Pub Date : 2022-11-16DOI: 10.1080/15236803.2022.2142016
T. Brown
Thank you for the opportunity to serve and lead. I have the honor of following two exemplary leaders in Susan Gooden and Laura Bloomberg. They have deftly piloted the association through two challenging years and positioned us for future success. I’m fortunate that Susan will continue as NASPAA Immediate Past President, and I’m thrilled to partner with incoming NASPAA Vice President RaJade Berry-James. All three of us – Susan, RaJade and myself – are blessed to be working with highly competent and adroit staff at NASPAA, most notably Dr. Angel Wright-Lanier, the association’s executive director. I also want to give a special shout out to Ja’Nell Henry, NASPAA’s event manager, who has orchestrated a remarkable return to in-person community through this year’s conference. Ja’Nell and our three university co-hosts have delivered a fantastic conference here in Chicago. Another behind-the-scenes team to thank is the program committee, led by Dr. Brandi Blesset and Dr. Sean McCandless, who have served up an engaging program of panels, plenaries and section meetings. As we bring this year’s conference to a close, we now look ahead. The theme for next year’s conference will be Impact and Growth: Delivering Value to the Public through Public Service Education.
{"title":"John Glenn College of Public Affairs Dean Trevor Brown’s remarks as the new President of NASPAA","authors":"T. Brown","doi":"10.1080/15236803.2022.2142016","DOIUrl":"https://doi.org/10.1080/15236803.2022.2142016","url":null,"abstract":"Thank you for the opportunity to serve and lead. I have the honor of following two exemplary leaders in Susan Gooden and Laura Bloomberg. They have deftly piloted the association through two challenging years and positioned us for future success. I’m fortunate that Susan will continue as NASPAA Immediate Past President, and I’m thrilled to partner with incoming NASPAA Vice President RaJade Berry-James. All three of us – Susan, RaJade and myself – are blessed to be working with highly competent and adroit staff at NASPAA, most notably Dr. Angel Wright-Lanier, the association’s executive director. I also want to give a special shout out to Ja’Nell Henry, NASPAA’s event manager, who has orchestrated a remarkable return to in-person community through this year’s conference. Ja’Nell and our three university co-hosts have delivered a fantastic conference here in Chicago. Another behind-the-scenes team to thank is the program committee, led by Dr. Brandi Blesset and Dr. Sean McCandless, who have served up an engaging program of panels, plenaries and section meetings. As we bring this year’s conference to a close, we now look ahead. The theme for next year’s conference will be Impact and Growth: Delivering Value to the Public through Public Service Education.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"3 - 8"},"PeriodicalIF":2.5,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44118326","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 : 2022-10-12DOI: 10.1080/15236803.2022.2129866
P. Haruna
ABSTRACT As the world marked the second anniversary of COVID-19 in March, “Build Back Better” had impacted the policy lexicon that played out in real people’s lives. But what does it take to implement such policy? In public administration education discourse, developing nations do not receive as much attention in mainstream outlets. The article extends the discourse by exploring and connecting public sector work force policy to public administration education and public service training in Ghana. After reviewing literature and analyzing MPA/MPP curricula there, it discusses learning outcomes and assesses the quality of competence, while extrapolating lessons learned. The article concludes by proposing a critical pedagogy-inspired curriculum that integrates social equity and blends unique domestic need with global concerns.
{"title":"Educating public servants for a post-COVID-19 world: MPA/MPP curricular implications in Ghana","authors":"P. Haruna","doi":"10.1080/15236803.2022.2129866","DOIUrl":"https://doi.org/10.1080/15236803.2022.2129866","url":null,"abstract":"ABSTRACT As the world marked the second anniversary of COVID-19 in March, “Build Back Better” had impacted the policy lexicon that played out in real people’s lives. But what does it take to implement such policy? In public administration education discourse, developing nations do not receive as much attention in mainstream outlets. The article extends the discourse by exploring and connecting public sector work force policy to public administration education and public service training in Ghana. After reviewing literature and analyzing MPA/MPP curricula there, it discusses learning outcomes and assesses the quality of competence, while extrapolating lessons learned. The article concludes by proposing a critical pedagogy-inspired curriculum that integrates social equity and blends unique domestic need with global concerns.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"175 - 191"},"PeriodicalIF":2.5,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702697","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 : 2022-10-11DOI: 10.1080/15236803.2022.2129552
C. Burks
{"title":"Preparing undergraduate students for public service","authors":"C. Burks","doi":"10.1080/15236803.2022.2129552","DOIUrl":"https://doi.org/10.1080/15236803.2022.2129552","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"247 - 251"},"PeriodicalIF":2.5,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45337795","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 : 2022-10-02DOI: 10.1080/15236803.2022.2145055
{"title":"NASPAA 2022 Award Recipients for Outstanding Achievement in Public Service","authors":"","doi":"10.1080/15236803.2022.2145055","DOIUrl":"https://doi.org/10.1080/15236803.2022.2145055","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"352 - 353"},"PeriodicalIF":2.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48384584","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 : 2022-10-02DOI: 10.1080/15236803.2022.2145051
William Hatcher, Bruce D. McDonald
We live in a global society. Our countries may maintain their own borders and bureaucratic structures, but the onset of the COVID-19 pandemic and the problems that arouse out of it have highlighted the intermingled relationship we have with all parts of the globe (McDonald et al., 2022). The interconnectedness of the globe can even be seen from our own experience as co-editors-in-chief of the Journal of Public Affairs Education. In the early days of the pandemic, printing of the journal was temporarily halted as our publisher had challenges getting access to paper from its distributor in one country, trouble shipping the paper to its printer in another, and finally delivering the hardcopies to the United States. Although this example focuses on JPAE, we are not alone. What happens in one country impacts and effects those around it. But what does this mean for public affairs education? From our standpoint, we believe that it means we should be preparing our students to engage in an international arena. Over the past five years we have sought to use our role as co-editors-in-chief to shape the discussion around what we should teach and how we should teach students in public administration programs. While we have seen the importance of an improved understanding of international and comparative public administration arise, we have not seen the field react as we would hope. Currently, only about a fifth of programs accredited by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) have a course offering in this area for their students (Manoharan et al., 2022). We believe that this is nowhere near high enough. After all, if you think that the public administration programs of the United States do not need more focus on international and comparative public administration, you might consider taking a second look at who your students are. A growing demographic within all MPA programs in the United States is that of international student, many of whom intend to return to their countries and become public servants after graduation. Even if the courses had little meaning for students staying in country after graduation, do we not have a responsibility for training those students who will go out afterwards? Our intent with this symposium to start broaching the issue in a more public setting. When planning the symposium, we invited authors to explore all facets and corners of the international and comparative world and its relevancy for public administration. The result is the collection of six papers that are presented to you here. Each article takes its own view of topic, ranging from explorations of what we should teach students and why to the challenges that our international counterparts face with their own teaching and research. We are excited to be able to publish six new pieces of research, but we also believe that these pieces of research are just a beginning. More work is needed, we know this, but we hope that
我们生活在一个全球化的社会。我们的国家可能会保持自己的边界和官僚结构，但COVID-19大流行的爆发及其引发的问题突显了我们与全球各地的复杂关系(McDonald等人，2022)。从我们作为《公共事务教育杂志》(Journal of Public Affairs Education)主编的亲身经历中，甚至可以看出全球的相互联系。在疫情初期，杂志的印刷一度中断，因为我们的出版商难以从一个国家的分销商那里获得纸张，又难以将纸张运送到另一个国家的印刷商那里，最后还要将纸质版运送到美国。尽管这个例子关注的是JPAE，但我们并不孤单。一个国家发生的事情会影响周围的国家。但这对公共事务教育意味着什么呢?从我们的角度来看，我们认为这意味着我们应该让我们的学生为参与国际舞台做好准备。在过去的五年里，我们一直试图利用我们作为共同主编的角色，围绕我们应该教什么以及我们应该如何教公共管理项目的学生展开讨论。虽然我们看到了提高对国际和比较公共行政的了解的重要性，但我们并没有看到该领域的反应如我们所希望的那样。目前，只有大约五分之一的公共政策、事务和管理学院网络(NASPAA)认可的项目为学生提供这方面的课程(Manoharan et al.， 2022)。我们认为这远远不够高。毕竟，如果你认为美国的公共管理课程不需要更多地关注国际和比较公共管理，你可能会考虑再看看你的学生是谁。在美国所有MPA项目中，越来越多的国际学生，他们中的许多人打算毕业后回到自己的国家成为公务员。即使这些课程对毕业后留在国内的学生没有什么意义，但我们难道没有责任培养那些以后要出国的学生吗?我们举办这次研讨会的目的是在更公开的环境中开始讨论这个问题。在规划研讨会时，我们邀请作者探讨国际和比较世界的各个方面和角落及其与公共行政的相关性。结果就是这里展示给你们的六篇论文的合集。每篇文章都有自己的主题观点，从探索我们应该教学生什么以及为什么我们的国际同行在他们自己的教学和研究中面临的挑战。我们很高兴能够发表六项新的研究，但我们也相信这些研究只是一个开始。我们知道还需要做更多的工作，但我们希望
{"title":"Introduction to the symposium on international and comparative public administration education","authors":"William Hatcher, Bruce D. McDonald","doi":"10.1080/15236803.2022.2145051","DOIUrl":"https://doi.org/10.1080/15236803.2022.2145051","url":null,"abstract":"We live in a global society. Our countries may maintain their own borders and bureaucratic structures, but the onset of the COVID-19 pandemic and the problems that arouse out of it have highlighted the intermingled relationship we have with all parts of the globe (McDonald et al., 2022). The interconnectedness of the globe can even be seen from our own experience as co-editors-in-chief of the Journal of Public Affairs Education. In the early days of the pandemic, printing of the journal was temporarily halted as our publisher had challenges getting access to paper from its distributor in one country, trouble shipping the paper to its printer in another, and finally delivering the hardcopies to the United States. Although this example focuses on JPAE, we are not alone. What happens in one country impacts and effects those around it. But what does this mean for public affairs education? From our standpoint, we believe that it means we should be preparing our students to engage in an international arena. Over the past five years we have sought to use our role as co-editors-in-chief to shape the discussion around what we should teach and how we should teach students in public administration programs. While we have seen the importance of an improved understanding of international and comparative public administration arise, we have not seen the field react as we would hope. Currently, only about a fifth of programs accredited by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) have a course offering in this area for their students (Manoharan et al., 2022). We believe that this is nowhere near high enough. After all, if you think that the public administration programs of the United States do not need more focus on international and comparative public administration, you might consider taking a second look at who your students are. A growing demographic within all MPA programs in the United States is that of international student, many of whom intend to return to their countries and become public servants after graduation. Even if the courses had little meaning for students staying in country after graduation, do we not have a responsibility for training those students who will go out afterwards? Our intent with this symposium to start broaching the issue in a more public setting. When planning the symposium, we invited authors to explore all facets and corners of the international and comparative world and its relevancy for public administration. The result is the collection of six papers that are presented to you here. Each article takes its own view of topic, ranging from explorations of what we should teach students and why to the challenges that our international counterparts face with their own teaching and research. We are excited to be able to publish six new pieces of research, but we also believe that these pieces of research are just a beginning. More work is needed, we know this, but we hope that","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"354 - 357"},"PeriodicalIF":2.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42299274","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 : 2022-10-02DOI: 10.1080/15236803.2022.2145053
{"title":"JPAE 2022 Award Recipients for Contribution to Scholarship of Teaching and Learning","authors":"","doi":"10.1080/15236803.2022.2145053","DOIUrl":"https://doi.org/10.1080/15236803.2022.2145053","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"351 - 351"},"PeriodicalIF":2.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47180221","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 : 2022-10-02DOI: 10.1080/15236803.2022.2110749
Yifei Yan, L. Vyas, Alfred M. Wu, Stuti Rawat
ABSTRACT Making online education effective and engaging has been a policy priority in the higher education (HE) sector since the COVID-19 pandemic arose in 2020. Based on an online survey and qualitative interviews, we examine experiences of HE students and teachers in Hong Kong, and provide recommendations that can enable countries/economies to leverage on the good practices of online education to rejuvenate HE in the post-COVID era. We find a need for greater institutional support beyond its current availability. Students’ perception of online education is less optimistic than what such labeling as “digital natives” suggests. However, with time, online education is being viewed more positively. Teachers find their online education workload to be higher. More female teachers cite difficulties in balancing work and life, while older teachers report more technological difficulties. Since many respondents come from public affairs programs, which emphasize interaction in the classroom, the findings suggest that a rethinking of pedagogical strategies of public affairs education is required.
{"title":"Effective online education under COVID-19: Perspectives from teachers and students","authors":"Yifei Yan, L. Vyas, Alfred M. Wu, Stuti Rawat","doi":"10.1080/15236803.2022.2110749","DOIUrl":"https://doi.org/10.1080/15236803.2022.2110749","url":null,"abstract":"ABSTRACT Making online education effective and engaging has been a policy priority in the higher education (HE) sector since the COVID-19 pandemic arose in 2020. Based on an online survey and qualitative interviews, we examine experiences of HE students and teachers in Hong Kong, and provide recommendations that can enable countries/economies to leverage on the good practices of online education to rejuvenate HE in the post-COVID era. We find a need for greater institutional support beyond its current availability. Students’ perception of online education is less optimistic than what such labeling as “digital natives” suggests. However, with time, online education is being viewed more positively. Teachers find their online education workload to be higher. More female teachers cite difficulties in balancing work and life, while older teachers report more technological difficulties. Since many respondents come from public affairs programs, which emphasize interaction in the classroom, the findings suggest that a rethinking of pedagogical strategies of public affairs education is required.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"28 1","pages":"422 - 439"},"PeriodicalIF":2.5,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336999","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 : 2022-09-19DOI: 10.1080/15236803.2022.2119643
Kimberly K. Wiley, Elizabeth A. M. Searing, Sarah L. Young
ABSTRACT Halloween provides an opportunity to teach public administration and nonprofit management concepts in a fun way, which increases student retention and understanding. Teaching cases are an evidence-based pedagogical tool that facilitates active learning and brings together perspective-taking, critical thinking, and problem-solving. This article presents five themed mini-teaching cases perfect for Halloween that can be taught individually or together: emotional labor in dark tourism; risk management for nefarious volunteers; cemetery management; financial management through zombie philanthropy; and nonprofit demise. The lessons integrate real-world scenarios with public administration concepts in a timely, fun, and evidence-based delivery method. Each case includes a scholarly interpretation through a public administration or nonprofit management lens, learning objectives, discussion and test questions, and reading and viewing recommendations. These five lessons provide a wide-reaching, foundational application for any public administration and nonprofit management classroom.
{"title":"Haunted by nonprofits: Five themed mini-teaching cases for Halloween and Día de los Muertos","authors":"Kimberly K. Wiley, Elizabeth A. M. Searing, Sarah L. Young","doi":"10.1080/15236803.2022.2119643","DOIUrl":"https://doi.org/10.1080/15236803.2022.2119643","url":null,"abstract":"ABSTRACT Halloween provides an opportunity to teach public administration and nonprofit management concepts in a fun way, which increases student retention and understanding. Teaching cases are an evidence-based pedagogical tool that facilitates active learning and brings together perspective-taking, critical thinking, and problem-solving. This article presents five themed mini-teaching cases perfect for Halloween that can be taught individually or together: emotional labor in dark tourism; risk management for nefarious volunteers; cemetery management; financial management through zombie philanthropy; and nonprofit demise. The lessons integrate real-world scenarios with public administration concepts in a timely, fun, and evidence-based delivery method. Each case includes a scholarly interpretation through a public administration or nonprofit management lens, learning objectives, discussion and test questions, and reading and viewing recommendations. These five lessons provide a wide-reaching, foundational application for any public administration and nonprofit management classroom.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"192 - 212"},"PeriodicalIF":2.5,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48748157","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 : 2022-09-19DOI: 10.1080/15236803.2022.2123185
Erin L. Borry
{"title":"Ungrading: Why rating students undermines learning (and what to do instead)","authors":"Erin L. Borry","doi":"10.1080/15236803.2022.2123185","DOIUrl":"https://doi.org/10.1080/15236803.2022.2123185","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"245 - 246"},"PeriodicalIF":2.5,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46321362","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 : 2022-09-12DOI: 10.1080/15236803.2022.2117534
Jennifer Wareham, Denise Paquette Boots, Laura M. Gulledge, Timothy M. Bray
ABSTRACT 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. This study examined the campus climate and effectiveness of Title IX training among 2,393 college students at a medium-size public university in the south-central region of the U.S. Results indicated 68% of students reported they understood Title IX, yet only 14% correctly understood Title IX prohibited sex-discrimination and 16% correctly understood reporting procedures. Regression analyses found few significant effects for demographics, academic characteristics, satisfaction with the campus, and beliefs about university support on training participation, training knowledge, and help seeking for sexual assault survivors. Positive perceptions of campus climate increased participation in training, efficacy of training, and confidence in helping sexual assault survivors. However, participation in training was negatively impacted by perceptions of faculty support. Age, asexual identity, and Asian identity affected training participation and efficacy.
{"title":"An examination of Title IX training and knowledge at a public university","authors":"Jennifer Wareham, Denise Paquette Boots, Laura M. Gulledge, Timothy M. Bray","doi":"10.1080/15236803.2022.2117534","DOIUrl":"https://doi.org/10.1080/15236803.2022.2117534","url":null,"abstract":"ABSTRACT 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. This study examined the campus climate and effectiveness of Title IX training among 2,393 college students at a medium-size public university in the south-central region of the U.S. Results indicated 68% of students reported they understood Title IX, yet only 14% correctly understood Title IX prohibited sex-discrimination and 16% correctly understood reporting procedures. Regression analyses found few significant effects for demographics, academic characteristics, satisfaction with the campus, and beliefs about university support on training participation, training knowledge, and help seeking for sexual assault survivors. Positive perceptions of campus climate increased participation in training, efficacy of training, and confidence in helping sexual assault survivors. However, participation in training was negatively impacted by perceptions of faculty support. Age, asexual identity, and Asian identity affected training participation and efficacy.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":"29 1","pages":"156 - 174"},"PeriodicalIF":2.5,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42045017","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：