Pub Date : 2022-09-02DOI: 10.1177/01447394221124818
Norma Munoz-del-Campo
If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.
{"title":"The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America","authors":"Norma Munoz-del-Campo","doi":"10.1177/01447394221124818","DOIUrl":"https://doi.org/10.1177/01447394221124818","url":null,"abstract":"If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708960","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 : 2022-08-09DOI: 10.1177/01447394221119087
M. D. de Vries, H. Kroukamp
Courses and training in public decision-making have often disappeared from Public Administration curricula. This paper argues that this is unfortunate as skills therein are severely needed to steer developments towards the Fourth Industrial Revolution. Whereas some see this as a macro development that befalls countries, this paper argues otherwise. Decision-making by individual and corporate actors is judged to be central in the 4IR. This makes the steering thereof possible and desirable. Without being trained in the needed skills in decision-making our graduates will not be prepared to do so and will not become the responsible public officials able to direct 4IR developments.
{"title":"Decision-making skills in the fourth industrial revolution","authors":"M. D. de Vries, H. Kroukamp","doi":"10.1177/01447394221119087","DOIUrl":"https://doi.org/10.1177/01447394221119087","url":null,"abstract":"Courses and training in public decision-making have often disappeared from Public Administration curricula. This paper argues that this is unfortunate as skills therein are severely needed to steer developments towards the Fourth Industrial Revolution. Whereas some see this as a macro development that befalls countries, this paper argues otherwise. Decision-making by individual and corporate actors is judged to be central in the 4IR. This makes the steering thereof possible and desirable. Without being trained in the needed skills in decision-making our graduates will not be prepared to do so and will not become the responsible public officials able to direct 4IR developments.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49358797","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}
The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic.
{"title":"Student satisfaction on lecturers’ effectiveness, efficiency and productivity: Malaysian education landscape during the COVID-19 pandemic","authors":"Mahiswaran Selvanathan, Prakash Velloo, Susha Varughese, Moganavatsala Jeevanantham","doi":"10.1177/01447394221111260","DOIUrl":"https://doi.org/10.1177/01447394221111260","url":null,"abstract":"The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43674081","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 : 2022-07-01DOI: 10.1177/0144739420974746
S. Lahiri, J. Rajan
The 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":"10.1177/0144739420974746","DOIUrl":"https://doi.org/10.1177/0144739420974746","url":null,"abstract":"The 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":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420974746","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42941062","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 : 2022-06-24DOI: 10.1177/01447394221110339
L. Hewlett, Merle Werbeloff
Mixed methods approaches are increasing advocated for researching complex problems in the social sciences, but they are not widely used by postgraduate students of public management. This article describes a study where qualitative and quantitative methods lecturers worked collaboratively to design and teach both methodology courses in an integrated way to encourage public management master’s students to see the two methods as complementary, and thus possibly be more open to consider using the mixed methods approach in their research. A multi-method research design was used in this study. Students’ prior studies of qualitative and quantitative research methodology were not found to predict their summative course marks significantly on qualitative and quantitative components, respectively, but initial cognitive competence in the study of statistics correlates with summative performance in the quantitative component. Qualitative and quantitative summative scores correlate strongly, with those students with higher qualitative and higher quantitative summative scores tending to score higher on a task where they reflect on the value of both approaches to their own proposed research. However, students with lower scores, who comprise the majority of the sample, are not able to demonstrate appreciation of the possibilities or status of applying both methodologies to their own research. They tend to misunderstand foundational concepts when applied to their research design and/or show limited ability to apply their understanding to design their own work accurately or in a workable way. This study suggests that, where postgraduate students have prior limited exposure to research methods, improving the quality of student research and their engagement with mixed methods may require more mastery of both methods and methodologies than the scope and pacing of taught master’s programmes usually allow.
{"title":"Preparing public management students for mixed methods research","authors":"L. Hewlett, Merle Werbeloff","doi":"10.1177/01447394221110339","DOIUrl":"https://doi.org/10.1177/01447394221110339","url":null,"abstract":"Mixed methods approaches are increasing advocated for researching complex problems in the social sciences, but they are not widely used by postgraduate students of public management. This article describes a study where qualitative and quantitative methods lecturers worked collaboratively to design and teach both methodology courses in an integrated way to encourage public management master’s students to see the two methods as complementary, and thus possibly be more open to consider using the mixed methods approach in their research. A multi-method research design was used in this study. Students’ prior studies of qualitative and quantitative research methodology were not found to predict their summative course marks significantly on qualitative and quantitative components, respectively, but initial cognitive competence in the study of statistics correlates with summative performance in the quantitative component. Qualitative and quantitative summative scores correlate strongly, with those students with higher qualitative and higher quantitative summative scores tending to score higher on a task where they reflect on the value of both approaches to their own proposed research. However, students with lower scores, who comprise the majority of the sample, are not able to demonstrate appreciation of the possibilities or status of applying both methodologies to their own research. They tend to misunderstand foundational concepts when applied to their research design and/or show limited ability to apply their understanding to design their own work accurately or in a workable way. This study suggests that, where postgraduate students have prior limited exposure to research methods, improving the quality of student research and their engagement with mixed methods may require more mastery of both methods and methodologies than the scope and pacing of taught master’s programmes usually allow.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46544363","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 : 2022-06-02DOI: 10.1177/01447394221103954
Michael A O'Neill
The idea for this special issue emerged out of conversations that occurred on the margins of the International Research Society for Public Management’s panels on education and training. These discussions were wide-ranging, but their common point was a shared interest in the content of public administration and public policy programmes, particularly post-graduate programmes like the Masters of Public Administration (MPA). In other words, these were discussions about curriculum. Though there are several definitions of curriculum in the literature about higher education (Dillion, 2009; Hurlimann et al., 2013; O’Neill, 2015; Petkuté, 2016; Whelahan, 2015), most agree that it consists of the organization and structuring of disciplinary knowledge to enable learning. Curriculum is also about pedagogy and how best to adapt the methods of teaching and learning to convey disciplinary knowledge. Finally, curriculum is also about enabling students to acquire skills, competencies, and behaviours that are relevant to their disciplinary practice. The element of practice is particularly important as most MPA andMPP programmes have a professional orientation toward careers in government and the public sector. At the same time, international student mobility and availability of distance learning programmes -(with or without a residential component), curriculum perceived to be innovative or job-ready is one way by which public administration programmes differentiate themselves in a competitive market for students.
这个特刊的想法来自于国际公共管理研究学会关于教育和培训的小组讨论。这些讨论范围广泛，但它们的共同点是对公共行政和公共政策方案，特别是像公共行政硕士这样的研究生方案的内容有共同的兴趣。换句话说，这些是关于课程的讨论。虽然在高等教育文献中有几种课程的定义(Dillion, 2009;Hurlimann et al.， 2013;奥尼尔,2015;Petkute, 2016;Whelahan, 2015)，大多数人认为它包括学科知识的组织和结构，以实现学习。课程也是关于教学法，以及如何最好地调整教学方法来传达学科知识。最后，课程也是为了让学生获得与他们的学科实践相关的技能、能力和行为。实践的元素是特别重要的，因为大多数MPA和mpp方案有一个专业的方向，在政府和公共部门的职业生涯。与此同时，国际学生的流动性和远程学习课程的可用性-(有或没有住宿部分)，被认为是创新或就业准备的课程是公共行政课程在竞争激烈的学生市场中脱颖而出的一种方式。
{"title":"Introduction: Special issue on curriculum design in public administration education: Challenges and perspectives","authors":"Michael A O'Neill","doi":"10.1177/01447394221103954","DOIUrl":"https://doi.org/10.1177/01447394221103954","url":null,"abstract":"The idea for this special issue emerged out of conversations that occurred on the margins of the International Research Society for Public Management’s panels on education and training. These discussions were wide-ranging, but their common point was a shared interest in the content of public administration and public policy programmes, particularly post-graduate programmes like the Masters of Public Administration (MPA). In other words, these were discussions about curriculum. Though there are several definitions of curriculum in the literature about higher education (Dillion, 2009; Hurlimann et al., 2013; O’Neill, 2015; Petkuté, 2016; Whelahan, 2015), most agree that it consists of the organization and structuring of disciplinary knowledge to enable learning. Curriculum is also about pedagogy and how best to adapt the methods of teaching and learning to convey disciplinary knowledge. Finally, curriculum is also about enabling students to acquire skills, competencies, and behaviours that are relevant to their disciplinary practice. The element of practice is particularly important as most MPA andMPP programmes have a professional orientation toward careers in government and the public sector. At the same time, international student mobility and availability of distance learning programmes -(with or without a residential component), curriculum perceived to be innovative or job-ready is one way by which public administration programmes differentiate themselves in a competitive market for students.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172390","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 : 2022-05-31DOI: 10.1177/01447394221103949
Patrizia Magarò, Loic Accordino, Davide Cugnetto, C. Gheorghe, Anduela Keqi, Chiara Laigueglia, Ludovica Luciani, Giovanni Pellegrino, Laura Scarola, Brigitta Tünde Sütő, Margherita Valle
The article focuses on challenges and disruption in the higher education sector in Italy due to COVID-19 pandemic. The study explores the experience of the Single-Cycle Master’s Degree in Law of the University of Genoa, especially taking into account students’ perspective.
{"title":"University and Covid-19: The experience of the academic community of the single-cycle Master’s degree in law of the University of Genoa","authors":"Patrizia Magarò, Loic Accordino, Davide Cugnetto, C. Gheorghe, Anduela Keqi, Chiara Laigueglia, Ludovica Luciani, Giovanni Pellegrino, Laura Scarola, Brigitta Tünde Sütő, Margherita Valle","doi":"10.1177/01447394221103949","DOIUrl":"https://doi.org/10.1177/01447394221103949","url":null,"abstract":"The article focuses on challenges and disruption in the higher education sector in Italy due to COVID-19 pandemic. The study explores the experience of the Single-Cycle Master’s Degree in Law of the University of Genoa, especially taking into account students’ perspective.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45971089","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 : 2022-05-18DOI: 10.1177/01447394221103956
Fred Awaah, P. Okebukola, J. Shabani, Solomon Yeboah, Olasunkanmi A. Gbeleyi, Heloo Sefiamor Emmanuella
Student difficulty in public administration has witnessed some writings within the African context. Although these studies are emerging, there seems to be minimal research on the influence of school libraries on students’ understanding of public administration. This gap in the public administration literature precludes educational managers from determining whether or not the variable influences students understanding of the course/programme. Not establishing this places educational managers in a situation that inhibits them from placing measures to enhance the understanding of the course from the lenses of school libraries. This study responds to the gap in the public administration literature by employing a mixed-method approach to investigate the influence of the variable in the study of public administration by Ghanaian and Nigerian university students using a sample of N = 650. Anchored on the Culturo-Techno- Contextual Approach, the study results suggest significant differences in corruption, governance, and defining public administration ( p < .001) when there are poor school libraries. Both theoretical and practical implications have been proferred for the use of school libraries to enhance students’ understanding of difficult concepts in the study of public administration in Ghanaian and Nigerian universities.
{"title":"School library and students’ understanding of public administration","authors":"Fred Awaah, P. Okebukola, J. Shabani, Solomon Yeboah, Olasunkanmi A. Gbeleyi, Heloo Sefiamor Emmanuella","doi":"10.1177/01447394221103956","DOIUrl":"https://doi.org/10.1177/01447394221103956","url":null,"abstract":"Student difficulty in public administration has witnessed some writings within the African context. Although these studies are emerging, there seems to be minimal research on the influence of school libraries on students’ understanding of public administration. This gap in the public administration literature precludes educational managers from determining whether or not the variable influences students understanding of the course/programme. Not establishing this places educational managers in a situation that inhibits them from placing measures to enhance the understanding of the course from the lenses of school libraries. This study responds to the gap in the public administration literature by employing a mixed-method approach to investigate the influence of the variable in the study of public administration by Ghanaian and Nigerian university students using a sample of N = 650. Anchored on the Culturo-Techno- Contextual Approach, the study results suggest significant differences in corruption, governance, and defining public administration ( p < .001) when there are poor school libraries. Both theoretical and practical implications have been proferred for the use of school libraries to enhance students’ understanding of difficult concepts in the study of public administration in Ghanaian and Nigerian universities.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48728332","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 : 2022-05-02DOI: 10.1177/01447394221092276
Allison C White
Public administration educators in the United States have renewed their interest in incorporating an international perspective into their teaching. Why is this perspective important for students and how can educators integrate it meaningfully? In this article, I provide an argument for the internationalization of public administration curricula, generate nine “principles of practice” to help guide internationalization efforts, and specify two broad strategies through which an international dimension can be integrated into public administration curricula—one for leveraging comparative material in domestically-focused curricula and another for developing a distinct and standalone internationally-focused specialization.
{"title":"Internationalizing public administration education: Why and how?","authors":"Allison C White","doi":"10.1177/01447394221092276","DOIUrl":"https://doi.org/10.1177/01447394221092276","url":null,"abstract":"Public administration educators in the United States have renewed their interest in incorporating an international perspective into their teaching. Why is this perspective important for students and how can educators integrate it meaningfully? In this article, I provide an argument for the internationalization of public administration curricula, generate nine “principles of practice” to help guide internationalization efforts, and specify two broad strategies through which an international dimension can be integrated into public administration curricula—one for leveraging comparative material in domestically-focused curricula and another for developing a distinct and standalone internationally-focused specialization.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46140927","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 : 2022-04-25DOI: 10.1177/01447394221084488
Michael Overton, Stephen W. Kleinschmit
Mass adoption of advanced information technologies is fueling a need for public servants with the skills to manage data-driven public agencies. Public employees typically acquire data skills through graduate research methods courses, which focus primarily on research design and statistical analysis. What data skills are currently taught, and what content should Master of Public Administration (MPA) programs include in their research method courses? We categorized research method course content in 52 syllabi from 31 MPA programs to understand how data skills are taught in public administration. We find that most graduate programs rely on research methods more suited for academic and policy research while lacking the data skills needed to modernize public agencies. Informed by these results, this work presents the Data Science Literacy Framework as a guide for assessing and planning curriculum within MPA programs.
{"title":"Transforming research methods education through data science literacy","authors":"Michael Overton, Stephen W. Kleinschmit","doi":"10.1177/01447394221084488","DOIUrl":"https://doi.org/10.1177/01447394221084488","url":null,"abstract":"Mass adoption of advanced information technologies is fueling a need for public servants with the skills to manage data-driven public agencies. Public employees typically acquire data skills through graduate research methods courses, which focus primarily on research design and statistical analysis. What data skills are currently taught, and what content should Master of Public Administration (MPA) programs include in their research method courses? We categorized research method course content in 52 syllabi from 31 MPA programs to understand how data skills are taught in public administration. We find that most graduate programs rely on research methods more suited for academic and policy research while lacking the data skills needed to modernize public agencies. Informed by these results, this work presents the Data Science Literacy Framework as a guide for assessing and planning curriculum within MPA programs.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46587945","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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