Pub Date : 2022-09-06DOI: 10.1080/15236803.2022.2116262
Hasan Muhammad Baniamin, R. Ramasamy
ABSTRACT In this article, we explored the challenges of PA education in developing countries. Based on interviews in two developing countries (Bangladesh and Sri Lanka), we identified a number of challenges that fall under two broader umbrellas: teaching-related and research-related challenges. The teaching-related challenges include the problem with curriculum, materials, teaching methods, student-teacher ratio, and the scope of capacity building. On the other, we identified several research-related challenges such as funding, data availability, research training, and access to software. These problems are creating barriers to having a quality PA education in the sampled countries. Though the findings are based on two developing countries, most of the problems identified here may also be applicable to other developing countries. And some of the identified strategies in the article can also be beneficial for other developing countries to have a better PA education.
{"title":"Key challenges of studying public administration in developing countries: An exploration from Bangladesh and Sri Lanka","authors":"Hasan Muhammad Baniamin, R. Ramasamy","doi":"10.1080/15236803.2022.2116262","DOIUrl":"https://doi.org/10.1080/15236803.2022.2116262","url":null,"abstract":"ABSTRACT In this article, we explored the challenges of PA education in developing countries. Based on interviews in two developing countries (Bangladesh and Sri Lanka), we identified a number of challenges that fall under two broader umbrellas: teaching-related and research-related challenges. The teaching-related challenges include the problem with curriculum, materials, teaching methods, student-teacher ratio, and the scope of capacity building. On the other, we identified several research-related challenges such as funding, data availability, research training, and access to software. These problems are creating barriers to having a quality PA education in the sampled countries. Though the findings are based on two developing countries, most of the problems identified here may also be applicable to other developing countries. And some of the identified strategies in the article can also be beneficial for other developing countries to have a better PA education.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"389 - 406"},"PeriodicalIF":2.5,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47321077","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 : 2022-08-25DOI: 10.1080/15236803.2022.2107416
D. A. Campbell, Susan Appe, Matthew J. Rozansky
ABSTRACT Experiential philanthropy courses have proliferated in recent years in the context of a reinvigorated debate about the nature of elite philanthropy. This paper analyzes the content faculty use to teach philanthropy in 33 courses funded by the Learning by Giving Foundation. We find that courses prioritize materials that address formal philanthropy, including traditional, reform-oriented, and critical views. Courses emphasize content on altruism and individual giving less and provide a limited amount of content that invite students to reflect on whether they have a responsibility to give. The analysis suggests faculty design courses more to simulate institutional than individual giving. We consider an alternative perspective which might better situate experiential philanthropy courses as an opportunity to cultivate habits of giving among students.
{"title":"The experiential philanthropy canon: What students read in experiential philanthropy courses and why it matters","authors":"D. A. Campbell, Susan Appe, Matthew J. Rozansky","doi":"10.1080/15236803.2022.2107416","DOIUrl":"https://doi.org/10.1080/15236803.2022.2107416","url":null,"abstract":"ABSTRACT Experiential philanthropy courses have proliferated in recent years in the context of a reinvigorated debate about the nature of elite philanthropy. This paper analyzes the content faculty use to teach philanthropy in 33 courses funded by the Learning by Giving Foundation. We find that courses prioritize materials that address formal philanthropy, including traditional, reform-oriented, and critical views. Courses emphasize content on altruism and individual giving less and provide a limited amount of content that invite students to reflect on whether they have a responsibility to give. The analysis suggests faculty design courses more to simulate institutional than individual giving. We consider an alternative perspective which might better situate experiential philanthropy courses as an opportunity to cultivate habits of giving among students.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"134 - 155"},"PeriodicalIF":2.5,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43081427","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 : 2022-08-11DOI: 10.1080/15236803.2022.2103772
Gabel Taggart
ABSTRACT This article presents a case study on Giving Games (GG), which are single-session experiential philanthropy lessons where students learn about, deliberate, and decide which of a set of pre-planned nonprofit organizations should receive smaller sums of sponsored money. Findings reveal that participants’ prioritized considerations for giving changed between pre-GG and post-GG surveys, and that their considerations changed to align with pre-planned learning outcomes. Reflection on open-ended responses from the survey led to an emergent observation: that some learning outcomes in experiential philanthropy are general to the experience of researching any set of nonprofit organizations, and that some learning outcomes are specific to the nonprofits included in the experience. This observation supports the notion that experiential philanthropy can flexibly teach learning outcomes specific to different academic fields, settings, and philosophies. I also discuss backwards learning design and student-centered learning theories considering these findings.
{"title":"Short-term experiential philanthropy: The case of Giving Games","authors":"Gabel Taggart","doi":"10.1080/15236803.2022.2103772","DOIUrl":"https://doi.org/10.1080/15236803.2022.2103772","url":null,"abstract":"ABSTRACT This article presents a case study on Giving Games (GG), which are single-session experiential philanthropy lessons where students learn about, deliberate, and decide which of a set of pre-planned nonprofit organizations should receive smaller sums of sponsored money. Findings reveal that participants’ prioritized considerations for giving changed between pre-GG and post-GG surveys, and that their considerations changed to align with pre-planned learning outcomes. Reflection on open-ended responses from the survey led to an emergent observation: that some learning outcomes in experiential philanthropy are general to the experience of researching any set of nonprofit organizations, and that some learning outcomes are specific to the nonprofits included in the experience. This observation supports the notion that experiential philanthropy can flexibly teach learning outcomes specific to different academic fields, settings, and philosophies. I also discuss backwards learning design and student-centered learning theories considering these findings.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"52 - 71"},"PeriodicalIF":2.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42760648","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 : 2022-08-11DOI: 10.1080/15236803.2022.2107418
Allegra H. Fullerton
How does representative government function when public administration can reshape democracy? The traditional narrative of public administration balances the accountability of managers – a problem of control – with the need for effective administration – a problem of capability. The discretion modern governments give to administrators allows them to make trade-offs among democratic values. This book challenges the traditional view with its argument that the democratic values of administration should complement the democratic values of the representative government within which it operates. Control, capability, and value reinforcement can render public administration into democracy administered. This book offers a novel framework for empirically and normatively understanding how democratic values have, and should be, reinforced by public administration. Bertelli’s theoretical framework provides a guide for managers and reformers alike to chart a path toward democracy administered.
{"title":"Democracy administered: How public administration shapes representative government","authors":"Allegra H. Fullerton","doi":"10.1080/15236803.2022.2107418","DOIUrl":"https://doi.org/10.1080/15236803.2022.2107418","url":null,"abstract":"How does representative government function when public administration can reshape democracy? The traditional narrative of public administration balances the accountability of managers – a problem of control – with the need for effective administration – a problem of capability. The discretion modern governments give to administrators allows them to make trade-offs among democratic values. This book challenges the traditional view with its argument that the democratic values of administration should complement the democratic values of the representative government within which it operates. Control, capability, and value reinforcement can render public administration into democracy administered. This book offers a novel framework for empirically and normatively understanding how democratic values have, and should be, reinforced by public administration. Bertelli’s theoretical framework provides a guide for managers and reformers alike to chart a path toward democracy administered.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"113 - 115"},"PeriodicalIF":2.5,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47089136","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 : 2022-08-10DOI: 10.1080/15236803.2022.2105089
Clayton Wukich
ABSTRACT Enrollment pressures and other considerations spur Master of Public Administration online offerings, and specific skillsets are needed for implementation. Online program management providers (OPMs) are for-profit companies that bundle services to establish academic programs in exchange for tuition revenue sharing agreements, upfront fees, or a combination of the two. In such relationships, principal-agent problems may arise in which a company’s profit motives conflict with a university’s larger set of goals and, as a result, stakeholders should recognize the dynamic. However, the lack of industry transparency and emerging business models impede easy understanding. Analysis of contracts obtained through open records requests and other documents (a) identifies available services and (b) reveals potential problems as well as mitigation tactics. Findings contribute to our understanding of what OPM agreements entail, including the contributions made by faculty and other university personnel.
{"title":"Online program management and potential principal-agent problems","authors":"Clayton Wukich","doi":"10.1080/15236803.2022.2105089","DOIUrl":"https://doi.org/10.1080/15236803.2022.2105089","url":null,"abstract":"ABSTRACT Enrollment pressures and other considerations spur Master of Public Administration online offerings, and specific skillsets are needed for implementation. Online program management providers (OPMs) are for-profit companies that bundle services to establish academic programs in exchange for tuition revenue sharing agreements, upfront fees, or a combination of the two. In such relationships, principal-agent problems may arise in which a company’s profit motives conflict with a university’s larger set of goals and, as a result, stakeholders should recognize the dynamic. However, the lack of industry transparency and emerging business models impede easy understanding. Analysis of contracts obtained through open records requests and other documents (a) identifies available services and (b) reveals potential problems as well as mitigation tactics. Findings contribute to our understanding of what OPM agreements entail, including the contributions made by faculty and other university personnel.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"72 - 91"},"PeriodicalIF":2.5,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45100334","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 : 2022-08-01DOI: 10.1080/15236803.2022.2103337
Lindsey M. McDougle, Huafang Li, Gabrielle Rossi
ABSTRACT Globally, public affairs programs are designed to meet dual educational purposes. On the one hand, these professional degree programs are intended to educate students for careers in service to the public. On the other hand, these programs are also intended to educate students about our common responsibility to contribute to the betterment of society through civic participation and engagement. Not surprisingly, then, public affairs programs often include a curriculum emphasis on philanthropy; and, as a means of teaching philanthropy, experiential philanthropy has become an increasingly popular pedagogical strategy. Despite growing use of the pedagogy cross-nationally and consistent evidence of its short-term efficacy, there has been limited evidence of the pedagogy’s long-term impact. Therefore, in this study, we explore whether experiential philanthropy, as a pedagogical strategy within public affairs programs in the US and China, is associated with long-term philanthropic and prosocial outcomes of former course participants.
{"title":"Experiential philanthropy in public affairs education: Learning for lives of giving?","authors":"Lindsey M. McDougle, Huafang Li, Gabrielle Rossi","doi":"10.1080/15236803.2022.2103337","DOIUrl":"https://doi.org/10.1080/15236803.2022.2103337","url":null,"abstract":"ABSTRACT Globally, public affairs programs are designed to meet dual educational purposes. On the one hand, these professional degree programs are intended to educate students for careers in service to the public. On the other hand, these programs are also intended to educate students about our common responsibility to contribute to the betterment of society through civic participation and engagement. Not surprisingly, then, public affairs programs often include a curriculum emphasis on philanthropy; and, as a means of teaching philanthropy, experiential philanthropy has become an increasingly popular pedagogical strategy. Despite growing use of the pedagogy cross-nationally and consistent evidence of its short-term efficacy, there has been limited evidence of the pedagogy’s long-term impact. Therefore, in this study, we explore whether experiential philanthropy, as a pedagogical strategy within public affairs programs in the US and China, is associated with long-term philanthropic and prosocial outcomes of former course participants.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"440 - 459"},"PeriodicalIF":2.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48455177","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 : 2022-08-01DOI: 10.1080/15236803.2022.2100215
M. Evans
{"title":"Public service ethics: Individual and institutional responsibilities","authors":"M. Evans","doi":"10.1080/15236803.2022.2100215","DOIUrl":"https://doi.org/10.1080/15236803.2022.2100215","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"110 - 112"},"PeriodicalIF":2.5,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43956778","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 : 2022-07-25DOI: 10.1080/15236803.2022.2097038
Prentiss A. Dantzler, Kathleen Yang-Clayton
ABSTRACT The renewal of efforts to disrupt or dismantle White supremacy in public service organizations and society has been met by strong cross-currents from the current political and policy climate in the United States. We see efforts by public administration faculty to incorporate more critical perspectives around pedagogy and public service as very hopeful. At the same time, we argue that the tools that administrators may need to disrupt institutionalized racist practices and structures go well beyond self-awareness and individual-level anti-racist actions. We situate public administration as a racialized practice – an evolving system of institutions and services that perpetuate exclusion, marginalization, and ineffectiveness through public action. In order to disrupt this system, we argue for a more critical approach within public affairs education through participatory models of engagement, where individual-level awareness and skillbuilding are explicitly coupled with organizational change approaches.
{"title":"Deconstructing the racial structure of public service through critical participatory practices","authors":"Prentiss A. Dantzler, Kathleen Yang-Clayton","doi":"10.1080/15236803.2022.2097038","DOIUrl":"https://doi.org/10.1080/15236803.2022.2097038","url":null,"abstract":"ABSTRACT The renewal of efforts to disrupt or dismantle White supremacy in public service organizations and society has been met by strong cross-currents from the current political and policy climate in the United States. We see efforts by public administration faculty to incorporate more critical perspectives around pedagogy and public service as very hopeful. At the same time, we argue that the tools that administrators may need to disrupt institutionalized racist practices and structures go well beyond self-awareness and individual-level anti-racist actions. We situate public administration as a racialized practice – an evolving system of institutions and services that perpetuate exclusion, marginalization, and ineffectiveness through public action. In order to disrupt this system, we argue for a more critical approach within public affairs education through participatory models of engagement, where individual-level awareness and skillbuilding are explicitly coupled with organizational change approaches.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"20 - 38"},"PeriodicalIF":2.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44960650","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 : 2022-07-25DOI: 10.1080/15236803.2022.2101082
R. J. Woodring, Mary K. Feeney
ABSTRACT Public affairs programs have long aimed to advance public service education. First defined as preparing public servants for government employment, public affairs programs have expanded to advancing the public interest and governance across all sectors. While modern public affairs programs have become more expansive in how they define public service education and the mechanisms they use to advance education (e.g. applied learning, skills training, professionalization, service learning), they continue to follow a general model of limiting training to those who select into a singular disciplinary track. We outline a new approach to public service education – Next Generation Service – which seeks to cultivate public service education to undergraduates outside the core discipline and across campus. We call on public affairs programs to expand their service to the university and broader community by advancing public service values across campus regardless of major.
{"title":"Public service values education: A call to service for public affairs programs","authors":"R. J. Woodring, Mary K. Feeney","doi":"10.1080/15236803.2022.2101082","DOIUrl":"https://doi.org/10.1080/15236803.2022.2101082","url":null,"abstract":"ABSTRACT Public affairs programs have long aimed to advance public service education. First defined as preparing public servants for government employment, public affairs programs have expanded to advancing the public interest and governance across all sectors. While modern public affairs programs have become more expansive in how they define public service education and the mechanisms they use to advance education (e.g. applied learning, skills training, professionalization, service learning), they continue to follow a general model of limiting training to those who select into a singular disciplinary track. We outline a new approach to public service education – Next Generation Service – which seeks to cultivate public service education to undergraduates outside the core discipline and across campus. We call on public affairs programs to expand their service to the university and broader community by advancing public service values across campus regardless of major.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"39 - 51"},"PeriodicalIF":2.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49245891","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 : 2022-07-25DOI: 10.1080/15236803.2022.2100214
Eric Stokan
{"title":"Doing economics: What you should have learned in grad school—But didn’t","authors":"Eric Stokan","doi":"10.1080/15236803.2022.2100214","DOIUrl":"https://doi.org/10.1080/15236803.2022.2100214","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"107 - 109"},"PeriodicalIF":2.5,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48517753","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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