Pub Date : 2023-07-28DOI: 10.1177/01447394231191927
B. Kusumasari, S. Sajida, A. Santoso, Fadhli Zul Fauzi
The turbulent environment pushes public administration to its limits, resulting in revolutionary changes. When the pandemic hit the world in early 2020, public administration was faced not only with complex problems, but also tumultuous challenges marked by the emergence of unpredictable events. In the new hybrid world, public administration has evolved into a distinct model that enables organizations to use new and emerging technologies. By redefining the characteristics of speed, ethics, and fusion, this article aims to contribute to the discussion of how a hybrid approach to public administration may contribute to ongoing debates.
{"title":"The Reinventing of public administration in the new hybrid world","authors":"B. Kusumasari, S. Sajida, A. Santoso, Fadhli Zul Fauzi","doi":"10.1177/01447394231191927","DOIUrl":"https://doi.org/10.1177/01447394231191927","url":null,"abstract":"The turbulent environment pushes public administration to its limits, resulting in revolutionary changes. When the pandemic hit the world in early 2020, public administration was faced not only with complex problems, but also tumultuous challenges marked by the emergence of unpredictable events. In the new hybrid world, public administration has evolved into a distinct model that enables organizations to use new and emerging technologies. By redefining the characteristics of speed, ethics, and fusion, this article aims to contribute to the discussion of how a hybrid approach to public administration may contribute to ongoing debates.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45926468","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 : 2023-07-27DOI: 10.1177/01447394231191935
Herman Aksom, V. Vakulenko
In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and “explaining” how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.
{"title":"Revisiting the scope and suggesting novel domains of institutional theory in the public administration research","authors":"Herman Aksom, V. Vakulenko","doi":"10.1177/01447394231191935","DOIUrl":"https://doi.org/10.1177/01447394231191935","url":null,"abstract":"In this conceptual paper, we aim to revisit key research themes in contemporary organizational institutionalism and by doing this, redirect attention of scholars in public administration towards the most promising domains of application of institutional theory. We propose to shift attention from enabling and power-induced framing of institutional theory towards understanding it as a theory that helps recognize and analyse institutional pressures, constraints and inertia that influence administrative reforms and other organizational change attempts in public organizations. We sharpen the focus of institutional theory, specify the boundaries of institutional explanations by analysing questions that lie beyond institutional theory domain of application and suggest most promising research directions. Thus, we warn against unnecessary inflation of the scope of a theoretical apparatus and “explaining” how actors create, change and disrupt institutions and propose how institutional theory can be applied to predict the patterns of success or failure of changes in the public sector.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44976462","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 : 2023-06-02DOI: 10.1177/01447394231180281
X. Thani, J. Wessels, R. Visagie
This study aims to explore the role of a doctoral supervisor in doctoral candidates’ state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor’s role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors’ and doctoral candidates’ perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the ‘voyage by ocean’ metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor’s role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates’ methodological preparedness.
{"title":"The supervisor as a ‘coastguard’ in the methodological preparedness of doctoral candidates","authors":"X. Thani, J. Wessels, R. Visagie","doi":"10.1177/01447394231180281","DOIUrl":"https://doi.org/10.1177/01447394231180281","url":null,"abstract":"This study aims to explore the role of a doctoral supervisor in doctoral candidates’ state of methodological preparedness within a specific disciplinary and institutional context. The number of doctoral graduates per million is commonly used as an indicator of progress to high-level competence and growth, and has become a global policy priority. The throughput rate of doctoral candidates is closely associated with their methodological preparedness, for which doctoral supervision is one of the key antecedents. While several studies have explored supervisory qualities as perceived and experienced by doctoral candidates, the supervisor’s role, as perceived and experienced by supervisors themselves, appears to be under-researched. This study aims to provide a deeper understanding of this role from both the supervisors’ and doctoral candidates’ perspectives. This study departed from the view that researchers and participants share the world of doctoral supervision. Hence, we used phenomenology as an approach to the world of doctoral supervision, employing the Interpretive Phenomenological Analysis (IPA) method to understand how doctoral supervisors and candidates make sense of their lived experiences of doctoral supervision. We deliberately decided against survey studies as used in related studies. Although previous research utilised the ‘voyage by ocean’ metaphor concerning doctoral education, this study extends the discourse by applying an interpretive phenomenological design to provide a rich description of the supervisor’s role as a coastguard within the context of an open distance learning institution. Doctoral supervisors perform a coastguard role in ensuring that candidates meet the regulatory requirements for their doctoral voyage, are timeously rescued and supported during their voyage, receive the necessary navigation assistance to reach their destinations, and are cared for in a humanitarian way. We recommend that a similar study be conducted on a large scale and in different contexts to further inform the enhancement of doctoral candidates’ methodological preparedness.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48309798","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 : 2023-04-18DOI: 10.1177/01447394231169899
Nicolás Bentancur
The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world. This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries.
{"title":"Northern theories and Southern policies. Why the most influential approaches are insufficient for teaching public policy in Latin America","authors":"Nicolás Bentancur","doi":"10.1177/01447394231169899","DOIUrl":"https://doi.org/10.1177/01447394231169899","url":null,"abstract":"The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world. This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41958565","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 : 2023-04-17DOI: 10.1177/01447394231165168
Wan-Ling Huang
This study aims to propound an instructional design for a service-learning course grounded in public problem analysis and verify its immediate and sustained outcomes through the actual instructional process. A quasi-experimental research design was adopted wherein students who were enrolling in a service-learning course were considered as a treatment group, while those not enrolling in the course were categorized into a comparison group. Three-wave surveys were distributed at the beginning, end, and 6 months after the end of the course. Our difference-in-differences (DID) analysis showed that the project-based service-learning experience seems to be negatively related to perceived problem-solving ability but positively associated with students’ public service motivation (PSM) in the short term. However, the above influence did not sustain as time progressed. This study helps to clarify the relation between service-learning courses and students’ problem-solving ability as well as PSM in the field of public affairs education. It can also serve as a foundation for efforts to improve subsequent instructional plans of service-learning courses.
{"title":"Immediate and sustained effect of a service-learning course grounded in public problem analysis","authors":"Wan-Ling Huang","doi":"10.1177/01447394231165168","DOIUrl":"https://doi.org/10.1177/01447394231165168","url":null,"abstract":"This study aims to propound an instructional design for a service-learning course grounded in public problem analysis and verify its immediate and sustained outcomes through the actual instructional process. A quasi-experimental research design was adopted wherein students who were enrolling in a service-learning course were considered as a treatment group, while those not enrolling in the course were categorized into a comparison group. Three-wave surveys were distributed at the beginning, end, and 6 months after the end of the course. Our difference-in-differences (DID) analysis showed that the project-based service-learning experience seems to be negatively related to perceived problem-solving ability but positively associated with students’ public service motivation (PSM) in the short term. However, the above influence did not sustain as time progressed. This study helps to clarify the relation between service-learning courses and students’ problem-solving ability as well as PSM in the field of public affairs education. It can also serve as a foundation for efforts to improve subsequent instructional plans of service-learning courses.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44993419","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 : 2023-03-10DOI: 10.1177/01447394231159985
Luiz César Silva, Isabel Maria Macedo, Maria Thompson
Global disruptions are marking our days and calling on individuals, institutions, and the State for institutional change. Given the need to understand changing processes and their implications for ...
{"title":"Revisiting the debate on institutions, the state and institutional change: The relevance of institutional theory to public administration teaching","authors":"Luiz César Silva, Isabel Maria Macedo, Maria Thompson","doi":"10.1177/01447394231159985","DOIUrl":"https://doi.org/10.1177/01447394231159985","url":null,"abstract":"Global disruptions are marking our days and calling on individuals, institutions, and the State for institutional change. Given the need to understand changing processes and their implications for ...","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"105 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516207","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 : 2023-02-24DOI: 10.1177/01447394231159998
Sotirios Karatzimas
Recent literature highlights the importance of providing citizens public sector accounting education to help them become public finance literate. This study performs a questionnaire-based survey to a convenient sample of citizens to collect their perspective on the topic. The results indicate an average familiarity of the respondents with key public finance concepts, with male respondents appearing more familiar. The respondents place more importance in being able to monitor and assess the state’s financial performance and condition rather than that of the local government. In practice, when making voting decisions during municipal elections they focus less on financial information, compared to when it comes to state elections, mainly due to difficulties in accessing the municipalities’ financial information. The respondents are further supportive of receiving public sector accounting education as they believe it could help them monitor the local and state government’s financial condition and performance, take more rational election decisions and more actively participate to public matters. They perceive that such an education should take place from high-school and not earlier, and they find useful this educational process to continue via online and on-site seminars. Finally, they make recommendations on the specific content (learning objectives) of public sector accounting education at the different educational levels (school, high-school, municipal seminars, and online seminars).
{"title":"Citizens’ perceptions on public finance literacy: Familiarity, importance, actual use and proposed learning objectives","authors":"Sotirios Karatzimas","doi":"10.1177/01447394231159998","DOIUrl":"https://doi.org/10.1177/01447394231159998","url":null,"abstract":"Recent literature highlights the importance of providing citizens public sector accounting education to help them become public finance literate. This study performs a questionnaire-based survey to a convenient sample of citizens to collect their perspective on the topic. The results indicate an average familiarity of the respondents with key public finance concepts, with male respondents appearing more familiar. The respondents place more importance in being able to monitor and assess the state’s financial performance and condition rather than that of the local government. In practice, when making voting decisions during municipal elections they focus less on financial information, compared to when it comes to state elections, mainly due to difficulties in accessing the municipalities’ financial information. The respondents are further supportive of receiving public sector accounting education as they believe it could help them monitor the local and state government’s financial condition and performance, take more rational election decisions and more actively participate to public matters. They perceive that such an education should take place from high-school and not earlier, and they find useful this educational process to continue via online and on-site seminars. Finally, they make recommendations on the specific content (learning objectives) of public sector accounting education at the different educational levels (school, high-school, municipal seminars, and online seminars).","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42193965","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 : 2023-02-23DOI: 10.1177/01447394231159984
Beth M. Rauhaus
Teaching public administration theory and linking it to practice can be challenging; yet are central goals to MPA programs. Using relevant examples that students can relate to is instrumental in achieving the pedagogical goals of linking theory to practice and achieving the NASPAA competencies. New Amsterdam is used as a case study for MPA students to achieve the above mentioned goals. In this work, I provide a list of episodes accompanied by themes of the episode and core public administration areas each apply to such as budgeting, human resources, decision making, as well as discussion questions used. This work contributes to our pedagogical toolbox by adding relevant examples in a healthcare administration setting that helps students master the NASPAA competencies while linking theory to practice.
{"title":"“How may i help?”: Using New Amsterdam as a case study to link theory to practice","authors":"Beth M. Rauhaus","doi":"10.1177/01447394231159984","DOIUrl":"https://doi.org/10.1177/01447394231159984","url":null,"abstract":"Teaching public administration theory and linking it to practice can be challenging; yet are central goals to MPA programs. Using relevant examples that students can relate to is instrumental in achieving the pedagogical goals of linking theory to practice and achieving the NASPAA competencies. New Amsterdam is used as a case study for MPA students to achieve the above mentioned goals. In this work, I provide a list of episodes accompanied by themes of the episode and core public administration areas each apply to such as budgeting, human resources, decision making, as well as discussion questions used. This work contributes to our pedagogical toolbox by adding relevant examples in a healthcare administration setting that helps students master the NASPAA competencies while linking theory to practice.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43654047","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 : 2023-02-21DOI: 10.1177/01447394231159983
Bruce D. McDonald
Research on the scholarship of teaching and learning (SoTL) has tended to have a bad reputation within the field of public administration. In this manuscript, I discuss the issue of impactful research within the field and provide an argument for why we should be focusing more on pedagogical research than more traditional avenues. Not only does pedagogical research directly impact what and how we teach in the classroom, but it is tends to be read and cited at higher rates than some of the subfields within the discipline.
{"title":"The dark horse of public administration: The challenge of pedagogical research","authors":"Bruce D. McDonald","doi":"10.1177/01447394231159983","DOIUrl":"https://doi.org/10.1177/01447394231159983","url":null,"abstract":"Research on the scholarship of teaching and learning (SoTL) has tended to have a bad reputation within the field of public administration. In this manuscript, I discuss the issue of impactful research within the field and provide an argument for why we should be focusing more on pedagogical research than more traditional avenues. Not only does pedagogical research directly impact what and how we teach in the classroom, but it is tends to be read and cited at higher rates than some of the subfields within the discipline.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"3 - 10"},"PeriodicalIF":1.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48683229","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 : 2023-02-21DOI: 10.1177/01447394231159986
The Editors of TPA
The start of a new year, or in TPA’s case a new volume (41) is always a moment to pause and reflect.
新的一年的开始，或者在贸易促进权的案例中，新的数量(41)总是一个暂停和反思的时刻。
{"title":"A note from the editors of teaching public administration","authors":"The Editors of TPA","doi":"10.1177/01447394231159986","DOIUrl":"https://doi.org/10.1177/01447394231159986","url":null,"abstract":"The start of a new year, or in TPA’s case a new volume (41) is always a moment to pause and reflect.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"11 - 12"},"PeriodicalIF":1.7,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44451972","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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