{"title":"全球和跨国治理:对公共行政教学的影响","authors":"Gerrit van der Waldt","doi":"10.1177/01447394241229173","DOIUrl":null,"url":null,"abstract":"Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation.","PeriodicalId":44241,"journal":{"name":"Teaching Public Administration","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Global and transnational governance: Implications for public administration teaching\",\"authors\":\"Gerrit van der Waldt\",\"doi\":\"10.1177/01447394241229173\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation.\",\"PeriodicalId\":44241,\"journal\":{\"name\":\"Teaching Public Administration\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-01-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching Public Administration\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/01447394241229173\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Public Administration","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01447394241229173","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Global and transnational governance: Implications for public administration teaching
Public Administration (PA) as an academic discipline has traditionally been anchored in the principles of state-centric governance, national implementation policies, and the management of domestic public affairs. However, the rise of global and transnational governance has significantly reshaped the context in which public administrators operate. This reality has a direct bearing on the corpus of knowledge taught in PA and the teaching thereof. Preparing for new governance realities and their demands necessitates a review of the competencies that prospective civil servants should have to navigate global and transnational affairs. The purpose of this article is to explore the potential influence of global and transnational governance on the corpus of knowledge of PA and its implications for teaching. It comprises an investigation of the dynamic relationship between the changing landscape of global governance structures, the evolving challenges faced by public administrators, and the adaptation of educational curricula and teaching approaches to equip future civil servants with the requisite competencies, skills, and knowledge. The findings made and the recommendations offered underscore the need for a comprehensive and multidisciplinary approach to PA teaching in the era of rapid globalisation.
期刊介绍:
Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.