Pub Date : 2023-11-02DOI: 10.1080/15236803.2023.2272654
Yilin Hou, Philip Joyce, Kurt Thurmaier, Katherine Willoughby
The Inter-University Consortium for Doctoral Courses in Public Budgeting, Finance, and Financial Management is the first collaborative project for online doctoral courses in public affairs. This article provides an account of the consortium’s initiation, establishment, and operation for the pilot round. The consortium fills a niche in doctoral education and opens up a path for smooth cooperation between universities by accessing instructors who are experts in subfields of public budgeting and finance. This article also analyses the results of a survey of students, liaison professors and leaders of the participating schools. The article aims to draw lessons from the pilot operation and to look into the future for improvements. Though the consortium regards doctoral courses in the PBFM specialization, the problem is a common one, generic to all area specializations of PhD programs in research universities. We hope the consortium can be a model for collaboration between universities going forward.
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Pub Date : 2023-10-24DOI: 10.1080/15236803.2023.2263129
Annie Miller, Hope Yohn, Maren B. Trochmann
ABSTRACTClassroom environments, virtual and face-to-face, are changing; we are moving to focus more explicitly on students’ health and well-being and to ensure we actively promote anti-racist educational environments for students. This paper examines how we can enshrine those lessons into academic programs by institutionalizing a trauma-responsive approach to education; building upon key findings from student and adult development theories, then bridging the scholarship of teaching and learning literature as a guide for developing teaching practices that support individual student growth. We outline structured practices that faculty can utilize to improve learning and success for students who are experiencing personal, secondary, or institutional trauma while establishing boundaries in teaching. Five goals for trauma-responsive teaching include 1. Ensure safety; 2. Establish trustworthiness; 3. Maximize choice; 4. Maximize collaboration; and 5. Prioritize empowerment. We conclude by offering tangible practices to incorporate from syllabus changes to classroom discussion guidance and beyond.KEYWORDS: Equitable teaching approachtrauma-informed teachingtrauma-responsive pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The authors of this paper are aware of the extensive literature related to the influence of faculty intersectional identities like gender identity, race, accent, etc. on student ratings of instruction (Kreitzer & Sweet-Cushman, Citation2021; Redding, Citation2019; Subtirelu, Citation2015); the rapport building aspect of instruction identified here may be correlated with these identity relationships, however, there is not evidence to date that examines this intersection.2. The authors recognize that the politics of self-disclosure and admission of unfamiliarity/inexperience is complex. Disclosure of some identities is unavoidable, and people with minoritized identities may face more barriers for disclosing their experiences or admitting when they do not know something. The scope of this paper primarily exists within the classroom and student-instructor dynamics. However, if self-disclosure and saying “I don’t know” are not permissible for faculty in meetings or conversations with peers, this speaks to a larger institutional barrier that may prohibit this behavior change in the classroom. For these situations, a deeper exploration is required to tackle the systemic changes and incorporate trauma-responsive practices at the institutional level.Additional informationNotes on contributorsAnnie MillerAnnie Miller is an Assistant Clinical Professor and Associate Dean of Student Success and Strategic Initiatives at the University of Colorado Denver School of Public Affairs and leads Collaborative Management Consulting LLC. She is an active board member at the Laboratory to Combat Human Trafficking, and the co-PI for the Colorado Project to Comprehensively Combat Human Trafficking. Her scholar
摘要课堂环境，无论是虚拟的还是面对面的，都在发生着变化;我们正在采取行动，更加明确地关注学生的健康和福祉，并确保我们积极促进学生的反种族主义教育环境。本文探讨了我们如何通过将创伤反应性教育方法制度化，将这些经验纳入学术课程;以学生和成人发展理论的主要发现为基础，然后将教学和学习文献的学术联系起来，作为开发支持学生个人成长的教学实践的指南。我们概述了结构化的实践，教师可以利用这些实践来改善学生的学习和成功，这些学生在建立教学界限的同时正在经历个人、次要或机构创伤。创伤反应性教学的五个目标包括:1。确保安全;2. 建立诚信;3.最大化的选择;4. 最大化的合作;和5。优先权利。最后，我们提供了切实可行的实践，从教学大纲的修改到课堂讨论指导等等。关键词:公平教学法创伤知情教学法创伤响应教学法披露声明作者未报告潜在的利益冲突。本文的作者注意到，有大量文献涉及教师交叉身份(如性别认同、种族、口音等)对学生教学评分的影响(Kreitzer & Sweet-Cushman, Citation2021;整理,Citation2019;Subtirelu Citation2015);这里提到的教学中融洽关系的建立可能与这些身份关系有关，然而，迄今为止还没有证据研究这种交集。作者认识到，自我披露和承认不熟悉/缺乏经验的政治是复杂的。一些身份的披露是不可避免的，少数身份的人在披露自己的经历或承认自己不知道的事情时可能会面临更多的障碍。本文的研究范围主要存在于课堂和师生动态。然而，如果教师在会议或与同龄人交谈时不允许自我表露和说“我不知道”，这就说明了一个更大的制度障碍，可能会禁止这种行为在课堂上发生变化。对于这些情况，需要进行更深入的探索，以解决系统变化并在制度层面纳入创伤反应实践。安妮·米勒(annie Miller)是科罗拉多大学丹佛公共事务学院的助理临床教授和学生成功与战略倡议副院长，并领导协作管理咨询有限责任公司。她是打击人口贩运实验室的活跃董事会成员，也是科罗拉多州全面打击人口贩运项目的共同负责人。她的研究重点是网络和合作的有效性，旨在打击人口贩运，创伤知情的公共管理，以及社区和网络层面的能力发展，以结束邪恶的问题。霍普·约翰霍普·约翰毕业于里吉斯大学，获得犯罪学学士和硕士学位。她拥有丰富的管理经验，是一名培训、学习和组织发展专家，她对组织行为和有效管理充满热情。她希望研究刑事司法机构的组织文化，包括组织障碍对员工健康，犯罪预防，康复，有效的政策执行。霍普志愿担任当地警察局的受害者倡导者，并通过“暴力替代方案项目”在监狱和社区团体中促进关于非暴力解决冲突的创伤知识讲习班。Maren B. Trochmann是查尔斯顿学院的助理教授，她在MPA项目和政治科学系任教。她的研究重点是社会公平、公共人事管理以及公共管理理论与实践的联系。从广义上讲，她的研究重点是公平、公正和人道的公共服务——既为那些在公共部门工作的人，也为那些与公共服务互动或从中受益的公民。
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Pub Date : 2023-09-20DOI: 10.1080/15236803.2023.2254631
Jean Johnstone, Michael O’Hare
The intersection of arts and public policy is three-dimensional. A multitude of direct subsidy, regulatory, and support programs are advocated and managed as “arts policy,” but a wide variety of non-arts-targeted realms such as tax law, public education, public health, and urban development and housing programs importantly influence artists and their encounters with their audiences. These interactions, and the complexity and thorniness born of the difficulty of clearly categorizing the arts as either market or non-market goods, as well as our difficulty in their valuation, make a particularly good area for teaching about public policy generally. And finally, policy of all kinds is too important to be made without the insights and guidance of artists, whose job is to show us the society we live in and who we are. Our “Arts and Cultural Policy” course explores this landscape for students in both fields.
{"title":"Art for policy and policy for art","authors":"Jean Johnstone, Michael O’Hare","doi":"10.1080/15236803.2023.2254631","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254631","url":null,"abstract":"The intersection of arts and public policy is three-dimensional. A multitude of direct subsidy, regulatory, and support programs are advocated and managed as “arts policy,” but a wide variety of non-arts-targeted realms such as tax law, public education, public health, and urban development and housing programs importantly influence artists and their encounters with their audiences. These interactions, and the complexity and thorniness born of the difficulty of clearly categorizing the arts as either market or non-market goods, as well as our difficulty in their valuation, make a particularly good area for teaching about public policy generally. And finally, policy of all kinds is too important to be made without the insights and guidance of artists, whose job is to show us the society we live in and who we are. Our “Arts and Cultural Policy” course explores this landscape for students in both fields.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308173","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 : 2023-09-19DOI: 10.1080/15236803.2023.2255765
Schnequa N. Diggs, Del M.N. Bharath, Kristie Roberts-Lewis, Deborah Bailey
ABSTRACTMentoring is essential for the retention and success of not only students but early-career junior faculty as well. Yet, mentorship and mentoring become an issue of equity where those with the resources (financial, human, etc.) receive and provide better mentoring. This article is a collaborative autoethnography triangulated with program documents to better understand the role, perceptions, and experiences of mentorship for Women of Color (WOC) faculty in NASPAA-accredited HBCU graduate programs. This research uses a framework where student success depends on faculty success, and investing in faculty is as important as investing in students. We found the way that faculty perceive their role as mentors is strongly influenced by past mentoring experiences, how roles and responsibilities are defined, and how these roles and responsibilities are supported and measured within retention, tenure, and promotion (RTP). We provide recommendations to retain and develop faculty to become highly effective mentors at HBCUs.KEYWORDS: AutoethnographyHBCUsmentorshipretentionwomen of color Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSchnequa N. DiggsSchnequa N. Diggs is an Assistant Professor of Public Administration at North Carolina Central University. Her current research focuses on representation, social, and gender equity, and intersectionality. She is currently an active member of ASPA, serving on the COMPA and DSJ Board of Directors. She also serves on the Affordable Housing Implementation Committee for the City of Durham, NC.Del M.N. BharathDel M.N. Bharath is an Assistant Professor of Public Administration at Savannah State University. Her research interest lies in teaching public administration, gentrification, and the perceptions of public administration in film.Kristie Roberts-LewisKristie Roberts-Lewis is the former Chair & Associate Professor in the Departments of Public Administration and Public Policy at Southern University and A & M College. She currently serves as the Senior Program Manager of Transformation Support in the Institute of Capacity Building with the United Negro College Fund. An accomplished Higher Education administrator with an exceptional record of leading transformational change, increasing institutional effectiveness and student success in graduate education. She has served in institutions of higher learning for more than two decades and is currently the Managing Editor for the Journal of Public Management and Social Policy. She is the Immediate Past President of the ASPA Louisiana Chapter and serves on the Fund Development Committee with COMPA. Her research interests are focused on social welfare and social equity issues which has led to the publication of one book, numerous articles, and book chapters while sharing her research findings at national, regional, and local conferences.Deborah BaileyDeborah Bailey is an Assistant Professor and
摘要师徒关系不仅对学生的保留和成功至关重要，而且对初出茅庐的初级教师也是如此。然而，指导和指导成为一个公平问题，那些拥有资源(财务、人力等)的人接受并提供更好的指导。本文是一篇与项目文件相结合的协作性民族志，旨在更好地理解naspaa认证的HBCU研究生项目中有色人种女性(WOC)教师的角色、观念和经验。这项研究使用的框架是，学生的成功取决于教师的成功，投资教师和投资学生一样重要。我们发现教师认为他们作为导师的角色的方式受到过去的指导经验的强烈影响，如何定义角色和责任，以及如何在保留，任期和晋升(RTP)中支持和衡量这些角色和责任。我们提供建议，以保留和发展教师，使其成为hbcu高效的导师。关键词:自我民族志;黑人;导师;有色人种;作者简介:schnequa N. Diggs，北卡罗来纳中央大学公共管理助理教授。她目前的研究重点是代表性、社会和性别平等以及交叉性。她目前是ASPA的活跃成员，任职于COMPA和DSJ董事会。她还在北卡罗来纳州达勒姆市经济适用房执行委员会任职。本文作者是萨凡纳州立大学公共管理学助理教授。她的研究兴趣在于教授公共管理、中产阶级化和电影中的公共管理观念。克里斯蒂·罗伯茨-刘易斯，美国南方大学和农工学院公共管理与公共政策系前主席兼副教授。她目前在联合黑人学院基金的能力建设研究所担任转型支持的高级项目经理。一位有成就的高等教育管理者，在领导转型变革、提高机构效率和学生在研究生教育中的成功方面有着卓越的记录。她曾在高等院校任职20多年，目前是《公共管理与社会政策杂志》的总编辑。她是美国ASPA路易斯安那分会的前任主席，并在COMPA的基金发展委员会任职。她的研究兴趣集中在社会福利和社会公平问题上，这使得她出版了一本书，许多文章和书籍章节，并在国家，地区和地方会议上分享她的研究成果。黛博拉·贝利(Deborah Bailey)是鲍伊州立大学管理、市场营销和公共管理系的助理教授和公共管理项目主任。她的研究领域是社会政策，重点是公共hbcu和国家政策。她目前从事黑人教会领导和公共政策转型的研究。她是NASPAA、ASPA和COMPA的成员，也是2024年泛非城市会议委员会泛非研讨会规划团队的成员。
{"title":"Mentoring at the intersection of student and faculty retention at Historically Black Colleges and University (HBCUs) masters of public administration programs","authors":"Schnequa N. Diggs, Del M.N. Bharath, Kristie Roberts-Lewis, Deborah Bailey","doi":"10.1080/15236803.2023.2255765","DOIUrl":"https://doi.org/10.1080/15236803.2023.2255765","url":null,"abstract":"ABSTRACTMentoring is essential for the retention and success of not only students but early-career junior faculty as well. Yet, mentorship and mentoring become an issue of equity where those with the resources (financial, human, etc.) receive and provide better mentoring. This article is a collaborative autoethnography triangulated with program documents to better understand the role, perceptions, and experiences of mentorship for Women of Color (WOC) faculty in NASPAA-accredited HBCU graduate programs. This research uses a framework where student success depends on faculty success, and investing in faculty is as important as investing in students. We found the way that faculty perceive their role as mentors is strongly influenced by past mentoring experiences, how roles and responsibilities are defined, and how these roles and responsibilities are supported and measured within retention, tenure, and promotion (RTP). We provide recommendations to retain and develop faculty to become highly effective mentors at HBCUs.KEYWORDS: AutoethnographyHBCUsmentorshipretentionwomen of color Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSchnequa N. DiggsSchnequa N. Diggs is an Assistant Professor of Public Administration at North Carolina Central University. Her current research focuses on representation, social, and gender equity, and intersectionality. She is currently an active member of ASPA, serving on the COMPA and DSJ Board of Directors. She also serves on the Affordable Housing Implementation Committee for the City of Durham, NC.Del M.N. BharathDel M.N. Bharath is an Assistant Professor of Public Administration at Savannah State University. Her research interest lies in teaching public administration, gentrification, and the perceptions of public administration in film.Kristie Roberts-LewisKristie Roberts-Lewis is the former Chair & Associate Professor in the Departments of Public Administration and Public Policy at Southern University and A & M College. She currently serves as the Senior Program Manager of Transformation Support in the Institute of Capacity Building with the United Negro College Fund. An accomplished Higher Education administrator with an exceptional record of leading transformational change, increasing institutional effectiveness and student success in graduate education. She has served in institutions of higher learning for more than two decades and is currently the Managing Editor for the Journal of Public Management and Social Policy. She is the Immediate Past President of the ASPA Louisiana Chapter and serves on the Fund Development Committee with COMPA. Her research interests are focused on social welfare and social equity issues which has led to the publication of one book, numerous articles, and book chapters while sharing her research findings at national, regional, and local conferences.Deborah BaileyDeborah Bailey is an Assistant Professor and","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059512","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 : 2023-09-15DOI: 10.1080/15236803.2023.2254633
Joseph Amazuwa Chirwa
{"title":"Smart government: Practical uses of artificial intelligence in local government (Improving financial management with AI)","authors":"Joseph Amazuwa Chirwa","doi":"10.1080/15236803.2023.2254633","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254633","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397278","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 : 2023-09-07DOI: 10.1080/15236803.2023.2254632
F. A. Triansyah, Aneu Pebrianti, Rini Melani
{"title":"University autonomy decline: Causes, responses, and implications for academic freedom","authors":"F. A. Triansyah, Aneu Pebrianti, Rini Melani","doi":"10.1080/15236803.2023.2254632","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254632","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47152521","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 : 2023-09-07DOI: 10.1080/15236803.2023.2251338
Charles Menifield, Vernise Estorcien, Jean-Claude Ndongo, Merlene-Patrice Quispe, Bruce D. McDonald
{"title":"Retention and recruitment of minority students and faculty in public affairs and administration programs","authors":"Charles Menifield, Vernise Estorcien, Jean-Claude Ndongo, Merlene-Patrice Quispe, Bruce D. McDonald","doi":"10.1080/15236803.2023.2251338","DOIUrl":"https://doi.org/10.1080/15236803.2023.2251338","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49164133","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 : 2023-08-30DOI: 10.1080/15236803.2023.2242757
Robin J. Kempf, Reeti Sharma
{"title":"What can students learn from fictional literature? Quite a bit, scholars say","authors":"Robin J. Kempf, Reeti Sharma","doi":"10.1080/15236803.2023.2242757","DOIUrl":"https://doi.org/10.1080/15236803.2023.2242757","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45507531","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 : 2023-08-30DOI: 10.1080/15236803.2023.2249742
Amanda J. Ashley, Luke Fowler, Lori Hausegger
{"title":"Integrating mentoring with P&T processes: A case study from the School of Public Service at Boise State","authors":"Amanda J. Ashley, Luke Fowler, Lori Hausegger","doi":"10.1080/15236803.2023.2249742","DOIUrl":"https://doi.org/10.1080/15236803.2023.2249742","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46273953","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 : 2023-08-28DOI: 10.1080/15236803.2023.2247471
Daniel Hummel, L. Hersey
{"title":"Mentoring online MPA students: Assessing mentorship qualities and aligning program goals","authors":"Daniel Hummel, L. Hersey","doi":"10.1080/15236803.2023.2247471","DOIUrl":"https://doi.org/10.1080/15236803.2023.2247471","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160930","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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