Pub Date : 2022-04-21DOI: 10.1177/01447394221092275
Amina Jakoet-Salie, Kutu Ramalobe
In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated.
{"title":"The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic","authors":"Amina Jakoet-Salie, Kutu Ramalobe","doi":"10.1177/01447394221092275","DOIUrl":"https://doi.org/10.1177/01447394221092275","url":null,"abstract":"In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42522659","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 : 2022-04-15DOI: 10.1177/01447394221084492
A. Manoharan, N. Rangarajan
Communication is a critical government function that has important implications for public administration and effective governance. This research study explores how communication competencies are taught in public affairs programs in the United States. Based on a general web content analysis of graduate programs, and specific analyses of course titles, course descriptions, and course syllabi, this study examines the extent to which communication competencies are integrated into public affairs curricula. This paper also discusses how communication skills map on to the five NASPAA core competencies. Compared to previous decades, communication courses are increasingly emphasized in public administration programs. But there is greater potential for such offerings in the age of digital government, social media, and Artificial Intelligence. This study’s findings have important implications for the teaching and practice of public affairs.
{"title":"Communication pedagogy in public affairs programs: Insights from a study of MPA and MPP curricula","authors":"A. Manoharan, N. Rangarajan","doi":"10.1177/01447394221084492","DOIUrl":"https://doi.org/10.1177/01447394221084492","url":null,"abstract":"Communication is a critical government function that has important implications for public administration and effective governance. This research study explores how communication competencies are taught in public affairs programs in the United States. Based on a general web content analysis of graduate programs, and specific analyses of course titles, course descriptions, and course syllabi, this study examines the extent to which communication competencies are integrated into public affairs curricula. This paper also discusses how communication skills map on to the five NASPAA core competencies. Compared to previous decades, communication courses are increasingly emphasized in public administration programs. But there is greater potential for such offerings in the age of digital government, social media, and Artificial Intelligence. This study’s findings have important implications for the teaching and practice of public affairs.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48203600","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 : 2022-04-15DOI: 10.1177/01447394221087889
Paul ‘t Hart
This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher’s 35-year journey with educating students and CM practitioners, It offers preliminary insights about how the pandemic experience might – and should – induce a significant rethink of how educators conceptualize the nature of crises and the challenges governments and public agencies face in coping with them.
{"title":"Teaching crisis management before and after the pandemic: Personal reflections","authors":"Paul ‘t Hart","doi":"10.1177/01447394221087889","DOIUrl":"https://doi.org/10.1177/01447394221087889","url":null,"abstract":"This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher’s 35-year journey with educating students and CM practitioners, It offers preliminary insights about how the pandemic experience might – and should – induce a significant rethink of how educators conceptualize the nature of crises and the challenges governments and public agencies face in coping with them.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41859377","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 : 2022-04-14DOI: 10.1177/01447394221084489
Taehee Kim, Kiwhan Kim, Sangmook Kim
This study aims to explore whether an introductory undergraduate course in Public Administration might be an appropriate educational tool for enhancing public service motivation (PSM) among undergraduate students. A quasi-experimental design involves surveying participants both before and after the intervention (taking an Introduction to Public Administration course) to examine whether their levels of PSM increase as a result of the intervention. The hypotheses were tested by comparing 96 students exposed to an intervention (experimental group) with 166 students who were not exposed (control group). There was no significant change in the total score of PSM and its individual dimensions before and after the intervention in both groups, and so the Introduction to Public Administration course was not effective in enhancing the level of PSM. The implications and limitations of this quasi-experiment are also discussed.
{"title":"Undergraduate education in public administration and public service motivation: A quasi-experiment with the intervention of an introductory course","authors":"Taehee Kim, Kiwhan Kim, Sangmook Kim","doi":"10.1177/01447394221084489","DOIUrl":"https://doi.org/10.1177/01447394221084489","url":null,"abstract":"This study aims to explore whether an introductory undergraduate course in Public Administration might be an appropriate educational tool for enhancing public service motivation (PSM) among undergraduate students. A quasi-experimental design involves surveying participants both before and after the intervention (taking an Introduction to Public Administration course) to examine whether their levels of PSM increase as a result of the intervention. The hypotheses were tested by comparing 96 students exposed to an intervention (experimental group) with 166 students who were not exposed (control group). There was no significant change in the total score of PSM and its individual dimensions before and after the intervention in both groups, and so the Introduction to Public Administration course was not effective in enhancing the level of PSM. The implications and limitations of this quasi-experiment are also discussed.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43057897","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 : 2022-04-11DOI: 10.1177/01447394221087885
Guliya K Nurlybaeva
The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants.
{"title":"The experience of teaching public administration in Russia during the pandemic in 2020–2021","authors":"Guliya K Nurlybaeva","doi":"10.1177/01447394221087885","DOIUrl":"https://doi.org/10.1177/01447394221087885","url":null,"abstract":"The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45557812","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 : 2022-03-15DOI: 10.1177/01447394221079687
S. Douglas, Paul ‘t Hart, Judith van Erp
Journalists, politicians, watchdog institutions, and public administration scholars devote considerable energy to identifying and dissecting failures in government. Studies and case-studies of policy, organizational, and institutional failures in the public sector figure prominently in public administration curriculums and classrooms. Such a focus on failures provides students with cautionary tales and theoretical tools for understanding how things can go badly wrong. However, students are provided with less insights and tools when it comes to identifying and understanding instances of success. To address this imbalance, this article offers students a framework to systematically identify, comprehensively assess and carefully interpret instances of successful public governance. The three-stage design of the funnel introduces students to relevant debates and literatures about meaningful public outcomes, the prudent use of public power, and the ability to sustain performance over time. The articles also discuss how this framework can be used effectively in classroom settings, helping teachers to stimulate reflection on the key challenges of assessing and learning from successes.
{"title":"Identifying and interpreting government successes: An assessment tool for classroom use","authors":"S. Douglas, Paul ‘t Hart, Judith van Erp","doi":"10.1177/01447394221079687","DOIUrl":"https://doi.org/10.1177/01447394221079687","url":null,"abstract":"Journalists, politicians, watchdog institutions, and public administration scholars devote considerable energy to identifying and dissecting failures in government. Studies and case-studies of policy, organizational, and institutional failures in the public sector figure prominently in public administration curriculums and classrooms. Such a focus on failures provides students with cautionary tales and theoretical tools for understanding how things can go badly wrong. However, students are provided with less insights and tools when it comes to identifying and understanding instances of success. To address this imbalance, this article offers students a framework to systematically identify, comprehensively assess and carefully interpret instances of successful public governance. The three-stage design of the funnel introduces students to relevant debates and literatures about meaningful public outcomes, the prudent use of public power, and the ability to sustain performance over time. The articles also discuss how this framework can be used effectively in classroom settings, helping teachers to stimulate reflection on the key challenges of assessing and learning from successes.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48613407","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 : 2022-03-11DOI: 10.1177/01447394221079689
David C Powell
Case study analysis has been used for many years across a variety of disciplines. One of the primary advantages of case study analysis is its ability to illustrate the nexus between theory and practice. This paper explores the use of case study analysis as a culminating experience in a large Master of Public Administration (MPA) program in the western United States. Case studies are examined using an established approach to determine the type, structure, and source of these cases. The project also examines alumni perspectives regarding the utility of case studies relative to their careers.
{"title":"The use of case study analysis in public affairs education: Linking theory and practice","authors":"David C Powell","doi":"10.1177/01447394221079689","DOIUrl":"https://doi.org/10.1177/01447394221079689","url":null,"abstract":"Case study analysis has been used for many years across a variety of disciplines. One of the primary advantages of case study analysis is its ability to illustrate the nexus between theory and practice. This paper explores the use of case study analysis as a culminating experience in a large Master of Public Administration (MPA) program in the western United States. Case studies are examined using an established approach to determine the type, structure, and source of these cases. The project also examines alumni perspectives regarding the utility of case studies relative to their careers.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49266454","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 : 2022-03-09DOI: 10.1177/01447394221079691
M. I. Tsumagari
This explanatory study explored what graduate programs should embrace in educating public serving professionals to become able to respond to paramount challenges unknown at the time of studies. For conceptual frameworks, the study employed (a) principal-agent theory on how predominant philanthropic organizations pushed the creation of globalized higher education industry post-World War II (WWII) and (b) world-systems theory to delineate the spatial penetration of the hegemonic intellectual core. The study found that the post-WWII’s geopolitically driven overseas engagements by US higher education institutions (HEI) orchestrated by well-resourced philanthropic giants such as Ford Foundation made a ground for what we see today: a globalized HEI industry governed by the core with the hegemonic power, termed for the study as a global higher education ecosystem. The study noted that irrespective of if the concerned HEI occupies the position in the core or not, rootedness in the place and its people is the key for public focused programs precisely because of their nature of public-ness. The study then drew three programmatic constructs as referential for late comer HEI to assume meaningful roles for the society they serve through their public serving professionals focused graduate programs: (1) contextualization of globally standardized academic contents into classroom discussions by connecting with cases/situations surrounding given society; (2) positioning the program as a post-entry milestone for public sector professionals to become better prepared state-building force by focusing on the linkage of theories and practices; and (3) HEI specific, unique intellectual identify exploration that is anchored to the place and to its own constituency. The study concluded that today’s graduate programs designed for public serving professionals could frame its objective, as a renewed purpose, to educate academically informed state-builders with the capacity to craft and perform own actions as new realities arise in front of them.
{"title":"A renewed purpose for public serving professionals focused graduate programs in global higher education ecosystem","authors":"M. I. Tsumagari","doi":"10.1177/01447394221079691","DOIUrl":"https://doi.org/10.1177/01447394221079691","url":null,"abstract":"This explanatory study explored what graduate programs should embrace in educating public serving professionals to become able to respond to paramount challenges unknown at the time of studies. For conceptual frameworks, the study employed (a) principal-agent theory on how predominant philanthropic organizations pushed the creation of globalized higher education industry post-World War II (WWII) and (b) world-systems theory to delineate the spatial penetration of the hegemonic intellectual core. The study found that the post-WWII’s geopolitically driven overseas engagements by US higher education institutions (HEI) orchestrated by well-resourced philanthropic giants such as Ford Foundation made a ground for what we see today: a globalized HEI industry governed by the core with the hegemonic power, termed for the study as a global higher education ecosystem. The study noted that irrespective of if the concerned HEI occupies the position in the core or not, rootedness in the place and its people is the key for public focused programs precisely because of their nature of public-ness. The study then drew three programmatic constructs as referential for late comer HEI to assume meaningful roles for the society they serve through their public serving professionals focused graduate programs: (1) contextualization of globally standardized academic contents into classroom discussions by connecting with cases/situations surrounding given society; (2) positioning the program as a post-entry milestone for public sector professionals to become better prepared state-building force by focusing on the linkage of theories and practices; and (3) HEI specific, unique intellectual identify exploration that is anchored to the place and to its own constituency. The study concluded that today’s graduate programs designed for public serving professionals could frame its objective, as a renewed purpose, to educate academically informed state-builders with the capacity to craft and perform own actions as new realities arise in front of them.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48486210","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 : 2022-03-03DOI: 10.1177/01447394221079692
Adriana Cordova, J. Lahey, Lala Taghiyeva
This article outlines how Master of Public Administration (MPA)/Master of Public Policy (MPP) programs can integrate a project-based learning opportunity to study curricular design and accreditation needs in their quantitative courses. Bridging together theory and the practical implications of data collection and analysis is important for students’ long-term professional development. We provide case study examples of recent project-based learning opportunities in an MPA/MPP program in the United States in which students collected data on employer needs for MPA/MPP graduates. The projects provide an evidence base for program assessment and improvement. Focus groups conducted with project participants, including alumni and current students, demonstrate that they valued this opportunity because it provided them with important technical and interpersonal skills necessary to succeed in their capstones, internships, and future jobs. We provide scaffolding assignment examples and recommendations for professors interested in implementing similar projects in their own courses.
{"title":"How to implement project-based quantitative classroom projects while supporting curricular design: A case study from a quantitative methods course in a public affairs program","authors":"Adriana Cordova, J. Lahey, Lala Taghiyeva","doi":"10.1177/01447394221079692","DOIUrl":"https://doi.org/10.1177/01447394221079692","url":null,"abstract":"This article outlines how Master of Public Administration (MPA)/Master of Public Policy (MPP) programs can integrate a project-based learning opportunity to study curricular design and accreditation needs in their quantitative courses. Bridging together theory and the practical implications of data collection and analysis is important for students’ long-term professional development. We provide case study examples of recent project-based learning opportunities in an MPA/MPP program in the United States in which students collected data on employer needs for MPA/MPP graduates. The projects provide an evidence base for program assessment and improvement. Focus groups conducted with project participants, including alumni and current students, demonstrate that they valued this opportunity because it provided them with important technical and interpersonal skills necessary to succeed in their capstones, internships, and future jobs. We provide scaffolding assignment examples and recommendations for professors interested in implementing similar projects in their own courses.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41621185","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 : 2022-02-26DOI: 10.1177/01447394221076344
J. Stephens, Ricardo S. Morse
Many graduate public affairs programs offer both residential and online options for students. One of the challenges for multi-format programs is creating a sense of belonging among online students who may never set foot on campus. In 2017, the MPA program at the University of North Carolina at Chapel Hill developed an “immersion” course designed for residential and online students in a weekend intensive format on campus to help create a greater sense of connectedness and satisfaction among (principally) online students, while benefiting students in both formats. This paper examines immersion courses as one strategy to address gaps in belonging and satisfaction between online and on-campus students. The case study of UNC-Chapel Hill developing the immersion course and the first three iterations of it are described, offering practical insight for other campus-based public affairs programs that also have online degrees who may want to try something similar.
许多研究生公共事务课程为学生提供住宿和在线选择。多形式课程面临的挑战之一是如何让那些可能从未踏入校园的在线学生产生归属感。2017年，北卡罗来纳大学教堂山分校(University of North Carolina at Chapel Hill)的MPA项目开发了一门“浸入式”课程，专为在校学生和在线学生设计，以周末密集的形式在校园内进行，以帮助(主要是)在线学生创造更大的联系感和满足感，同时使两种形式的学生都受益。本文考察了沉浸式课程作为解决在线和在校学生之间归属感和满意度差距的一种策略。本文描述了北卡罗来纳大学教堂山分校开发浸入式课程的案例研究及其前三次迭代，为其他也有在线学位的校园公共事务项目提供了实用的见解，这些项目可能也想尝试类似的东西。
{"title":"Enhancing sense of belonging and satisfaction among online students in multi-track public affairs programs: A case analysis of immersion courses","authors":"J. Stephens, Ricardo S. Morse","doi":"10.1177/01447394221076344","DOIUrl":"https://doi.org/10.1177/01447394221076344","url":null,"abstract":"Many graduate public affairs programs offer both residential and online options for students. One of the challenges for multi-format programs is creating a sense of belonging among online students who may never set foot on campus. In 2017, the MPA program at the University of North Carolina at Chapel Hill developed an “immersion” course designed for residential and online students in a weekend intensive format on campus to help create a greater sense of connectedness and satisfaction among (principally) online students, while benefiting students in both formats. This paper examines immersion courses as one strategy to address gaps in belonging and satisfaction between online and on-campus students. The case study of UNC-Chapel Hill developing the immersion course and the first three iterations of it are described, offering practical insight for other campus-based public affairs programs that also have online degrees who may want to try something similar.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42999058","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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