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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2021-05-26DOI: 10.1177/01447394211013068
John R Wood, Kenneth Kickham
This paper examines existing management concepts and practices that make up three contemporary approaches to public policy and public administration. We attempt to understand whether municipal public administrators and public administration graduate students validate these perspectives in “reality” versus “ideally.” Addressing the extent to which practicing public administrators and students identify with theoretical frameworks, which one(s) they deem most prominent, and how closely their preferred frameworks correspond to what they see in practice, we offer an exploratory analysis of results from 176 respondents through descriptive statistics, paired-sample t-tests, and analysis of covariance (ANCOVA). We hypothesize significant differences with respect to 1) what is preferred and what is perceived in the workplace, 2) group membership (administrator, graduate student, or undergraduate student), and 3) gender (female or male). This research will help public administration educators bridge the gap between theory and practice and narrow the distance between the “is” and the “ought.”
{"title":"How managers and students view public service: The theoretical vs. practical divide","authors":"John R Wood, Kenneth Kickham","doi":"10.1177/01447394211013068","DOIUrl":"https://doi.org/10.1177/01447394211013068","url":null,"abstract":"This paper examines existing management concepts and practices that make up three contemporary approaches to public policy and public administration. We attempt to understand whether municipal public administrators and public administration graduate students validate these perspectives in “reality” versus “ideally.” Addressing the extent to which practicing public administrators and students identify with theoretical frameworks, which one(s) they deem most prominent, and how closely their preferred frameworks correspond to what they see in practice, we offer an exploratory analysis of results from 176 respondents through descriptive statistics, paired-sample t-tests, and analysis of covariance (ANCOVA). We hypothesize significant differences with respect to 1) what is preferred and what is perceived in the workplace, 2) group membership (administrator, graduate student, or undergraduate student), and 3) gender (female or male). This research will help public administration educators bridge the gap between theory and practice and narrow the distance between the “is” and the “ought.”","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211013068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43934693","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 : 2021-05-19DOI: 10.1177/01447394211017326
Bruce L. Blair, D. Slagle, Adam M. Williams
The research explores why some public affairs graduate programs choose to develop fully online degree offerings while others do not. The study attempts to address questions surrounding how different institutions and programs are pursuing degree offerings and the potential influence of faculty workload. The research utilizes a quantitative, cross-sectional design analyzing results from a survey on institutional and programmatic practices in workload, hiring, and degree offerings administered to primary points of contact within public affairs academic units from all institutions found in the US News World Report Graduate Programs in Public Affairs Rankings from 2019. Survey data is paired with program information from the accrediting body institutional member database. Findings indicate differences from both institutional and programmatic groupings do demonstrate workload measures have unique characteristics depending upon the type of institution and rank of the program. Further analysis discusses the influence of the COVID-19 pandemic on future public affairs programming.
{"title":"Institutional and programmatic determinants for graduate public affairs’ online education: Assessing the influence of faculty workload","authors":"Bruce L. Blair, D. Slagle, Adam M. Williams","doi":"10.1177/01447394211017326","DOIUrl":"https://doi.org/10.1177/01447394211017326","url":null,"abstract":"The research explores why some public affairs graduate programs choose to develop fully online degree offerings while others do not. The study attempts to address questions surrounding how different institutions and programs are pursuing degree offerings and the potential influence of faculty workload. The research utilizes a quantitative, cross-sectional design analyzing results from a survey on institutional and programmatic practices in workload, hiring, and degree offerings administered to primary points of contact within public affairs academic units from all institutions found in the US News World Report Graduate Programs in Public Affairs Rankings from 2019. Survey data is paired with program information from the accrediting body institutional member database. Findings indicate differences from both institutional and programmatic groupings do demonstrate workload measures have unique characteristics depending upon the type of institution and rank of the program. Further analysis discusses the influence of the COVID-19 pandemic on future public affairs programming.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211017326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934480","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 : 2021-05-19DOI: 10.1177/01447394211013845
M. Auer
On the 75th anniversary of Herbert A Simon’s “Proverbs of Administration,” it is fitting to consider its place in the public administration canon, with an eye to contemporary realities. In Proverbs, Simon interrogated prevailing mid-century “principles of public administration.” But even as he reduced in rank each “principle,” he preserved a central tenet of earlier pioneers of a “science of administration”—namely that public administration theory should focus, first and foremost, on administrative efficiency. Seven and a half decades after its publication, a clear-eyed examination of Simon’s essay is in order, with attention to both its historical and contemporary contexts. This essay urges that the administrative efficiency tenet was already on unstable ground at the time of Proverbs’ publication, rendering Simon’s reformist agenda less than paradigm-changing. In the contemporary context, the democratic shortcomings of Simon’s agenda are even more apparent. Proverbs is out of synch with the goals for public administration promulgated by respected associations in the field. Simon’s approach also lacks inspiration for students of public service eager to shore up the American democratic project amidst unprecedented challenges.
{"title":"Proverbs of administration at 75: Long live proverbs?","authors":"M. Auer","doi":"10.1177/01447394211013845","DOIUrl":"https://doi.org/10.1177/01447394211013845","url":null,"abstract":"On the 75th anniversary of Herbert A Simon’s “Proverbs of Administration,” it is fitting to consider its place in the public administration canon, with an eye to contemporary realities. In Proverbs, Simon interrogated prevailing mid-century “principles of public administration.” But even as he reduced in rank each “principle,” he preserved a central tenet of earlier pioneers of a “science of administration”—namely that public administration theory should focus, first and foremost, on administrative efficiency. Seven and a half decades after its publication, a clear-eyed examination of Simon’s essay is in order, with attention to both its historical and contemporary contexts. This essay urges that the administrative efficiency tenet was already on unstable ground at the time of Proverbs’ publication, rendering Simon’s reformist agenda less than paradigm-changing. In the contemporary context, the democratic shortcomings of Simon’s agenda are even more apparent. Proverbs is out of synch with the goals for public administration promulgated by respected associations in the field. Simon’s approach also lacks inspiration for students of public service eager to shore up the American democratic project amidst unprecedented challenges.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211013845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47162038","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 : 2021-05-10DOI: 10.1177/01447394211013856
Schnequa N. Diggs
Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.
{"title":"Got HIPs? Making student engagement enhancement a core part of program development with high impact practices","authors":"Schnequa N. Diggs","doi":"10.1177/01447394211013856","DOIUrl":"https://doi.org/10.1177/01447394211013856","url":null,"abstract":"Learning how to engage students in educationally purposeful activities has been a challenge for instructors in higher education. It is often hard to push through institutionalized pedagogical boundaries rooted in traditional “teach-at-you” approaches to learning. The demands of a more diverse student body and more effective measures of student learning outcomes have led to rethinking the delivery of course material to gain greater student engagement. Studies have shown that higher order engagement enhances student learning and helps to narrow achievement gaps across the curriculum. This article focuses on student engagement and the use of high-impact practices (active-learning approaches) in the Alameda County MPA Program at California State University, East Bay. The application of HIPS to this specific MPA program provides a good example of how multiple student engagement enhancement techniques can be incorporated into the core of graduate-level program development. The article concludes with suggestions for future research, one being, examining the impact distant, online education has on student learning and engagement, in light of the recent pandemic.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211013856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45406720","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 : 2021-04-28DOI: 10.1177/01447394211013069
M. Knudsen, M. Larsson
This article studies the organisational view inherent in a public management and leadership development programme. Organisational views are important to study as they guide and frame the actions of the members of the organisation. In the management and leadership development programme under investigation the organisational view was a linguistic-discursive representation that was empirically inept, but which nevertheless was offered as a guide to the managers. Inspired by Clifford Geertz’s notion of religion we suggest conceptualising the presented organisational view as the deep organisation. The analysis contributes to the literature on public management and leadership development programmes by calling attention to the implicit concepts of organisation that on the one hand provide managers with the motivation and authority to carry out their daily ordering of the constantly fluctuating empirical organisation, while to some extent making managers immune to experience-based learning on the other. The notion of the deep organisation expands our understanding of the layered nature of assumptions about organisations, through which seeming contradictions can be handled. In the discussion we outline three important implications of the analysed organisational view.
{"title":"The deep organisation: The organisational view in a public management and leadership development programme","authors":"M. Knudsen, M. Larsson","doi":"10.1177/01447394211013069","DOIUrl":"https://doi.org/10.1177/01447394211013069","url":null,"abstract":"This article studies the organisational view inherent in a public management and leadership development programme. Organisational views are important to study as they guide and frame the actions of the members of the organisation. In the management and leadership development programme under investigation the organisational view was a linguistic-discursive representation that was empirically inept, but which nevertheless was offered as a guide to the managers. Inspired by Clifford Geertz’s notion of religion we suggest conceptualising the presented organisational view as the deep organisation. The analysis contributes to the literature on public management and leadership development programmes by calling attention to the implicit concepts of organisation that on the one hand provide managers with the motivation and authority to carry out their daily ordering of the constantly fluctuating empirical organisation, while to some extent making managers immune to experience-based learning on the other. The notion of the deep organisation expands our understanding of the layered nature of assumptions about organisations, through which seeming contradictions can be handled. In the discussion we outline three important implications of the analysed organisational view.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211013069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49023097","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 : 2021-04-21DOI: 10.1177/01447394211004992
Maite Careaga-Tagüeña, Pablo Sanabria-Pulido
Public affairs education can benefit from the potential of active learning practices in preparing students for the complex surroundings of real public service. This article aims to explore the use of those practices in public affairs education and the extent to which those practices are suitable in a public affairs school in a country in the global South. To do so, it follows a threefold analytical approach. First, from a sample of empirical works in public affairs, it explores the active learning practices portrayed in the literature of public affairs education and identifies patterns and practices. Then, through content analysis of syllabi from a sample of master level courses of schools of public affairs in the US and Europe it identifies the most frequent participant-centered learning practices used in public affairs education. Finally, by means of a case study from a public affairs school in Colombia, it analyzes the adoption of active learning practices to be effectively adopted in such setting and compares them with the two sets of practices previously analyzed. The analysis provided some insights. Both the literature review and the benchmark of practices in public affairs schools, reflect that public affairs education already relies on a wide array of active learning strategies, which, according to some empirical literature, appear to be highly useful in preparing students for public sector practice. Then, the analysis of the use of active learning practices in a Latin American school of public affairs revealed a similarly evident use such practices, something that appears to be instrumental for the faculty, students and alumni of the program, and whose implementation does not appear to differ from other programs abroad.
{"title":"Use of active learning strategies in public affairs education: Advances and lessons from the scholarship and the practice","authors":"Maite Careaga-Tagüeña, Pablo Sanabria-Pulido","doi":"10.1177/01447394211004992","DOIUrl":"https://doi.org/10.1177/01447394211004992","url":null,"abstract":"Public affairs education can benefit from the potential of active learning practices in preparing students for the complex surroundings of real public service. This article aims to explore the use of those practices in public affairs education and the extent to which those practices are suitable in a public affairs school in a country in the global South. To do so, it follows a threefold analytical approach. First, from a sample of empirical works in public affairs, it explores the active learning practices portrayed in the literature of public affairs education and identifies patterns and practices. Then, through content analysis of syllabi from a sample of master level courses of schools of public affairs in the US and Europe it identifies the most frequent participant-centered learning practices used in public affairs education. Finally, by means of a case study from a public affairs school in Colombia, it analyzes the adoption of active learning practices to be effectively adopted in such setting and compares them with the two sets of practices previously analyzed. The analysis provided some insights. Both the literature review and the benchmark of practices in public affairs schools, reflect that public affairs education already relies on a wide array of active learning strategies, which, according to some empirical literature, appear to be highly useful in preparing students for public sector practice. Then, the analysis of the use of active learning practices in a Latin American school of public affairs revealed a similarly evident use such practices, something that appears to be instrumental for the faculty, students and alumni of the program, and whose implementation does not appear to differ from other programs abroad.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211004992","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46722951","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：