Pub Date : 2024-03-15DOI: 10.1177/01447394241239514
Amber Overholser
In “Women, power and rape culture: The politics of policy and underrepresentation”, authors Bonnie Stabile and Aubrey Leigh Grant provide a rich overview and detailed research surrounding the reality and politics of harassment, sexual assault, and rape within Legislative, Judicial, and Executive branches, and the avenue to those branches our college campuses during former President Trump’s term. The authors’ unique ability to connect the ways in which these powerful institutions create and exacerbate structural impediment to women’s full participation in places of power provides a much-needed addition to the national conversation about how we can, and should, do better in terms of gender equity and full inclusion in places of power.
{"title":"A review of women, power, and rape culture: The politics and policy of under-representation","authors":"Amber Overholser","doi":"10.1177/01447394241239514","DOIUrl":"https://doi.org/10.1177/01447394241239514","url":null,"abstract":"In “Women, power and rape culture: The politics of policy and underrepresentation”, authors Bonnie Stabile and Aubrey Leigh Grant provide a rich overview and detailed research surrounding the reality and politics of harassment, sexual assault, and rape within Legislative, Judicial, and Executive branches, and the avenue to those branches our college campuses during former President Trump’s term. The authors’ unique ability to connect the ways in which these powerful institutions create and exacerbate structural impediment to women’s full participation in places of power provides a much-needed addition to the national conversation about how we can, and should, do better in terms of gender equity and full inclusion in places of power.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153259","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}
Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear.
{"title":"Unveiling the duality: Visiting the big questions of public administration education through qualitative insights from Türkiye","authors":"Volkan Göçoğlu, İpek Didem Göçoğlu, Atahan Demirkol","doi":"10.1177/01447394241239495","DOIUrl":"https://doi.org/10.1177/01447394241239495","url":null,"abstract":"Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140153429","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 : 2024-01-29DOI: 10.1177/01447394241230152
Jayanthi Muniandy, Mahiswaran Selvanathan
The emergence of ChatGPT, an OpenAI chatbot, has revolutionised our education system to a new phase. It is an innovative approach to future learning, including in the English as a Second Language (ESL) classroom. Since its inception, ChatGPT has been remarkably used by most educators and learners. Nevertheless, its application in the flipped classroom, especially in enhancing ESL learners’ speaking skills, is notably an innovative and novel phenomenon. Besides, educators’ challenges in giving instant feedback to learners and creating an engaging learning environment in the flipped classroom emerged as a crucial consideration. Therefore, this study aims to investigate the effectiveness of ChatGPT as a partnering tool in developing ESL learners’ speaking skills in the flipped classroom setting in a Malaysian public university. This study also scrutinises ESL learners’ challenges in using ChatGPT to develop speaking skills. The researchers employ a mixed-method design incorporating a five-point Likert scale questionnaire and focus group interviews. The quantitative data was analysed using descriptive statistics, while the qualitative data was analysed through thematic analysis. The findings of this study offer significant implications for various stakeholders in the educational industry. Policymakers, course designers, educators, learners, and even the Ministry of Education will obtain valuable insights, especially in decision-making, innovative teaching approaches, and learners’ speaking abilities in the ESL flipped classroom.
{"title":"ChatGPT, a partnering tool to improve ESL learners’ speaking skills: Case study in a Public University, Malaysia","authors":"Jayanthi Muniandy, Mahiswaran Selvanathan","doi":"10.1177/01447394241230152","DOIUrl":"https://doi.org/10.1177/01447394241230152","url":null,"abstract":"The emergence of ChatGPT, an OpenAI chatbot, has revolutionised our education system to a new phase. It is an innovative approach to future learning, including in the English as a Second Language (ESL) classroom. Since its inception, ChatGPT has been remarkably used by most educators and learners. Nevertheless, its application in the flipped classroom, especially in enhancing ESL learners’ speaking skills, is notably an innovative and novel phenomenon. Besides, educators’ challenges in giving instant feedback to learners and creating an engaging learning environment in the flipped classroom emerged as a crucial consideration. Therefore, this study aims to investigate the effectiveness of ChatGPT as a partnering tool in developing ESL learners’ speaking skills in the flipped classroom setting in a Malaysian public university. This study also scrutinises ESL learners’ challenges in using ChatGPT to develop speaking skills. The researchers employ a mixed-method design incorporating a five-point Likert scale questionnaire and focus group interviews. The quantitative data was analysed using descriptive statistics, while the qualitative data was analysed through thematic analysis. The findings of this study offer significant implications for various stakeholders in the educational industry. Policymakers, course designers, educators, learners, and even the Ministry of Education will obtain valuable insights, especially in decision-making, innovative teaching approaches, and learners’ speaking abilities in the ESL flipped classroom.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139954762","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 : 2024-01-19DOI: 10.1177/01447394241229173
Gerrit van der Waldt
Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation.
{"title":"Global and transnational governance: Implications for public administration teaching","authors":"Gerrit van der Waldt","doi":"10.1177/01447394241229173","DOIUrl":"https://doi.org/10.1177/01447394241229173","url":null,"abstract":"Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613503","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 : 2024-01-18DOI: 10.1177/01447394241227695
Ratna Okhai
{"title":"Book review: Intersectionality and crisis management: A path to social","authors":"Ratna Okhai","doi":"10.1177/01447394241227695","DOIUrl":"https://doi.org/10.1177/01447394241227695","url":null,"abstract":"","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526274","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 : 2023-12-22DOI: 10.1177/01447394231223071
Reynold V. Galope, Robert Bilyk, Daniel Woldeab
This study exploits a natural experiment to establish the equivalence and/or difference in student learning outcomes between online and face-to-face public and nonprofit administration courses. Its main contribution is thus methodological. We will reexamine the online v. classroom debate - the face-to-face lecture is still the most effective method to deliver course content to students - using a new dataset and estimation approach. Our research addresses this causal inference question: Does the format of course delivery impact student learning? The most robust empirical strategy to rule out alternative explanations in causal studies is the experimental approach. In this study, we did not employ the experimental research design or any standard techniques, for example, regression analysis, available to the program evaluator or policy analyst. Instead, we exploited a naturally occurring phenomenon in a classroom environment to approximate statistical equivalence in the characteristics of students in the online and classroom formats and satisfy the exogeneity assumption of the treatment variable. Its more practical contribution is the use of learning theory and new research in online pedagogy to discuss the study’s conclusions and implications for online programming, instruction, and program coordination. We developed the feedback as teaching philosophy or approach to close the gap between the learning outcomes of completely asynchronous online and entirely face-to-face classes in public administration.
{"title":"Exploiting a natural experiment in assessing student learning outcomes in public and nonprofit administration: A demonstration","authors":"Reynold V. Galope, Robert Bilyk, Daniel Woldeab","doi":"10.1177/01447394231223071","DOIUrl":"https://doi.org/10.1177/01447394231223071","url":null,"abstract":"This study exploits a natural experiment to establish the equivalence and/or difference in student learning outcomes between online and face-to-face public and nonprofit administration courses. Its main contribution is thus methodological. We will reexamine the online v. classroom debate - the face-to-face lecture is still the most effective method to deliver course content to students - using a new dataset and estimation approach. Our research addresses this causal inference question: Does the format of course delivery impact student learning? The most robust empirical strategy to rule out alternative explanations in causal studies is the experimental approach. In this study, we did not employ the experimental research design or any standard techniques, for example, regression analysis, available to the program evaluator or policy analyst. Instead, we exploited a naturally occurring phenomenon in a classroom environment to approximate statistical equivalence in the characteristics of students in the online and classroom formats and satisfy the exogeneity assumption of the treatment variable. Its more practical contribution is the use of learning theory and new research in online pedagogy to discuss the study’s conclusions and implications for online programming, instruction, and program coordination. We developed the feedback as teaching philosophy or approach to close the gap between the learning outcomes of completely asynchronous online and entirely face-to-face classes in public administration.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138944492","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 : 2023-12-18DOI: 10.1177/01447394231223054
Bannykh G, Kostina S, Zaitseva E
Modern conditions of public administration are formed in the BANI world ( Grabmeier, 2020 ), unstable, disturbing, uniquely technological and digital. How many of today's civil servants are capable of functioning in such a world through current training and professional development systems? This issue is particularly relevant for post-Soviet countries, as most of them belong to emerging economies that are still shaping their own unique public administration system. The article is aimed at studying the practice of professional development of civil servants within the framework of additional education in post-Soviet countries in the context of digitalisation. According to the study, it is clear that the Soviet model of supplementary education for civil servants is still valid, with minor differences in the countries studied. This model is characterised by a centralised organisation of training of civil servants within the framework of specially created structures (public service academies). With the transition to digital learning, countries are differentiated by the pace and level of transition to distance and e-learning for public servants.
{"title":"Overview of the practice of training civil servants in post-Soviet countries in the context of digitalization","authors":"Bannykh G, Kostina S, Zaitseva E","doi":"10.1177/01447394231223054","DOIUrl":"https://doi.org/10.1177/01447394231223054","url":null,"abstract":"Modern conditions of public administration are formed in the BANI world ( Grabmeier, 2020 ), unstable, disturbing, uniquely technological and digital. How many of today's civil servants are capable of functioning in such a world through current training and professional development systems? This issue is particularly relevant for post-Soviet countries, as most of them belong to emerging economies that are still shaping their own unique public administration system. The article is aimed at studying the practice of professional development of civil servants within the framework of additional education in post-Soviet countries in the context of digitalisation. According to the study, it is clear that the Soviet model of supplementary education for civil servants is still valid, with minor differences in the countries studied. This model is characterised by a centralised organisation of training of civil servants within the framework of specially created structures (public service academies). With the transition to digital learning, countries are differentiated by the pace and level of transition to distance and e-learning for public servants.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965119","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}
Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students ( n = 91) and faculty members ( n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation.
{"title":"Factors affecting learning outcomes achievement of public administration bachelor students in Ethiopia","authors":"Kiflie Worku Angaw, Bacha Kebede Debela, Marleen Brans","doi":"10.1177/01447394231223079","DOIUrl":"https://doi.org/10.1177/01447394231223079","url":null,"abstract":"Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students ( n = 91) and faculty members ( n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138994585","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 : 2023-09-28DOI: 10.1177/01447394231204697
Stefan A Perun
This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master’s of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.
{"title":"“’Why? Why? Why?’ is the question of the course”: Master’s of Public Administration students’ perspectives on their learning in a standalone ethics course and the implications for ethics education throughout the curriculum","authors":"Stefan A Perun","doi":"10.1177/01447394231204697","DOIUrl":"https://doi.org/10.1177/01447394231204697","url":null,"abstract":"This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master’s of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385780","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 : 2023-09-27DOI: 10.1177/01447394231204687
Henry Muley
{"title":"Book Review: Maher, C. S., Park, S., McDonald B. D., & Deller, S. C. 2023. Understanding Municipal Fiscal Health: A Model for Local Governments in the USA. Routledge. 978-1032055428.","authors":"Henry Muley","doi":"10.1177/01447394231204687","DOIUrl":"https://doi.org/10.1177/01447394231204687","url":null,"abstract":"","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535302","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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