Pub Date : 2021-12-08DOI: 10.1177/01447394211058167
Fred Awaah, P. Okebukola, J. Shabani, K. Raheem, M. Ahove, Franklin U. Onowugbeda, Deborah O. Agbanimu
The rationale of this study is first hinged on research deficit in topic difficulty in the public administration curriculum in African universities. Further, there is no single study in the humanities, particularly public administration (PA), that has explored the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in easing learning difficulties among undergraduate students except for identifying the difficulties. Without testing indigenous teaching methods in breaking difficulties in the study of PA, educational managers and teachers in African universities are unable to understand whether the lecture method or the indigenous method holds the key to breaking difficulties in the study of politics and bureaucracy within the African university system. These compelling deficits in the public administration literature necessitate this study to fill the gap. In resolving this identified problem, the study seeks to find out whether or not there is a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method. In line with this problem, the study seeks to answer the question -- is there a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method?
{"title":"Will cultural teaching methods influence student understanding of politics and bureaucracy in the public administration curriculum of African countries within the COVID-19?","authors":"Fred Awaah, P. Okebukola, J. Shabani, K. Raheem, M. Ahove, Franklin U. Onowugbeda, Deborah O. Agbanimu","doi":"10.1177/01447394211058167","DOIUrl":"https://doi.org/10.1177/01447394211058167","url":null,"abstract":"The rationale of this study is first hinged on research deficit in topic difficulty in the public administration curriculum in African universities. Further, there is no single study in the humanities, particularly public administration (PA), that has explored the efficacy of the Culturo-Techno-Contextual Approach (CTCA) in easing learning difficulties among undergraduate students except for identifying the difficulties. Without testing indigenous teaching methods in breaking difficulties in the study of PA, educational managers and teachers in African universities are unable to understand whether the lecture method or the indigenous method holds the key to breaking difficulties in the study of politics and bureaucracy within the African university system. These compelling deficits in the public administration literature necessitate this study to fill the gap. In resolving this identified problem, the study seeks to find out whether or not there is a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method. In line with this problem, the study seeks to answer the question -- is there a statistically significant difference in the achievements in politics and bureaucracy between students taught using the CTCA and those taught using the lecture method?","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"41 - 58"},"PeriodicalIF":1.7,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48006735","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 : 2021-12-07DOI: 10.1177/01447394211058165
Guliya K Nurlybaeva
To improve the practice of public administration (PA) work at the time when collaboration governance principles and values have been especially needed due to the COVID-19 pandemic, the new educational approach providing the creation of international collaborative governance PA discourse has become a very important task for public administrations of all the countries of the world because the common terms could help to make the communication of public servants and citizens more effective both in one and the same country and between different countries and regions. The literature concerning collaborative governance PA discourse creation has been thoroughly studied by the author. The experience of the creation of international collaborative governance PA discourse during ELT (English Language Teaching) and ESP (English for Specific Purposes) training of PA students at the Institute for Social Sciences (the ISS) of Russian Presidential Academy of National Economy and Public Administration (RANEPA) has been analyzed. The research methods included theoretical research, analytical research methods, methodology of empirical research, and methods of comparative research. The results of the analysis made it possible to conclude that in modern conditions of globalization and international communication in order to understand better the common values of citizens, to avoid discrepancies in vocabulary application and to improve mutual understanding of civil servants speaking different languages, the unification of the descriptive list of English terms concerning public administration activity is needed; the creation of international collaborative governance PA discourse during educational and training process of future public administrators should contribute to PA activity. The International PA Vocabulary as well as the process of writing new textbooks and teaching aids based on it and using new digital technologies and new methodology should be introduced into educational process.
{"title":"The creation of international collaborative governance discourse during the process of teaching vocabulary at the university","authors":"Guliya K Nurlybaeva","doi":"10.1177/01447394211058165","DOIUrl":"https://doi.org/10.1177/01447394211058165","url":null,"abstract":"To improve the practice of public administration (PA) work at the time when collaboration governance principles and values have been especially needed due to the COVID-19 pandemic, the new educational approach providing the creation of international collaborative governance PA discourse has become a very important task for public administrations of all the countries of the world because the common terms could help to make the communication of public servants and citizens more effective both in one and the same country and between different countries and regions. The literature concerning collaborative governance PA discourse creation has been thoroughly studied by the author. The experience of the creation of international collaborative governance PA discourse during ELT (English Language Teaching) and ESP (English for Specific Purposes) training of PA students at the Institute for Social Sciences (the ISS) of Russian Presidential Academy of National Economy and Public Administration (RANEPA) has been analyzed. The research methods included theoretical research, analytical research methods, methodology of empirical research, and methods of comparative research. The results of the analysis made it possible to conclude that in modern conditions of globalization and international communication in order to understand better the common values of citizens, to avoid discrepancies in vocabulary application and to improve mutual understanding of civil servants speaking different languages, the unification of the descriptive list of English terms concerning public administration activity is needed; the creation of international collaborative governance PA discourse during educational and training process of future public administrators should contribute to PA activity. The International PA Vocabulary as well as the process of writing new textbooks and teaching aids based on it and using new digital technologies and new methodology should be introduced into educational process.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"422 - 435"},"PeriodicalIF":1.7,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46611255","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 : 2021-12-05DOI: 10.1177/01447394211051878
Lotta-Maria Sinervo, A. Kork, Kirsi Hasanen
Traditionally, civil servants and public officials are highly educated and have strong administrative expertise. Public financial managers have been regarded as ‘guardians of the public purse’, who have solid budgeting, accounting and auditing skills. However, the development of ‘mega-trends’ such as digitalization and e-government affect the future of the public sector by challenging the traditional competencies of public managers. This paper examines an attempt to redefine the capabilities of future public financial managers as part of the curriculum development process at Tampere University, Finland. The study reflects the tensions and institutional pressures between what is traditionally taught and what will be needed in the public sector in the future. Although in our teaching we emphasise the constant changes happening in public administration, we may be failing to provide our students with the broader skills they will need for dealing with the dynamics of change in a complex working environment.
{"title":"Challenges in curriculum development process aimed at revising the capabilities of future public financial managers","authors":"Lotta-Maria Sinervo, A. Kork, Kirsi Hasanen","doi":"10.1177/01447394211051878","DOIUrl":"https://doi.org/10.1177/01447394211051878","url":null,"abstract":"Traditionally, civil servants and public officials are highly educated and have strong administrative expertise. Public financial managers have been regarded as ‘guardians of the public purse’, who have solid budgeting, accounting and auditing skills. However, the development of ‘mega-trends’ such as digitalization and e-government affect the future of the public sector by challenging the traditional competencies of public managers. This paper examines an attempt to redefine the capabilities of future public financial managers as part of the curriculum development process at Tampere University, Finland. The study reflects the tensions and institutional pressures between what is traditionally taught and what will be needed in the public sector in the future. Although in our teaching we emphasise the constant changes happening in public administration, we may be failing to provide our students with the broader skills they will need for dealing with the dynamics of change in a complex working environment.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"243 - 256"},"PeriodicalIF":1.7,"publicationDate":"2021-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48165733","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 : 2021-10-20DOI: 10.1177/01447394211051883
Eckhard Schröter, Manfred Röber
Case studies provide helpful teaching tools to capture the complexity of administrative problems from an action-oriented perspective. With increasingly complex policy problems at hand, more interdisciplinary, interactive, and discursive approaches to teaching are also in demand. However, the case method offers a broad variety of options for teaching programs, ranging from short case illustrations or vignettes to full-length case studies. Attached to various types of case materials are different didactic approaches that pursue different pedagogic logics and are likely to make different contributions to in-classroom teaching. The case method in teaching public administration, however, comes at a cost and requires extra capacity, higher time budgets as well as new qualifications and roles of teachers plus a good fit of student (self)-selection and teaching objectives. If meaningfully utilized, it enhances our capacity to prepare (future) executives for complex environments.
{"title":"Understanding the case method: Teaching public administration case by case","authors":"Eckhard Schröter, Manfred Röber","doi":"10.1177/01447394211051883","DOIUrl":"https://doi.org/10.1177/01447394211051883","url":null,"abstract":"Case studies provide helpful teaching tools to capture the complexity of administrative problems from an action-oriented perspective. With increasingly complex policy problems at hand, more interdisciplinary, interactive, and discursive approaches to teaching are also in demand. However, the case method offers a broad variety of options for teaching programs, ranging from short case illustrations or vignettes to full-length case studies. Attached to various types of case materials are different didactic approaches that pursue different pedagogic logics and are likely to make different contributions to in-classroom teaching. The case method in teaching public administration, however, comes at a cost and requires extra capacity, higher time budgets as well as new qualifications and roles of teachers plus a good fit of student (self)-selection and teaching objectives. If meaningfully utilized, it enhances our capacity to prepare (future) executives for complex environments.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"258 - 275"},"PeriodicalIF":1.7,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44549211","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 : 2021-10-01DOI: 10.1177/01447394211034552
J. Connolly, A. Moseley
{"title":"Introduction to special issue: Curriculum design in public administration education: Challenges and perspectives","authors":"J. Connolly, A. Moseley","doi":"10.1177/01447394211034552","DOIUrl":"https://doi.org/10.1177/01447394211034552","url":null,"abstract":"","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"249 - 251"},"PeriodicalIF":1.7,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106051","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 : 2021-09-17DOI: 10.1177/01447394211042855
D. Wheeler, Brandon C Waite
Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the “real world.” But what are students, departments, and employers to do when circumstances—including major disruptions like the COVID-19 pandemic as well as situations unique to specific students—complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.
{"title":"Internship alternatives: Solutions for the COVID-19 pandemic and beyond","authors":"D. Wheeler, Brandon C Waite","doi":"10.1177/01447394211042855","DOIUrl":"https://doi.org/10.1177/01447394211042855","url":null,"abstract":"Internships are an integral component of most undergraduate and graduate public administration programs. These learning opportunities allow students to get practical experience in a workplace setting before graduation and provide them with an opportunity to apply knowledge gained in the classroom to the “real world.” But what are students, departments, and employers to do when circumstances—including major disruptions like the COVID-19 pandemic as well as situations unique to specific students—complicate or even prevent on-site internship experiences? This article outlines a variety of approaches to finding a solution to this problem, weighing the benefits and drawbacks of each.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"32 - 40"},"PeriodicalIF":1.7,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47294607","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 : 2021-07-15DOI: 10.1177/01447394211028275
Vanesa Fuertes
When crises occur, revisiting given knowledge and practices seems sensible and necessary. For instance, the recent financial crisis in 2008 lead to questioning the role played by financial institutions and business schools in precipitating the crisis by allowing questionable professional ethics to go unchallenged. There is a current crisis in public administration in the UK, visible in the growing challenges to public sector professionals in their practice and in the increased questioning of the government as a guarantor of public services and welfare. To understand the current situation, exploring the role of public administration teaching and professional organisations in the UK is key. Have we perhaps neglected the teaching of ethics and public value as crucial tenets to the profession and to its practice? This paper explores the necessity, merits, and difficulties of embedding ethics and public value concepts into the curriculum.
{"title":"The rationale for embedding ethics and public value in public administration programmes","authors":"Vanesa Fuertes","doi":"10.1177/01447394211028275","DOIUrl":"https://doi.org/10.1177/01447394211028275","url":null,"abstract":"When crises occur, revisiting given knowledge and practices seems sensible and necessary. For instance, the recent financial crisis in 2008 lead to questioning the role played by financial institutions and business schools in precipitating the crisis by allowing questionable professional ethics to go unchallenged. There is a current crisis in public administration in the UK, visible in the growing challenges to public sector professionals in their practice and in the increased questioning of the government as a guarantor of public services and welfare. To understand the current situation, exploring the role of public administration teaching and professional organisations in the UK is key. Have we perhaps neglected the teaching of ethics and public value as crucial tenets to the profession and to its practice? This paper explores the necessity, merits, and difficulties of embedding ethics and public value concepts into the curriculum.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"252 - 269"},"PeriodicalIF":1.7,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43687261","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 : 2021-07-07DOI: 10.1177/01447394211028891
M. Wallace
The article examines five areas novice instructors should consider before teaching public finance. First, instructors should ascertain their comfort level along the qualitative-quantitative continuum. This ranges from a high-level overview of the budgetary process, politics, players, and outcomes (qualitative) before descending into spreadsheets with formulas for decision making (quantitative). Second, instructors should know which resources to assemble including textbooks, government documents, and spreadsheet guidebooks. Third, instructors should understand the department’s expectations for the course along the qualitative-quantitative continuum based on students’ career paths. Fourth, instructors should assess students’ capabilities to grasp budgeting exercises and spreadsheets competently. Finally, instructors should monitor how the course content aligns with regional employers and the academic program’s advisory board. Many academics would argue that these five points are rudimentary for any instructor’s pedagogy, until they teach public finance.
{"title":"Wildavsky or a workbook: Advice for the novice faculty member teaching undergraduate public finance","authors":"M. Wallace","doi":"10.1177/01447394211028891","DOIUrl":"https://doi.org/10.1177/01447394211028891","url":null,"abstract":"The article examines five areas novice instructors should consider before teaching public finance. First, instructors should ascertain their comfort level along the qualitative-quantitative continuum. This ranges from a high-level overview of the budgetary process, politics, players, and outcomes (qualitative) before descending into spreadsheets with formulas for decision making (quantitative). Second, instructors should know which resources to assemble including textbooks, government documents, and spreadsheet guidebooks. Third, instructors should understand the department’s expectations for the course along the qualitative-quantitative continuum based on students’ career paths. Fourth, instructors should assess students’ capabilities to grasp budgeting exercises and spreadsheets competently. Finally, instructors should monitor how the course content aligns with regional employers and the academic program’s advisory board. Many academics would argue that these five points are rudimentary for any instructor’s pedagogy, until they teach public finance.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"247 - 257"},"PeriodicalIF":1.7,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211028891","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44240493","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 : 2021-06-18DOI: 10.1177/01447394211017312
J. Carroll
A purpose of the Master of Public Administration (MPA) program is to translate theory into practical concepts to prepare leaders of the public and nonprofit sectors. The practice continues to employ entrepreneurial activities throughout the world. The academy has researched, written, and published extensively about entrepreneurship to build knowledge. The author pulled together aspects of the research to build an applicable framework for entrepreneurship—presenting, publishing, and designing an MPA course. This paper discusses that journey. The author sought to find the extent of similar courses in other accredited programs. The findings did not reveal widespread dissemination of entrepreneurship courses. An unintended finding shows that core course offerings appeared to be largely unchanged for decades. Is it time to “reinvent” the MPA program?
{"title":"Everything old is old again","authors":"J. Carroll","doi":"10.1177/01447394211017312","DOIUrl":"https://doi.org/10.1177/01447394211017312","url":null,"abstract":"A purpose of the Master of Public Administration (MPA) program is to translate theory into practical concepts to prepare leaders of the public and nonprofit sectors. The practice continues to employ entrepreneurial activities throughout the world. The academy has researched, written, and published extensively about entrepreneurship to build knowledge. The author pulled together aspects of the research to build an applicable framework for entrepreneurship—presenting, publishing, and designing an MPA course. This paper discusses that journey. The author sought to find the extent of similar courses in other accredited programs. The findings did not reveal widespread dissemination of entrepreneurship courses. An unintended finding shows that core course offerings appeared to be largely unchanged for decades. Is it time to “reinvent” the MPA program?","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"303 - 321"},"PeriodicalIF":1.7,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211017312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44522844","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 : 2021-05-27DOI: 10.1177/01447394211019458
Bobby Thomas Cameron
A substantial amount of scholarly work focuses on conceptualizing, theorizing and studying the policy capacity of governments. Yet, guidance for practitioners on developing policy capacity training programs is lacking. In this article, I reflect on my experience as a public servant in the provincial government of Prince Edward Island where I designed and implemented the Policy Capacity Development and Mentorship Program for civil servants, recent graduates and students. In this article, I offer a descriptive overview of the framework and logic of the program and discuss how I integrated policy capacity theory. This article may serve other practitioners who seek to implement similar programs in their respective organizations and provides a base for future interventions. The article also offers thoughts on practitioner-led collaboration with academics and recommendations for those who would like to establish similar programs in their organizations.
{"title":"Training for policy capacity: A practitioner’s reflection on an in-house intervention for civil servants, students, and post-secondary graduates in Canada","authors":"Bobby Thomas Cameron","doi":"10.1177/01447394211019458","DOIUrl":"https://doi.org/10.1177/01447394211019458","url":null,"abstract":"A substantial amount of scholarly work focuses on conceptualizing, theorizing and studying the policy capacity of governments. Yet, guidance for practitioners on developing policy capacity training programs is lacking. In this article, I reflect on my experience as a public servant in the provincial government of Prince Edward Island where I designed and implemented the Policy Capacity Development and Mentorship Program for civil servants, recent graduates and students. In this article, I offer a descriptive overview of the framework and logic of the program and discuss how I integrated policy capacity theory. This article may serve other practitioners who seek to implement similar programs in their respective organizations and provides a base for future interventions. The article also offers thoughts on practitioner-led collaboration with academics and recommendations for those who would like to establish similar programs in their organizations.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"231 - 246"},"PeriodicalIF":1.7,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211019458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45328826","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：