggest curriculum development that would improve students’ knowledge by laying more emphasis on the perceived difficult areas in the study of public administration, gender, and encourage early students’ interest in public sector career choices.
{"title":"Influence of gender and career interest on African university students’ perceived difficult concepts in the study of public administration","authors":"Fred Awaah, P. Okebukola, A. Ebisin, Deborah O. Agbanimu, Esther O. Peter, O. A. Ajayi, Olasunkanmi A. Gbeleyi, Francis A. Onyewuchi, A. Oladejo, M. Adewusi, Ibukunolu A. Ademola, Franklin U. Onowugbeda, Tokunbo Odekeye, Rianat Lawal","doi":"10.1177/0144739420968870","DOIUrl":"https://doi.org/10.1177/0144739420968870","url":null,"abstract":"There have been few studies on topic difficulty in the public administration curriculum of African universities. This is further problematized by non-existent literature on the relationships between gender, future career interest and country of study on student difficulty in the study of public administration. This is a gap in the public administration literature which this study attempts to fill. The work is significant to the extent that our understanding of ‘where the shirt tights’ regarding topics that students find difficult will guide teachers and other stakeholders in applying appropriate remedies. The purpose of the study is to find out (a) what topics in public administration students find difficult to learn; (b) if there are statistically significant relationship between gender and concept difficulty in the study of public administration in African universities; (c) if there are statistically significant relationship between student’s career interest and concept difficulty in the study of public administration; and (d) if there are statistically significant relationship between country of study and concept difficulty in the study of public administration. Quantitative method was employed with sample (N = 650). The study reports bureaucracy, decentralization, public policy and politics as moderately difficult; significant relationship between gender and concept difficulty; and significant relationship between student future career interest and concept difficulty. We suggest curriculum development that would improve students’ knowledge by laying more emphasis on the perceived difficult areas in the study of public administration, gender, and encourage early students’ interest in public sector career choices.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420968870","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46781311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-29DOI: 10.1177/0144739420968862
Ian C. Elliott, Ian Robson, A. Dudau
Public administration as a field of work and study offers a theoretically rich yet practical tool to enact student engagement and the ideal of students-as-partners: the principles of service co-creation. Public administration, as an interdisciplinary and applied field, promoting and reflecting democratic principles, is a good source of tools for practice. As such we expect it to be particularly suitable for curriculum co-design principles. Our research sets potential benefits and challenges in facilitating a co-designed curriculum for public administration programmes. In doing so we make the case for more co-design and co-production of teaching as a tool to achieve enhanced understanding of these concepts and greater student engagement.
{"title":"Building student engagement through co-production and curriculum co-design in public administration programmes","authors":"Ian C. Elliott, Ian Robson, A. Dudau","doi":"10.1177/0144739420968862","DOIUrl":"https://doi.org/10.1177/0144739420968862","url":null,"abstract":"Public administration as a field of work and study offers a theoretically rich yet practical tool to enact student engagement and the ideal of students-as-partners: the principles of service co-creation. Public administration, as an interdisciplinary and applied field, promoting and reflecting democratic principles, is a good source of tools for practice. As such we expect it to be particularly suitable for curriculum co-design principles. Our research sets potential benefits and challenges in facilitating a co-designed curriculum for public administration programmes. In doing so we make the case for more co-design and co-production of teaching as a tool to achieve enhanced understanding of these concepts and greater student engagement.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420968862","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45597491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-12DOI: 10.1177/0144739420963153
Onah Celestine Chijioke, A. Ikechukwu, A. Aloysius
The role theory plays in research work cannot be over-emphasized. A theory that is apt gives direction to research work in explaining, organizing, analyzing, and predicting phenomenon and showing their relationships in order to enhance understanding. Despite these roles played by theory, upcoming scholars and students many at times fail to use theory that is apt in their research work, while some skip to adopt any theory in their research, even when it is necessary to adopt one. Thus, leading to disjointed and poor research work. Lack of good theory and/or lack of its correct application instantly de-links the relationship and blurs the understanding of research questions, variables, and hypotheses, which theory integrates to give a coherent and holistic view of phenomenon, and answering the question of “why” the phenomenon is the “way” it is. Explanatory and qualitative research approaches were employed. Secondary data were collected from books, journal articles; internet materials, etc. were used in analyzing the roles theory plays in research work. The findings are (1) that the purpose of theory is to explain, describe, analyze, and predict phenomenon to aid understanding (2) a good theory that is apt and well applied gives clarity and logicality to the problem understudy (3) theory in research is like a bridge that links concepts, variables, and hypotheses. The paper recommends among other things that scholars/teachers should devote more chapters or contribute more papers in journal specifically on theory.
{"title":"Understanding theory in social science research: Public administration in perspective","authors":"Onah Celestine Chijioke, A. Ikechukwu, A. Aloysius","doi":"10.1177/0144739420963153","DOIUrl":"https://doi.org/10.1177/0144739420963153","url":null,"abstract":"The role theory plays in research work cannot be over-emphasized. A theory that is apt gives direction to research work in explaining, organizing, analyzing, and predicting phenomenon and showing their relationships in order to enhance understanding. Despite these roles played by theory, upcoming scholars and students many at times fail to use theory that is apt in their research work, while some skip to adopt any theory in their research, even when it is necessary to adopt one. Thus, leading to disjointed and poor research work. Lack of good theory and/or lack of its correct application instantly de-links the relationship and blurs the understanding of research questions, variables, and hypotheses, which theory integrates to give a coherent and holistic view of phenomenon, and answering the question of “why” the phenomenon is the “way” it is. Explanatory and qualitative research approaches were employed. Secondary data were collected from books, journal articles; internet materials, etc. were used in analyzing the roles theory plays in research work. The findings are (1) that the purpose of theory is to explain, describe, analyze, and predict phenomenon to aid understanding (2) a good theory that is apt and well applied gives clarity and logicality to the problem understudy (3) theory in research is like a bridge that links concepts, variables, and hypotheses. The paper recommends among other things that scholars/teachers should devote more chapters or contribute more papers in journal specifically on theory.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-06DOI: 10.1177/0144739420961442
A. Judge
Policy writing assessments are increasingly used as an alternative or supplementary method of assessment within the teaching of politics and policy. Such assessments, often referred to as ‘policy briefs’ or ‘briefing memos’, are often used to develop writing skills and to encourage active learning of policy-related topics among students. While they can be readily adapted to different teaching and learning contexts, it can be challenging to make appropriate design choices to implement policy writing assessments so that are able to meet the learning aims of students. This article sets out a heuristic framework, derived from the existing literature on policy writing assessments to help clarify these choices. It advocates for viewing assessment design as embedded within course design and emphasises the pedagogical and contextual aspects of assessment design. To illustrate how this heuristic framework can help those involved in course design, this article concludes with a reconstruction of the design process for a policy writing assessment in an undergraduate course on Global Energy Politics.
{"title":"Designing and implementing policy writing assessments: A practical guide","authors":"A. Judge","doi":"10.1177/0144739420961442","DOIUrl":"https://doi.org/10.1177/0144739420961442","url":null,"abstract":"Policy writing assessments are increasingly used as an alternative or supplementary method of assessment within the teaching of politics and policy. Such assessments, often referred to as ‘policy briefs’ or ‘briefing memos’, are often used to develop writing skills and to encourage active learning of policy-related topics among students. While they can be readily adapted to different teaching and learning contexts, it can be challenging to make appropriate design choices to implement policy writing assessments so that are able to meet the learning aims of students. This article sets out a heuristic framework, derived from the existing literature on policy writing assessments to help clarify these choices. It advocates for viewing assessment design as embedded within course design and emphasises the pedagogical and contextual aspects of assessment design. To illustrate how this heuristic framework can help those involved in course design, this article concludes with a reconstruction of the design process for a policy writing assessment in an undergraduate course on Global Energy Politics.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420961442","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1177/0144739420963154
Bruce D. McDonald
The outbreak of severe acute respiratory syndrome coronavirus (SARS-CoV-2), and its resulting coronavirus disease 19 (COVID-19), needs no introduction. Since the outbreak began in December 2019, governments and nonprofit organizations around the globe have rushed to contain the pandemic and to assist those who have been impacted (McDonald and Larson, 2020; Wu et al., 2020). As the world struggles to respond, within the field of public administration, journals such as Public Administration Review, Administrative Theory and Praxis, and Review of Public Personnel Administration have led the charge to engage researchers on projects that may assist or inform the work of our practitioner counterparts (see Deslatte et al., 2020; Kettl, 2020; Maher et al., 2020; McDonald et al., 2020). While the research has assisted in moving the recovery forward, one area that still needs attention is what the outbreak means for public administration education. We are currently in a state of uncertainty. The spring 2020 semester that shifted programs online has ended, but the planning for the 2020–2021 academic year is still underway. Despite the reopening of many economies, the anticipated second wave looms over the heads of students, faculty, and administrators alike. It is in this purgatory that two questions of pedagogy come to mind: What does the pandemic mean for the state of online education in public administration. What does it mean for how we train students going forward? It is these two questions that I would like to address in this article.
{"title":"Teaching in uncertain times: The future of public administration education","authors":"Bruce D. McDonald","doi":"10.1177/0144739420963154","DOIUrl":"https://doi.org/10.1177/0144739420963154","url":null,"abstract":"The outbreak of severe acute respiratory syndrome coronavirus (SARS-CoV-2), and its resulting coronavirus disease 19 (COVID-19), needs no introduction. Since the outbreak began in December 2019, governments and nonprofit organizations around the globe have rushed to contain the pandemic and to assist those who have been impacted (McDonald and Larson, 2020; Wu et al., 2020). As the world struggles to respond, within the field of public administration, journals such as Public Administration Review, Administrative Theory and Praxis, and Review of Public Personnel Administration have led the charge to engage researchers on projects that may assist or inform the work of our practitioner counterparts (see Deslatte et al., 2020; Kettl, 2020; Maher et al., 2020; McDonald et al., 2020). While the research has assisted in moving the recovery forward, one area that still needs attention is what the outbreak means for public administration education. We are currently in a state of uncertainty. The spring 2020 semester that shifted programs online has ended, but the planning for the 2020–2021 academic year is still underway. Despite the reopening of many economies, the anticipated second wave looms over the heads of students, faculty, and administrators alike. It is in this purgatory that two questions of pedagogy come to mind: What does the pandemic mean for the state of online education in public administration. What does it mean for how we train students going forward? It is these two questions that I would like to address in this article.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45904160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-30DOI: 10.1177/0144739420963161
S. Lahiri, J. Rajan
Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges—especially in the context of the SDGs and the role of LGIs.
{"title":"Local governments and sustainable development: Nurturing best practices through horizontal learning process (HLP) across countries","authors":"S. Lahiri, J. Rajan","doi":"10.1177/0144739420963161","DOIUrl":"https://doi.org/10.1177/0144739420963161","url":null,"abstract":"Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges—especially in the context of the SDGs and the role of LGIs.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420963161","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41903608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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