Pub Date : 2022-02-18DOI: 10.1177/01447394211067109
Mario S. Staller, Swen Koerner
Reflection is an important component of professional practice in the field of policing. While reflection goes beyond a mere evaluation of officer behavior in police-citizen interaction based on legitimacy and functionality, deeper levels of reflections, where underlying assumptions are challenged do not automatically take place within the system of policing. In the current paper, we describe and reflect on a case example of teaching reflective practice to police students at a German University of Applied Sciences. We start by describing a structure of reflection on three levels, each of which is linked to different core questions. While on a low-threshold level reflection focuses on the question of correct action, reflection on a higher level revolves around uncovering one’s action-guiding assumptions that (in)consciously influence one’s actions, as well as the possibility of adopting other perspectives. Building on Brookfield’s work of critical reflective practice we designed a seminar series in a psychology course introducing the concept of reflective practice and four different lenses that aim at uncovering action-guiding assumptions of our learners. Our reflection shows that receptivity of the different lenses was different for perspectives from within the system of police to the perspective from outside the police.
{"title":"A case example of teaching reflective policing to police students","authors":"Mario S. Staller, Swen Koerner","doi":"10.1177/01447394211067109","DOIUrl":"https://doi.org/10.1177/01447394211067109","url":null,"abstract":"Reflection is an important component of professional practice in the field of policing. While reflection goes beyond a mere evaluation of officer behavior in police-citizen interaction based on legitimacy and functionality, deeper levels of reflections, where underlying assumptions are challenged do not automatically take place within the system of policing. In the current paper, we describe and reflect on a case example of teaching reflective practice to police students at a German University of Applied Sciences. We start by describing a structure of reflection on three levels, each of which is linked to different core questions. While on a low-threshold level reflection focuses on the question of correct action, reflection on a higher level revolves around uncovering one’s action-guiding assumptions that (in)consciously influence one’s actions, as well as the possibility of adopting other perspectives. Building on Brookfield’s work of critical reflective practice we designed a seminar series in a psychology course introducing the concept of reflective practice and four different lenses that aim at uncovering action-guiding assumptions of our learners. Our reflection shows that receptivity of the different lenses was different for perspectives from within the system of police to the perspective from outside the police.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756403","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 : 2022-02-03DOI: 10.1177/01447394211067112
Rigoberto Silva-Robles, Harold Sidney Dutton-Treviño
The purpose of this work is to provide empirical evidence as to how state level Freedom of Information or Access to Information and data protection regulator bodies in Mexico carry out their training tasks. We use different theoretical assumptions, particularly those that refer to the idea of “training in the public sector” regarding two aspects that allow to account, at least in part, about the referred training practices: first, the pedagogical model they declared to use; and second, the evaluations regarding trained public officials. FOI/ATI and regulator bodies in Mexico have a legal obligation to train and carry out professional development for public officials. This responsibility associated, with performance management—along with other purposes—and to guarantee the human right to information and data privacy for individuals, is in the hands of public officials that must have not only knowledge and skills but also values and attitudes regarding this fundamental right. These public authorities have several challenges to comply with ATI and data privacy laws; some relate to responding public information requests—that is, in a timely and adequate manner—or publishing the information mandate by law. ATI regulator bodies mitigate these multi-casual issues through training or development courses. Currently, public officials are trained to comply with the law and its implementation in the best possible way. Our main finding is that the local regulator bodies overall comply with their legal training mandate. That is, they do have and carry out training programs, although in an unprofessional and potentially deficient manner.
{"title":"Keeping public officials fit. Does Mexico’s access to information and data protection state level regulator authorities provide the right training?","authors":"Rigoberto Silva-Robles, Harold Sidney Dutton-Treviño","doi":"10.1177/01447394211067112","DOIUrl":"https://doi.org/10.1177/01447394211067112","url":null,"abstract":"The purpose of this work is to provide empirical evidence as to how state level Freedom of Information or Access to Information and data protection regulator bodies in Mexico carry out their training tasks. We use different theoretical assumptions, particularly those that refer to the idea of “training in the public sector” regarding two aspects that allow to account, at least in part, about the referred training practices: first, the pedagogical model they declared to use; and second, the evaluations regarding trained public officials. FOI/ATI and regulator bodies in Mexico have a legal obligation to train and carry out professional development for public officials. This responsibility associated, with performance management—along with other purposes—and to guarantee the human right to information and data privacy for individuals, is in the hands of public officials that must have not only knowledge and skills but also values and attitudes regarding this fundamental right. These public authorities have several challenges to comply with ATI and data privacy laws; some relate to responding public information requests—that is, in a timely and adequate manner—or publishing the information mandate by law. ATI regulator bodies mitigate these multi-casual issues through training or development courses. Currently, public officials are trained to comply with the law and its implementation in the best possible way. Our main finding is that the local regulator bodies overall comply with their legal training mandate. That is, they do have and carry out training programs, although in an unprofessional and potentially deficient manner.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48377711","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 : 2022-01-31DOI: 10.1177/01447394211058079
Mohammed HassenYimam
Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work.
{"title":"Impact of leadership style on employee commitment in Bahir Dar University, Ethiopia","authors":"Mohammed HassenYimam","doi":"10.1177/01447394211058079","DOIUrl":"https://doi.org/10.1177/01447394211058079","url":null,"abstract":"Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42791180","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 : 2022-01-04DOI: 10.1177/01447394211042853
J. Straussman, D. Guinn
The article tackles the question, how to provide students with a comparative orientation to public administration. We eschew the older tradition of comparing major systems such British parliamentary system or French bureaucratic approaches to organizations’ structure. Rather, we seek to understand public administration in countries with different cultures, histories, and political regimes by focusing on international development. Our students are drawn from the Master of Public Administration degree program and the Master of International Affairs degree program. What unites them is an interest in international affairs and the desire to work internationally; international students take what they learn and apply it in their home countries. We ground the course on a model of international development with a strong focus on development in governance. We spend the first third of the class creating a development lens for understanding global practices in public management in which they use what they learned in the first part of the course to analyze a range of public management issues within governmental institutions and/or in working in the nongovernmental organizations and intergovernmental organization sectors. We use detailed case studies drawn from several case data banks to apply some of the core concepts of public administration such as leadership, stakeholder analysis, complexity, and implementation to development challenges such as fiscal issues, poverty alleviation, interorganizational collaboration, and human rights. We do this with a range of in-class exercises and assignments that students do out of class. One goal we have is to provide students with knowledge and skills to enhance their ability to work internationally since many have gone on to work for donor and various implementing organizations in international development. We believe that this is a reasonable measure of success of the approach we have taken to comparative public administration.
{"title":"Teaching international comparative public management through a development lens","authors":"J. Straussman, D. Guinn","doi":"10.1177/01447394211042853","DOIUrl":"https://doi.org/10.1177/01447394211042853","url":null,"abstract":"The article tackles the question, how to provide students with a comparative orientation to public administration. We eschew the older tradition of comparing major systems such British parliamentary system or French bureaucratic approaches to organizations’ structure. Rather, we seek to understand public administration in countries with different cultures, histories, and political regimes by focusing on international development. Our students are drawn from the Master of Public Administration degree program and the Master of International Affairs degree program. What unites them is an interest in international affairs and the desire to work internationally; international students take what they learn and apply it in their home countries. We ground the course on a model of international development with a strong focus on development in governance. We spend the first third of the class creating a development lens for understanding global practices in public management in which they use what they learned in the first part of the course to analyze a range of public management issues within governmental institutions and/or in working in the nongovernmental organizations and intergovernmental organization sectors. We use detailed case studies drawn from several case data banks to apply some of the core concepts of public administration such as leadership, stakeholder analysis, complexity, and implementation to development challenges such as fiscal issues, poverty alleviation, interorganizational collaboration, and human rights. We do this with a range of in-class exercises and assignments that students do out of class. One goal we have is to provide students with knowledge and skills to enhance their ability to work internationally since many have gone on to work for donor and various implementing organizations in international development. We believe that this is a reasonable measure of success of the approach we have taken to comparative public administration.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579325","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 : 2021-12-08DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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