Pub Date : 2023-05-09DOI: 10.1080/15236803.2023.2190720
Shariq Siddiqui, R. Wasif, A. Samad
ABSTRACT This case study examines three nonprofit leaders’ (Shariq Siddiqui, Roohi Younus and Dilnaz Waraich) attempt to bring together Muslim nonprofit leaders and help them build meaningful collaborations. They kickstarted the Community Collaboration Initiative (CCI), an initiative that uses third-party facilitation to build collaboration among Muslim nonprofit organizations and to educate foundations and donors about the challenges Muslim organizations face in the United States. It serves as an educational resource to examine (1) the collaboration process, (2) trust-building during collaboration, and (3) the challenges of building collaboration. This case study also provides a resource needed to make Muslim-American organizations more visible in nonprofit and public affairs courses, as well as introduce culturally competent funding for nonprofit organizations that is relevant to students planning to work in foundations and related areas.
{"title":"Building collaboration using the community collaboration initiative model: A case study of Muslim-led nonprofits","authors":"Shariq Siddiqui, R. Wasif, A. Samad","doi":"10.1080/15236803.2023.2190720","DOIUrl":"https://doi.org/10.1080/15236803.2023.2190720","url":null,"abstract":"ABSTRACT This case study examines three nonprofit leaders’ (Shariq Siddiqui, Roohi Younus and Dilnaz Waraich) attempt to bring together Muslim nonprofit leaders and help them build meaningful collaborations. They kickstarted the Community Collaboration Initiative (CCI), an initiative that uses third-party facilitation to build collaboration among Muslim nonprofit organizations and to educate foundations and donors about the challenges Muslim organizations face in the United States. It serves as an educational resource to examine (1) the collaboration process, (2) trust-building during collaboration, and (3) the challenges of building collaboration. This case study also provides a resource needed to make Muslim-American organizations more visible in nonprofit and public affairs courses, as well as introduce culturally competent funding for nonprofit organizations that is relevant to students planning to work in foundations and related areas.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"372 - 381"},"PeriodicalIF":2.5,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42230192","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 : 2023-05-08DOI: 10.1080/15236803.2023.2202139
J. Jones, Kimberly K. Wiley, Theresa Beachy
{"title":"A cautionary tale of power and corruption: CEO autonomy and board oversight at the Florida Coalition Against Domestic Violence","authors":"J. Jones, Kimberly K. Wiley, Theresa Beachy","doi":"10.1080/15236803.2023.2202139","DOIUrl":"https://doi.org/10.1080/15236803.2023.2202139","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59867623","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 : 2023-05-03DOI: 10.1080/15236803.2023.2205805
C. Stivers, Bruce D. McDonald
The American field of public administration and management has a history of neglecting history. As Gaus (1930) observed nearly a century ago, the story of how our field developed is “richer by far than we allow our students to see” (p. 138). Decades later, Durant (2014) asked: Why doesn’t the political economy that influences what and how we study interest us anymore? Why is our research largely “cross-sectional analyses and shorter-term longitudinal ones” rather than using history, context, and contingency to account for how and why things happen as they do (p. 10)? As we see the field today, it has made great strides in refining the use of the scientific method to demonstrate causal or quasi-causal relationships between and among important variables in administrative practice. But, as Gaus (1947) put it, we are not taking time seriously: “that part of science which describes and interprets why particular activities are undertaken by government and the problems of policy, organization, and management that result from such origins” (pp. 9–10). Perhaps it is time for another reminder of the importance of the historical context and capacity of public administration—of the political, economic, social, and cultural forces and trends in which public administration has been practiced and studied and by which it has been, and is still being, fundamentally shaped. And this reminder is twofold, one that refers not only to our need for historical context, and one that looks at why we need it: scholars, practitioners, and students alike.
{"title":"Teaching public administration historically","authors":"C. Stivers, Bruce D. McDonald","doi":"10.1080/15236803.2023.2205805","DOIUrl":"https://doi.org/10.1080/15236803.2023.2205805","url":null,"abstract":"The American field of public administration and management has a history of neglecting history. As Gaus (1930) observed nearly a century ago, the story of how our field developed is “richer by far than we allow our students to see” (p. 138). Decades later, Durant (2014) asked: Why doesn’t the political economy that influences what and how we study interest us anymore? Why is our research largely “cross-sectional analyses and shorter-term longitudinal ones” rather than using history, context, and contingency to account for how and why things happen as they do (p. 10)? As we see the field today, it has made great strides in refining the use of the scientific method to demonstrate causal or quasi-causal relationships between and among important variables in administrative practice. But, as Gaus (1947) put it, we are not taking time seriously: “that part of science which describes and interprets why particular activities are undertaken by government and the problems of policy, organization, and management that result from such origins” (pp. 9–10). Perhaps it is time for another reminder of the importance of the historical context and capacity of public administration—of the political, economic, social, and cultural forces and trends in which public administration has been practiced and studied and by which it has been, and is still being, fundamentally shaped. And this reminder is twofold, one that refers not only to our need for historical context, and one that looks at why we need it: scholars, practitioners, and students alike.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"275 - 279"},"PeriodicalIF":2.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41934375","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 : 2023-04-27DOI: 10.1080/15236803.2023.2202609
Ian C. Elliott, Karin A. Bottom, K. O’Connor
The teaching of public administration in the UK could be described as at best multifaceted or fragmented. It suffers from a combination of disinterest from practitioner organizations, disregard from universities and disaffection from many academics. Whilst public administration research flourishes in terms of funding, publications and all-important impact, the teaching of public administration remains something of a poor cousin. A reading of the British public administration literature confirms that this status is not new but is a longstanding source of frustration for those who believe it warrants greater attention. Yet there are many reasons to celebrate the multifaceted nature of teaching public administration— not least of which is the continued presence and strength of the UK Joint University Council for Social and Public Administration (the JUC). The JUC was established in 1918, as a learned society with the aim of “the coordination and development of the work of social study departments in Great Britain and Ireland” (JUC, 1935 as cited by R. A. Chapman, 2007, p. 8). Since then it has, through its Public Administration Committee (PAC), been the leading voice for public administration (PA) in UK. Alongside the annual conference, national representation on key committees, societies and funding bodies, the PAC provides funding for members to conduct research or host events and publishes two academic journals—Public Policy and Administration and Teaching Public Administration. In a challenging environment, the PAC provides a crucial network for PA educators and researchers in the UK (Elliott, 2018). As the representative voice of universities that teach and research PA, it facilitates shared practice and teaching innovation across the UK and internationally through its relationship with international networks including the International Institute of Administrative Sciences (IIAS). Arguably, the most comprehensive overview of PA education in the UK was undertaken on behalf on the PAC almost 50 years ago (R. Chapman, 1973). The Chapman Report outlined the state of PA education, training and research programmes across UK schools, colleges and universities. Since then, many more commentaries have followed (Chandler, 1991, 2002; R. A. Chapman, 1982; Elcock, 2004; Fenwick & Macmillan, 2014; Greenwood, 1999; Johnston Miller, 2012; Jones, 2012; Ridley, 1972; Robson, 1975; Wright, 1974). In line with the perspectives set out in Chapman’s work, common themes articulated in these contributions are those of decline and decay. But what we find is that despite these death knells, the PA community in the UK remains strong and teaching of PA continues to adapt, flex and innovate. This editorial proceeds as follows. The next section provides a brief history of UK PA as a taught discipline. This is followed by an oversight of the current political context including public service standards and behavior. From this, the status of PA teaching in the UK is addressed
英国的公共管理教学最多只能被描述为多面性或碎片化。它受到来自实践组织的不感兴趣，来自大学的漠视和来自许多学者的不满的综合影响。虽然公共行政研究在资金、出版物和所有重要影响方面蓬勃发展，但公共行政的教学仍然是一个可怜的表弟。对英国公共管理文献的阅读证实，这种状况并不新鲜，但对于那些认为应该给予更多关注的人来说，这是一个长期困扰他们的问题。然而，有很多理由庆祝公共管理教学的多面性——其中最重要的是英国大学社会与公共管理联合委员会(JUC)的持续存在和实力。英国大学行政委员会(JUC)成立于1918年，作为一个学术团体，其宗旨是“协调和发展英国和爱尔兰社会研究部门的工作”(JUC, 1935年，引用R. a . Chapman, 2007年，第8页)。从那时起，它通过其公共管理委员会(PAC)一直是英国公共管理(PA)的主要声音。除了年度会议、主要委员会、学会和资助机构的国家代表之外，PAC还为成员提供资金进行研究或举办活动，并出版两份学术期刊——《公共政策与管理》和《公共管理教学》。在一个充满挑战的环境中，PAC为英国的PA教育者和研究人员提供了一个至关重要的网络(Elliott, 2018)。作为教学和研究PA的大学的代表，它通过与包括国际行政科学研究所(IIAS)在内的国际网络的关系，促进了英国和国际上的共享实践和教学创新。可以说，英国最全面的PA教育概述是在近50年前代表PAC进行的(R. Chapman, 1973)。查普曼报告概述了英国学校、学院和大学的私人助理教育、培训和研究项目的现状。从那时起，更多的评论接踵而至(Chandler, 1991,2002;R. A. Chapman, 1982;Elcock, 2004;Fenwick & Macmillan, 2014;格林伍德,1999;约翰斯顿·米勒，2012;琼斯,2012;里德利,1972;罗布森,1975;赖特,1974)。与查普曼的作品中提出的观点一致，这些贡献中阐述的共同主题是衰落和衰败。但我们发现，尽管敲响了丧钟，英国的私人助理社区依然强大，私人助理教学也在不断适应、灵活和创新。这篇社论的内容如下。下一节将简要介绍英国公共关系管理作为一门教学学科的历史。其次是对当前政治环境的监督，包括公共服务标准和行为。由此，论述了PA教学在英国的现状。这篇社论以一种乐观的语气总结，概述了从业者和学者如何共同努力，以确保私人助理的工艺在英国保持完整。《公共事务教育学报》2023年第29卷第2期。3,262 - 274 https://doi.org/10.1080/15236803.2023.2202609
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Pub Date : 2023-04-25DOI: 10.1080/15236803.2023.2202146
Sofie Klingner
{"title":"Public affairs practicum","authors":"Sofie Klingner","doi":"10.1080/15236803.2023.2202146","DOIUrl":"https://doi.org/10.1080/15236803.2023.2202146","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45021016","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 : 2023-04-24DOI: 10.1080/15236803.2023.2200131
J. Hellwege, Thomas Mrozla
ABSTRACT This research aims to explore the factors influencing college students’ aspirations for careers in public service. More specifically, we examine how gender impacts public service sector preference, in terms of policy advocacy, government positions, and crime and policing as well as their likelihood to apply for such careers. Given a breadth of literature suggesting that women are averse to applying for competitive positions, we survey undergraduate students using mock-up job announcements with minimum qualifications greater than a bachelor’s degree. We find some differences in sector preferences and find that women were more likely to apply to public service positions upon graduation. Moreover, experiences related to leadership, coursework, family, qualifications, and learning behaviors influenced interest in specific careers and the likelihood of applying to careers in public service.
{"title":"Gendered student aspirations for public service careers","authors":"J. Hellwege, Thomas Mrozla","doi":"10.1080/15236803.2023.2200131","DOIUrl":"https://doi.org/10.1080/15236803.2023.2200131","url":null,"abstract":"ABSTRACT This research aims to explore the factors influencing college students’ aspirations for careers in public service. More specifically, we examine how gender impacts public service sector preference, in terms of policy advocacy, government positions, and crime and policing as well as their likelihood to apply for such careers. Given a breadth of literature suggesting that women are averse to applying for competitive positions, we survey undergraduate students using mock-up job announcements with minimum qualifications greater than a bachelor’s degree. We find some differences in sector preferences and find that women were more likely to apply to public service positions upon graduation. Moreover, experiences related to leadership, coursework, family, qualifications, and learning behaviors influenced interest in specific careers and the likelihood of applying to careers in public service.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"350 - 371"},"PeriodicalIF":2.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48358165","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 : 2023-04-03DOI: 10.1080/15236803.2023.2211883
Bruce D. McDonald, William Hatcher
On behalf of the editorial team, our editorial board, and the Network of Schools of Public Policy, Affairs, and Administration, we would like to thank you for reading the latest issue of the Journal of Public Affairs Education. The themes throughout this issue focus on advancing the future of public affairs education as a field and in the classroom. The issue is packed with two editorials, five research articles, one case study, and four book reviews. In the first editorial, B. McDonald et al. (2023) recount the establishment of the North Carolina Public Administration Alliance (NCPAA). The NCPAA was established to provide state-level support and opportunities for MPA programs and their students. The editorial provides a reflection on why state-level organizations are needed, the process and challenges they experienced in creating the organizations, and the lessons they learned along the way. Our second editorial is by the ASPA President’s Committee on International Scholarly Engagement (2023). This editorial reflects on the work of the committee at establishing recommendations for the field on how to improve the engagement of scholars across the globe in the activities and research of the discipline. The issues five research articles continue this theme of improving public affairs education. The first research article of the issue is Campbell et al.’s (2023) article on experiential philanthropy. Experiential philanthropy courses have proliferated in recent years in the context of a reinvigorated debate about the nature of elite philanthropy. Campbell et al.’s (2023) article analyzes the content faculty use to teach philanthropy in 33 courses funded by the Learning by Giving Foundation. The findings of the study show that faculty design their courses more to simulate institutional giving that individual giving, leading the authors to consider an alternative perspective which might better situate experiential philanthropy courses as an opportunity to cultivate habits of giving among students. Next, in line with our aspiration to improve the climate of higher education, and that of public affairs programs in particular (see Terman, 2022; Young & Wiley, 2021), we are excited to present Wareham et al.’s (2023) examination of Title IX training at public universities. Title IX prohibits sex-discrimination in colleges in the United States. While colleges must provide training on Title IX, little is known about its effectiveness. Through their study of 2,393 college students, the authors found that 68% of students report that they understand Title IX, yet only 14% correctly understood Title IX prohibited sexdiscrimination and 16% correctly understood reporting procedures. While the results show that significant attention is needed to improve students understanding of their rights, the findings found that positive perceptions of campus climate increased participation in training, efficacy of training, and confidence in helping sexual assault survivors.
我们谨代表编辑团队、我们的编辑委员会和公共政策、事务和管理学院网络感谢您阅读最新一期的《公共事务教育杂志》。这期的主题集中在推进公共事务教育作为一个领域和在课堂上的未来。这期杂志包括两篇社论、五篇研究文章、一篇案例研究和四篇书评。B. McDonald等人(2023)在第一篇社论中叙述了北卡罗来纳公共管理联盟(NCPAA)的建立。NCPAA成立的目的是为MPA项目及其学生提供国家级的支持和机会。这篇社论反思了为什么需要国家级组织，他们在创建这些组织时经历的过程和挑战，以及他们在此过程中吸取的教训。我们的第二篇社论是由ASPA主席国际学术参与委员会(2023)撰写的。这篇社论反映了委员会在为该领域建立建议方面的工作，即如何提高全球学者在该学科活动和研究中的参与度。本课题的五篇研究文章延续了这一主题，即完善公共事务教育。该问题的第一篇研究文章是Campbell et al.(2023)关于体验慈善的文章。近年来，在关于精英慈善性质的辩论重新活跃的背景下，体验式慈善课程激增。Campbell等人(2023)的文章分析了教师在捐赠学习基金会资助的33门课程中教授慈善事业的内容。研究结果表明，教师设计他们的课程更多地模拟机构捐赠，而不是个人捐赠，这促使作者考虑另一种观点，即可能更好地将体验式慈善课程作为培养学生捐赠习惯的机会。其次，根据我们改善高等教育环境的愿望，特别是公共事务项目的环境(见特曼，2022;Young & Wiley, 2021)，我们很高兴地介绍Wareham等人(2023)对公立大学第九章培训的考试。第九条禁止美国大学的性别歧视。虽然大学必须提供有关第九条的培训，但人们对其有效性知之甚少。通过对2393名大学生的研究，作者发现68%的学生报告说他们理解第九条，但只有14%的学生正确理解第九条禁止性别歧视，16%的学生正确理解报告程序。虽然研究结果表明，提高学生对自身权利的理解需要给予极大的关注，但研究结果发现，对校园氛围的积极看法增加了对培训的参与，培训的有效性，以及帮助性侵犯幸存者的信心。
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Pub Date : 2023-03-31DOI: 10.1080/15236803.2023.2179235
Galia Cohen, M. Bagwell
ABSTRACT Police officers are front-line mental health responders who make daily decisions regarding persons with mental illness. However, little is known about what mental health training (MHT) states require from their future police officers. This study aims to evaluate the emphasis placed on MHT for police recruits across the United States. Specifically, we ask: 1) What (if any) are the minimum MHT hours police recruits must complete in the basic training academy? 2)What are the characteristics of state-mandated MHT in basic police academies? Our findings show that, on average, states devote 1.1% (7.28 hours) of their basic training curricula to MHT. We also identify four major contextual themes that depict MHT in police basic training. In this study, we offer public safety leaders, policymakers, and curriculum designers up-to-date data on the current state of MHT in basic police academies and recommendations for how it can be improved.
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