Pub Date : 2021-04-05DOI: 10.1177/0144739421997509
J. Perry
This is an interesting and engaging book. Alasdair Roberts offers a coherent and comprehensive new direction for the field of public administration. His position is clearly argued. His proposals are provocative because they depart sharply from recent orthodoxy. At the outset, I want to be clear that I agree with much of Roberts’s argument. Although I offer critical perspective in this review, it is important that readers put my criticism in context. Roberts’s goals are ambitious, and what he delivers sometimes falls short of his aspirations. Let me begin by summarizing Roberts’s argument. I condense it here to four premises:
{"title":"Book review: Strategies for Governing: Reinventing Public Administration for a Dangerous Century","authors":"J. Perry","doi":"10.1177/0144739421997509","DOIUrl":"https://doi.org/10.1177/0144739421997509","url":null,"abstract":"This is an interesting and engaging book. Alasdair Roberts offers a coherent and comprehensive new direction for the field of public administration. His position is clearly argued. His proposals are provocative because they depart sharply from recent orthodoxy. At the outset, I want to be clear that I agree with much of Roberts’s argument. Although I offer critical perspective in this review, it is important that readers put my criticism in context. Roberts’s goals are ambitious, and what he delivers sometimes falls short of his aspirations. Let me begin by summarizing Roberts’s argument. I condense it here to four premises:","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"28 - 31"},"PeriodicalIF":1.7,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421997509","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42036206","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 : 2021-04-01DOI: 10.1177/01447394211004990
Michael Overton, Stephen W. Kleinschmit
Public administration is struggling to contend with a substantial shift in practice fueled by the accelerating adoption of information technology. New skills, competencies and pedagogies are required by the field to help overcome the data-skills gap. As a means to address these deficiencies, we introduce the Data Science Literacy Framework, a heuristic for incorporating data science principles into public administration programs. The framework suggests that data literacy is the dominant principle underlying a shift in professional practice, accentuated by an understanding of computational science, statistical methodology, and data-adjacent domain knowledge. A combination of new and existing skills meshed into public administration curriculums help implement these principles and advance public administration education.
{"title":"Data science literacy: Toward a philosophy of accessible and adaptable data science skill development in public administration programs","authors":"Michael Overton, Stephen W. Kleinschmit","doi":"10.1177/01447394211004990","DOIUrl":"https://doi.org/10.1177/01447394211004990","url":null,"abstract":"Public administration is struggling to contend with a substantial shift in practice fueled by the accelerating adoption of information technology. New skills, competencies and pedagogies are required by the field to help overcome the data-skills gap. As a means to address these deficiencies, we introduce the Data Science Literacy Framework, a heuristic for incorporating data science principles into public administration programs. The framework suggests that data literacy is the dominant principle underlying a shift in professional practice, accentuated by an understanding of computational science, statistical methodology, and data-adjacent domain knowledge. A combination of new and existing skills meshed into public administration curriculums help implement these principles and advance public administration education.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"354 - 365"},"PeriodicalIF":1.7,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211004990","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44040732","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 : 2021-03-19DOI: 10.1177/01447394211000407
P. Marks, Monika Knassmüller
The COVID-19 pandemic forced surprised governments worldwide to act fast and decisively, often revealing lack of preparation for this kind of situation. However, such crises are expected to occur far more frequently than ever before. To keep societies prospering, governments, administrations, and civil servants will have to adapt quickly and effectively—and hence need to develop the required capabilities (e.g., appropriate policies, strategies, knowledge, skills). To deepen our understanding of appropriate action in face of crises, resulting consequences for stability and required, demanded or enforced behavior of people, we propose the concept of resilience. Resilience, we argue by way of five propositions, helps articulating the underlying dynamics in society and its administrative systems in order to allow for a sustainable incorporation of the long-term perspective in the short-term strategy, particularly in times of disturbances and temporary perturbations.
{"title":"Bouncing around in a turbulent teaching environment: Teaching and researching resilience for public administration","authors":"P. Marks, Monika Knassmüller","doi":"10.1177/01447394211000407","DOIUrl":"https://doi.org/10.1177/01447394211000407","url":null,"abstract":"The COVID-19 pandemic forced surprised governments worldwide to act fast and decisively, often revealing lack of preparation for this kind of situation. However, such crises are expected to occur far more frequently than ever before. To keep societies prospering, governments, administrations, and civil servants will have to adapt quickly and effectively—and hence need to develop the required capabilities (e.g., appropriate policies, strategies, knowledge, skills). To deepen our understanding of appropriate action in face of crises, resulting consequences for stability and required, demanded or enforced behavior of people, we propose the concept of resilience. Resilience, we argue by way of five propositions, helps articulating the underlying dynamics in society and its administrative systems in order to allow for a sustainable incorporation of the long-term perspective in the short-term strategy, particularly in times of disturbances and temporary perturbations.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"23 - 27"},"PeriodicalIF":1.7,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/01447394211000407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45599263","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 : 2021-03-18DOI: 10.1080/19460171.2021.1902190
Sarah L. Young, Kimberly K. Wiley
The #MeToo movement is descending upon the walls of the ivory tower. The day of reckoning has come for academia to end teaching staff1 sexual misconduct. As women of public2 and third sector3 educa...
{"title":"Erased: Ending faculty sexual misconduct in academia – An open letter from women of public affairs education","authors":"Sarah L. Young, Kimberly K. Wiley","doi":"10.1080/19460171.2021.1902190","DOIUrl":"https://doi.org/10.1080/19460171.2021.1902190","url":null,"abstract":"The #MeToo movement is descending upon the walls of the ivory tower. The day of reckoning has come for academia to end teaching staff1 sexual misconduct. As women of public2 and third sector3 educa...","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"127 - 132"},"PeriodicalIF":1.7,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19460171.2021.1902190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41461991","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 : 2021-03-08DOI: 10.1177/0144739421997514
Naci Karkin, Fatih Gurses
The public sector gets through a big transformation in many dimensions lately. The volume and extent of this transformation influence institutionalization, organization, and execution of the public sector as a whole, irrespective of either a developed or a developing country case is at stake. There is a growing inclination to capture and direct this transformation in public administration scholarship. However, there is a void concerning whether and how the curricula of public administration are designed to capture and drive this transformation. This paper aims to address this void by analyzing the curricula in a developing country case, namely Turkey. This bidirectional motive of the study is served by evaluating first to analyze the attitudes, expectations, and opinions of public administration academics working and studying in the field of public affairs on several educational issues. Then, we aim to analyze the curricula of some selected public administration departments. After analyzing all the study findings, it is seen that departments in Turkey are mainly framed to represent the traditional dimensions of statehood. No matter how hard are the challenges that the governments face, public administration departments are still stuck to structural, organizational, and legal perspectives. We argue that the public sector needs curious public administrators rather than institutional ones, thus we plea for curricula that reflect meeting this need.
{"title":"An analysis of the public administration curricula in Turkey: Realities, expectations, and attitudes toward novel courses","authors":"Naci Karkin, Fatih Gurses","doi":"10.1177/0144739421997514","DOIUrl":"https://doi.org/10.1177/0144739421997514","url":null,"abstract":"The public sector gets through a big transformation in many dimensions lately. The volume and extent of this transformation influence institutionalization, organization, and execution of the public sector as a whole, irrespective of either a developed or a developing country case is at stake. There is a growing inclination to capture and direct this transformation in public administration scholarship. However, there is a void concerning whether and how the curricula of public administration are designed to capture and drive this transformation. This paper aims to address this void by analyzing the curricula in a developing country case, namely Turkey. This bidirectional motive of the study is served by evaluating first to analyze the attitudes, expectations, and opinions of public administration academics working and studying in the field of public affairs on several educational issues. Then, we aim to analyze the curricula of some selected public administration departments. After analyzing all the study findings, it is seen that departments in Turkey are mainly framed to represent the traditional dimensions of statehood. No matter how hard are the challenges that the governments face, public administration departments are still stuck to structural, organizational, and legal perspectives. We argue that the public sector needs curious public administrators rather than institutional ones, thus we plea for curricula that reflect meeting this need.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"366 - 387"},"PeriodicalIF":1.7,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421997514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41847264","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 : 2021-01-08DOI: 10.1177/0144739420984503
Michael A O'Neill
In recent decades civil services worldwide have experienced exogenous forces that are transforming their work and workplace. In turn, these changes are altering the skills set associated with civil service employment. As professional degrees oriented towards careers in civil service these changes can have important ramifications on the curriculum. Focusing on member schools of the Canadian Association of Programmes in Public Administration (CAPPA) our research explores whether and how the postgraduate public administration and public policy programmes (MPA and MPP) curriculum has adapted to changes in the natural labour market for their graduates. Our threefold findings are that: A lack of alignment exists between the MPA/MPP currently taught and the requirements of civil services; a recognition by programme heads that some degree of curriculum alignment is indeed necessary; and that engagement between schools and civils services exists, but is typically informal and conducted through intermediary bodies. Our findings further highlight the necessity for civil services to engage with MPA and MPP programmes to ensure that future civil servants possess the skills relevant at a time of significant change in the nature of work.
{"title":"MPA/MPP programmes and the future of work: Does MPA curriculum align with civil service requirements","authors":"Michael A O'Neill","doi":"10.1177/0144739420984503","DOIUrl":"https://doi.org/10.1177/0144739420984503","url":null,"abstract":"In recent decades civil services worldwide have experienced exogenous forces that are transforming their work and workplace. In turn, these changes are altering the skills set associated with civil service employment. As professional degrees oriented towards careers in civil service these changes can have important ramifications on the curriculum. Focusing on member schools of the Canadian Association of Programmes in Public Administration (CAPPA) our research explores whether and how the postgraduate public administration and public policy programmes (MPA and MPP) curriculum has adapted to changes in the natural labour market for their graduates. Our threefold findings are that: A lack of alignment exists between the MPA/MPP currently taught and the requirements of civil services; a recognition by programme heads that some degree of curriculum alignment is indeed necessary; and that engagement between schools and civils services exists, but is typically informal and conducted through intermediary bodies. Our findings further highlight the necessity for civil services to engage with MPA and MPP programmes to ensure that future civil servants possess the skills relevant at a time of significant change in the nature of work.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"40 1","pages":"388 - 409"},"PeriodicalIF":1.7,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420984503","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43120531","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 : 2020-12-22DOI: 10.1177/0144739420978249
James M. McQuiston, A. Manoharan
New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.
{"title":"E-Government and information technology coursework in public administration programs in Asia","authors":"James M. McQuiston, A. Manoharan","doi":"10.1177/0144739420978249","DOIUrl":"https://doi.org/10.1177/0144739420978249","url":null,"abstract":"New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"210 - 226"},"PeriodicalIF":1.7,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420978249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768599","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 : 2020-12-06DOI: 10.1177/0144739420977900
Mahiswaran Selvanathan, N. Hussin, Noor Alyani Nor Azazi
Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.
{"title":"Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions","authors":"Mahiswaran Selvanathan, N. Hussin, Noor Alyani Nor Azazi","doi":"10.1177/0144739420977900","DOIUrl":"https://doi.org/10.1177/0144739420977900","url":null,"abstract":"Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"41 1","pages":"13 - 22"},"PeriodicalIF":1.7,"publicationDate":"2020-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420977900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42403154","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 : 2020-12-02DOI: 10.1177/0144739420977902
Christopher L. Atkinson
This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.
{"title":"Significant learning and public administration education: The impact of short-term courses","authors":"Christopher L. Atkinson","doi":"10.1177/0144739420977902","DOIUrl":"https://doi.org/10.1177/0144739420977902","url":null,"abstract":"This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"192 - 209"},"PeriodicalIF":1.7,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420977902","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41885277","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 : 2020-12-02DOI: 10.1177/0144739420974737
L. Lues
In this article, the aim is to question the relevance of well-known public leadership styles to the 21st century. The aim is buoyed by the notion that traditional leadership styles, even more so conventional ways of leading, will no longer ensure success, as 21st-century risks have had a considerable impact on the role and disposition of the public leader. The article draws on a qualitative review of academic papers and articles, documentary materials, surveys, and reports. An analysis of this material is used to gain a broad understanding of how public leadership styles are transforming under the impetus of the 21st century. The discussion is based on the challenges that public leaders are likely to face over the next decade, the pacesetters for public leaders to transform in the 21st century, and recommendations guiding public leadership styles for the 21st century.
{"title":"Has public leadership as we know it reached the end of its shelf life? Exploring leadership styles in the 21st century","authors":"L. Lues","doi":"10.1177/0144739420974737","DOIUrl":"https://doi.org/10.1177/0144739420974737","url":null,"abstract":"In this article, the aim is to question the relevance of well-known public leadership styles to the 21st century. The aim is buoyed by the notion that traditional leadership styles, even more so conventional ways of leading, will no longer ensure success, as 21st-century risks have had a considerable impact on the role and disposition of the public leader. The article draws on a qualitative review of academic papers and articles, documentary materials, surveys, and reports. An analysis of this material is used to gain a broad understanding of how public leadership styles are transforming under the impetus of the 21st century. The discussion is based on the challenges that public leaders are likely to face over the next decade, the pacesetters for public leaders to transform in the 21st century, and recommendations guiding public leadership styles for the 21st century.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":"39 1","pages":"175 - 191"},"PeriodicalIF":1.7,"publicationDate":"2020-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739420974737","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925528","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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