Pub Date : 2023-02-15DOI: 10.1080/15236803.2023.2172297
Lori A. Brainard
{"title":"The dark side of reform: Exploring the impact of public policy on racial equity","authors":"Lori A. Brainard","doi":"10.1080/15236803.2023.2172297","DOIUrl":"https://doi.org/10.1080/15236803.2023.2172297","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41678510","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 : 2023-02-08DOI: 10.1080/15236803.2023.2172946
Vernise Estorcien
{"title":"A pattern of violence: How the law classifies crimes and what it means for justice","authors":"Vernise Estorcien","doi":"10.1080/15236803.2023.2172946","DOIUrl":"https://doi.org/10.1080/15236803.2023.2172946","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45269139","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 : 2023-01-20DOI: 10.1080/15236803.2023.2167418
Wesley Wehde
{"title":"Cultural competency for emergency and crisis management: Concepts theories, and case studies","authors":"Wesley Wehde","doi":"10.1080/15236803.2023.2167418","DOIUrl":"https://doi.org/10.1080/15236803.2023.2167418","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"391 - 392"},"PeriodicalIF":2.5,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42919318","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 : 2023-01-20DOI: 10.1080/15236803.2023.2167417
Suandi, Vera Finidia Indah, Nike Astiswijaya
{"title":"A guidebook for city and county managers","authors":"Suandi, Vera Finidia Indah, Nike Astiswijaya","doi":"10.1080/15236803.2023.2167417","DOIUrl":"https://doi.org/10.1080/15236803.2023.2167417","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"382 - 385"},"PeriodicalIF":2.5,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43577845","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 : 2023-01-02DOI: 10.1080/15236803.2022.2070096
Sara R. Rinfret, S. McCandless, Bree Muehlbauer
Research is rapidly emerging on how the global COVID-19 pandemic has changed many aspects of modern life, including in public administration (Guy, 2020). Of particular concern are inequities experienced by populations historically targeted for marginalization, namely that many populations experiencing marginalization are more likely to contract COVID-19, die from it, and experience inequities in attempting to access life-saving vaccines (see Abdul-Mutakabbir et al., 2021; Centers for Disease Control, 2021; Gaynor & Wilson, 2020). Relatedly, the pandemic has clearly changed workplaces, regardless of sector, with more people working from home, experiencing alienation from others, encountering work-life balance issues, and more. The academic workspace has been particularly affected, and evidence is growing that the pandemic may make it more likely for instructors to experience burnout, limit students’ socialization opportunities, and even result in changes in research output between those identifying as women versus men (Corbera et al., 2020; McDonald, 2021; Muric et al., 2021; Yaghi, 2021). All of these issues point to the need to better understand the impacts of emotional labor in the public administration academy, the unpaid-yet-expected work of emotion management and regulation that are intrinsic, important parts of job responsibilities. In an earlier piece, we investigated the linkages between emotional labor, COVID-19, and equity using a survey of 92 Masters of Public Administration (MPA) program directors (Rinfret et al., 2022). Space limitations necessitated a focus on the quantitative findings, and we found evidence of differences in the experiences of emotional labor concerning academic rank, gender identity, as well as potential relationships concerning the intersections between racial identity and gender identity. The qualitative findings, however, reveal key considerations not evident in the quantitative findings. Rather than risk “drawing too much from the same well” as well as replicating the literature review context and justifications, we offer the following as both an expansion and commentary on our earlier article. In order to address this question, we apply a qualitative research framework to examine the frames exemplified by 92 MPA directors. Simply put, we examine the results from respondents in addressing two questions: (1) how do you define emotional labor in the context of your current position as an MPA Director; (2) how has COVID19 changed your day-to-day job as an MPA Director? To examine the data collected from our February 2021 responses, we use emotional labor and issue definition to contextualize our findings to suggest broad themes: Online transitions added significant, albeit necessary, challenges; while likely necessary, emotional labor on the job can be variously annoying and distracting; impacts are intersectional; public service is an act of love and requires sacrifices. JOURNAL OF PUBLIC AFFAIRS EDUCATION 2023,
关于全球新冠肺炎大流行如何改变现代生活的许多方面，包括公共管理，研究正在迅速兴起（Guy，2020）。特别令人关注的是历史上被边缘化的人口所经历的不平等，即许多经历边缘化的人群更有可能感染新冠肺炎，死于新冠肺炎，并在尝试获得拯救生命的疫苗时经历不平等（见Abdul-Mutakabbir等人，2021；疾病控制中心，2021；Gaynor和Wilson，2020）。与此相关的是，疫情显然改变了工作场所，无论行业如何，越来越多的人在家工作，与他人疏远，遇到工作与生活的平衡问题，等等。学术工作空间受到的影响尤其严重，越来越多的证据表明，疫情可能会使教师更容易感到倦怠，限制学生的社交机会，甚至导致女性与男性之间的研究产出发生变化（Corbera等人，2020；McDonald，2021；Muric等人，2021；Yaghi，2021）。所有这些问题都表明，有必要更好地理解公共管理学院中情感劳动的影响，情感管理和监管是工作职责的内在重要组成部分，但这是无偿的，也是期望的。在之前的一篇文章中，我们对92位公共管理硕士（MPA）项目主任进行了调查，调查了情感劳动、新冠肺炎和公平之间的联系（Rinfret et al.，2022）。空间限制需要关注定量研究结果，我们发现了关于学术等级、性别认同以及种族认同和性别认同交叉点的潜在关系的情感劳动体验差异的证据。然而，定性调查结果揭示了定量调查结果中不明显的关键考虑因素。与其冒着“从同一口井里汲取太多”的风险，也不要复制文献综述的背景和理由，我们提供以下内容作为对我们之前文章的扩展和评论。为了解决这个问题，我们采用定性研究框架来考察92位MPA董事的框架。简单地说，我们在回答两个问题时考察了受访者的结果：（1）在你目前担任MPA总监的背景下，你如何定义情感劳动；（2） 新冠肺炎如何改变了你作为MPA总监的日常工作？为了检查从2021年2月的回复中收集的数据，我们使用情绪劳动和问题定义将我们的发现置于背景中，以提出广泛的主题：在线过渡增加了重大但必要的挑战；虽然可能是必要的，但工作中的情绪劳动可能会令人讨厌和分心；影响是交叉的；公共服务是一种爱的行为，需要牺牲。《2023年公共事务教育杂志》，第29卷，第1期，第9–19页https://doi.org/10.1080/15236803.2022.2070096
{"title":"Expanding the discussion of “Emotional labor & COVID-19: MPA program director perspectives”","authors":"Sara R. Rinfret, S. McCandless, Bree Muehlbauer","doi":"10.1080/15236803.2022.2070096","DOIUrl":"https://doi.org/10.1080/15236803.2022.2070096","url":null,"abstract":"Research is rapidly emerging on how the global COVID-19 pandemic has changed many aspects of modern life, including in public administration (Guy, 2020). Of particular concern are inequities experienced by populations historically targeted for marginalization, namely that many populations experiencing marginalization are more likely to contract COVID-19, die from it, and experience inequities in attempting to access life-saving vaccines (see Abdul-Mutakabbir et al., 2021; Centers for Disease Control, 2021; Gaynor & Wilson, 2020). Relatedly, the pandemic has clearly changed workplaces, regardless of sector, with more people working from home, experiencing alienation from others, encountering work-life balance issues, and more. The academic workspace has been particularly affected, and evidence is growing that the pandemic may make it more likely for instructors to experience burnout, limit students’ socialization opportunities, and even result in changes in research output between those identifying as women versus men (Corbera et al., 2020; McDonald, 2021; Muric et al., 2021; Yaghi, 2021). All of these issues point to the need to better understand the impacts of emotional labor in the public administration academy, the unpaid-yet-expected work of emotion management and regulation that are intrinsic, important parts of job responsibilities. In an earlier piece, we investigated the linkages between emotional labor, COVID-19, and equity using a survey of 92 Masters of Public Administration (MPA) program directors (Rinfret et al., 2022). Space limitations necessitated a focus on the quantitative findings, and we found evidence of differences in the experiences of emotional labor concerning academic rank, gender identity, as well as potential relationships concerning the intersections between racial identity and gender identity. The qualitative findings, however, reveal key considerations not evident in the quantitative findings. Rather than risk “drawing too much from the same well” as well as replicating the literature review context and justifications, we offer the following as both an expansion and commentary on our earlier article. In order to address this question, we apply a qualitative research framework to examine the frames exemplified by 92 MPA directors. Simply put, we examine the results from respondents in addressing two questions: (1) how do you define emotional labor in the context of your current position as an MPA Director; (2) how has COVID19 changed your day-to-day job as an MPA Director? To examine the data collected from our February 2021 responses, we use emotional labor and issue definition to contextualize our findings to suggest broad themes: Online transitions added significant, albeit necessary, challenges; while likely necessary, emotional labor on the job can be variously annoying and distracting; impacts are intersectional; public service is an act of love and requires sacrifices. JOURNAL OF PUBLIC AFFAIRS EDUCATION 2023,","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"9 - 19"},"PeriodicalIF":2.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43688004","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 : 2023-01-02DOI: 10.1080/15236803.2023.2176047
William Hatcher, Bruce D. McDonald
-
{"title":"Introduction to the issue","authors":"William Hatcher, Bruce D. McDonald","doi":"10.1080/15236803.2023.2176047","DOIUrl":"https://doi.org/10.1080/15236803.2023.2176047","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"1 - 2"},"PeriodicalIF":2.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47783167","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 : 2022-12-19DOI: 10.1080/15236803.2022.2157191
K. Meier
ABSTRACT Systematically examining the mentoring process for PhD students’ needs to recognize that it has characteristics of unit/small batch production and relies heavily on the coproduction of the PhD student. This article examines one mentor’s experiences with 80+ PhD students over an extended period of time using these conceptual lenses. Three general principles or “mind-sets” that serve as an overall guide to the process. First, mentors need to take cognizance of their strengths and weaknesses as scholars and potential mentors. Second, mentors need to recognize that students vary in skills, personality and responsiveness; and these factors need to be considered in successful mentor relationships. Third, humility is valuable since not everything will work every time. Mentoring is a process where adjustments need to be continually made as the student, the mentor, and their relationship evolves. Ten specific tools are discussed in relation to these mind-sets.
{"title":"It all depends: Reflections on the art of mentoring PhD students in public affairs","authors":"K. Meier","doi":"10.1080/15236803.2022.2157191","DOIUrl":"https://doi.org/10.1080/15236803.2022.2157191","url":null,"abstract":"ABSTRACT Systematically examining the mentoring process for PhD students’ needs to recognize that it has characteristics of unit/small batch production and relies heavily on the coproduction of the PhD student. This article examines one mentor’s experiences with 80+ PhD students over an extended period of time using these conceptual lenses. Three general principles or “mind-sets” that serve as an overall guide to the process. First, mentors need to take cognizance of their strengths and weaknesses as scholars and potential mentors. Second, mentors need to recognize that students vary in skills, personality and responsiveness; and these factors need to be considered in successful mentor relationships. Third, humility is valuable since not everything will work every time. Mentoring is a process where adjustments need to be continually made as the student, the mentor, and their relationship evolves. Ten specific tools are discussed in relation to these mind-sets.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"313 - 326"},"PeriodicalIF":2.5,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41491844","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 : 2022-12-06DOI: 10.1080/15236803.2022.2148604
P. Barnes, M. Morris, Andrea L. Pierce, T. Shaffer
ABSTRACT The widening cracks in the foundations of American democracy are leading to appeals for higher educational institutions generally, and public affairs programs specifically, to offer more courses on civil discourse. In this paper, we conduct a curriculum scan to evaluate the extent to which public affairs programs have answered these calls at the undergraduate level. The findings indicate that civil discourse-themed courses are essentially absent in the largest undergraduate public affairs programs, leaving the calls woefully unanswered. Then, analyzing students’ pre-post survey responses from a new course that offered content on the intersection of civil discourse and public policy making, we find that a civil discourse-themed course can simultaneously answer the calls and ensure that students meet the objectives of baccalaureate public affairs education recommended by the National Association of Schools of Public Affairs and Administration. The results are encouraging for public affairs education and democratic governance alike.
{"title":"Answering the call: Offering and analyzing civil discourse opportunities in undergraduate public affairs education","authors":"P. Barnes, M. Morris, Andrea L. Pierce, T. Shaffer","doi":"10.1080/15236803.2022.2148604","DOIUrl":"https://doi.org/10.1080/15236803.2022.2148604","url":null,"abstract":"ABSTRACT The widening cracks in the foundations of American democracy are leading to appeals for higher educational institutions generally, and public affairs programs specifically, to offer more courses on civil discourse. In this paper, we conduct a curriculum scan to evaluate the extent to which public affairs programs have answered these calls at the undergraduate level. The findings indicate that civil discourse-themed courses are essentially absent in the largest undergraduate public affairs programs, leaving the calls woefully unanswered. Then, analyzing students’ pre-post survey responses from a new course that offered content on the intersection of civil discourse and public policy making, we find that a civil discourse-themed course can simultaneously answer the calls and ensure that students meet the objectives of baccalaureate public affairs education recommended by the National Association of Schools of Public Affairs and Administration. The results are encouraging for public affairs education and democratic governance alike.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"213 - 231"},"PeriodicalIF":2.5,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47461489","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 : 2022-12-02DOI: 10.1080/15236803.2022.2142723
M. H. Ginn
{"title":"The new college classroom","authors":"M. H. Ginn","doi":"10.1080/15236803.2022.2142723","DOIUrl":"https://doi.org/10.1080/15236803.2022.2142723","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"386 - 387"},"PeriodicalIF":2.5,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46418283","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 : 2022-11-28DOI: 10.1080/15236803.2022.2146950
M. Bennett
{"title":"Public policy: A concise introduction","authors":"M. Bennett","doi":"10.1080/15236803.2022.2146950","DOIUrl":"https://doi.org/10.1080/15236803.2022.2146950","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"252 - 253"},"PeriodicalIF":2.5,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48063519","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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