Pub Date : 2021-04-19DOI: 10.1177/0144739421997526
Jacqueline H. Abernathy
This study evaluates faculty efforts to accommodate graduate students in the Tarleton State University Masters of Public Administration and Masters of Criminal Justice programs called away from classes in the first weeks of the 2017 academic year as disaster responders called into duty by Hurricane Harvey. The evaluation employed a theoretical process map to track each case (student class experience) through action steps and corresponding variables related to implementation and intervention. The analysis found that although accommodations (e.g., flexible due dates, condensed content, and self-paced learning) worked in every case, only 77% of cases used them. The omission of use in the other 23% cases was due to implementation error, a lack of awareness regarding student needs, and a bilateral failure of initiative where faculty failed to offer solutions and students to request them. It concludes with ways in which faculty can remedy this by raising awareness and taking the initiative themselves.
{"title":"When heroes moonlight as graduate students: Accommodating those called into public service after the Hurricane Harvey disaster","authors":"Jacqueline H. Abernathy","doi":"10.1177/0144739421997526","DOIUrl":"https://doi.org/10.1177/0144739421997526","url":null,"abstract":"This study evaluates faculty efforts to accommodate graduate students in the Tarleton State University Masters of Public Administration and Masters of Criminal Justice programs called away from classes in the first weeks of the 2017 academic year as disaster responders called into duty by Hurricane Harvey. The evaluation employed a theoretical process map to track each case (student class experience) through action steps and corresponding variables related to implementation and intervention. The analysis found that although accommodations (e.g., flexible due dates, condensed content, and self-paced learning) worked in every case, only 77% of cases used them. The omission of use in the other 23% cases was due to implementation error, a lack of awareness regarding student needs, and a bilateral failure of initiative where faculty failed to offer solutions and students to request them. It concludes with ways in which faculty can remedy this by raising awareness and taking the initiative themselves.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421997526","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45505108","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 : 2021-04-14DOI: 10.1177/01447394211005507
Sarah Young,Kimberly 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 Young,Kimberly Wiley","doi":"10.1177/01447394211005507","DOIUrl":"https://doi.org/10.1177/01447394211005507","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":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518105","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 : 2021-04-08DOI: 10.1177/0144739421997524
R. Wessels
The Constitution of the Republic of South Africa states that public servants must deliver services to improve the general welfare of the citizens. The public servants therefore have a duty to the citizens to deliver effective and efficient public services that will be to the satisfaction of the citizens to improve their well-being. However, this is not the case since service delivery protests have become the norm, with citizens regularly protesting about the services received from the various municipalities. Citizens are not happy about the level of service delivery received and therefore take to the streets to render their unhappiness. The City of Tshwane Metropolitan Municipality is no exception, as service delivery protests have also plagued the municipality and during 2016, the media referred to the protests as Tshwane burning. The municipal frontline staff are at the coalface of service delivery and are often the only public servants that the citizens come into contact with. The municipal frontline staff deliver services to the public on a daily basis and should possess the necessary knowledge, skills, behaviours, attitudes and competencies to deliver professional services. This article will describe what the Customer Care Consultants think should be included in the design of an essential model for training and development for Customer Care Consultants at the City of Tshwane, as they are at the forefront of service delivery. It does so by drawing on an extensive case study using a qualitative questionnaire toexplore the views and perceptions of the municipal frontline staff. The article seeks to add to the body of knowledge by critically analysing the views provided by the Customer Care Consultants on the content for a training and development modelfor Customer Care Consultants at the City of Tshwane. This study reports on research undertaken for the author’s doctoral research conducted during 2018 and culminates in a training and development model for municipal frontline staff.
{"title":"Training and development model for municipal frontline staff","authors":"R. Wessels","doi":"10.1177/0144739421997524","DOIUrl":"https://doi.org/10.1177/0144739421997524","url":null,"abstract":"The Constitution of the Republic of South Africa states that public servants must deliver services to improve the general welfare of the citizens. The public servants therefore have a duty to the citizens to deliver effective and efficient public services that will be to the satisfaction of the citizens to improve their well-being. However, this is not the case since service delivery protests have become the norm, with citizens regularly protesting about the services received from the various municipalities. Citizens are not happy about the level of service delivery received and therefore take to the streets to render their unhappiness. The City of Tshwane Metropolitan Municipality is no exception, as service delivery protests have also plagued the municipality and during 2016, the media referred to the protests as Tshwane burning. The municipal frontline staff are at the coalface of service delivery and are often the only public servants that the citizens come into contact with. The municipal frontline staff deliver services to the public on a daily basis and should possess the necessary knowledge, skills, behaviours, attitudes and competencies to deliver professional services. This article will describe what the Customer Care Consultants think should be included in the design of an essential model for training and development for Customer Care Consultants at the City of Tshwane, as they are at the forefront of service delivery. It does so by drawing on an extensive case study using a qualitative questionnaire toexplore the views and perceptions of the municipal frontline staff. The article seeks to add to the body of knowledge by critically analysing the views provided by the Customer Care Consultants on the content for a training and development modelfor Customer Care Consultants at the City of Tshwane. This study reports on research undertaken for the author’s doctoral research conducted during 2018 and culminates in a training and development model for municipal frontline staff.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421997524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502255","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 : 2021-04-05DOI: 10.1177/0144739421993889
João Augusto de Campos Avaristo, Cristina Lourenço Ubeda
This paper aims to analyze the main competences developed by graduates of a professional master’s degree in Brazilian public administration. For this purpose, the research developed (i) a theoretical framework to present the main competences for public sector professionals, (ii) a bibliometric analysis with the scientific publications about development of competences in public administration between 2009 and 2019, and (iii) an investigation of the graduates’ profile in the Brazilian professional master’s degree surveyed with a standard score. Finally, a map of investigated competences was elaborated, identifying the development levels according to the graduate’s perception acquired along a postgraduate program. These competences were distributed into four categories: high, medium, low and very-low development levels.
{"title":"Analysis of the development of competences in a Brazilian master of public administration","authors":"João Augusto de Campos Avaristo, Cristina Lourenço Ubeda","doi":"10.1177/0144739421993889","DOIUrl":"https://doi.org/10.1177/0144739421993889","url":null,"abstract":"This paper aims to analyze the main competences developed by graduates of a professional master’s degree in Brazilian public administration. For this purpose, the research developed (i) a theoretical framework to present the main competences for public sector professionals, (ii) a bibliometric analysis with the scientific publications about development of competences in public administration between 2009 and 2019, and (iii) an investigation of the graduates’ profile in the Brazilian professional master’s degree surveyed with a standard score. Finally, a map of investigated competences was elaborated, identifying the development levels according to the graduate’s perception acquired along a postgraduate program. These competences were distributed into four categories: high, medium, low and very-low development levels.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0144739421993889","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65532422","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 : 2021-04-05DOI: 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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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：