重大学习和公共行政教育:短期课程的影响

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2020-12-02 DOI:10.1177/0144739420977902
Christopher L. Atkinson
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引用次数: 3

摘要

本文考虑了美国东南部一所公立地区大学在一个日历年内开发和教授的公共管理项目中的人力资源、公共预算和公共采购在线课程。每门课程都有必读的基础,但也包括个人和合作的角色扮演和模拟活动。短期在线课程对公共管理项目或其他方面的重大学习潜力的影响尚未得到充分探索。研究问题是:短期课程对重要学习的潜力有什么影响?对学生进行了一项调查,并使用两个循环的编码策略对结果进行了分析。结论是,短期课程可能会限制学生充分获得知识转移和应用技能的能力。研究参与者对工作量巨大的工作期望提出了具体的担忧,即使考虑到项目的加速性质,以及这可能会如何破坏高质量学习成果的潜力。至少,短期课程会引发重大的潜在学习相关问题,并显示出以知识转移为中心的课程的期望值与重大学习机会的附加值之间的差距。
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Significant learning and public administration education: The impact of short-term courses
This paper considers online courses in human resources, public budgeting, and public procurement, within a public administration program, developed and taught during one calendar year at a public regional university in the southeastern United States. Each course had an underpinning of required reading, but also included individual and collaborative role-playing and simulation activities. The effect of shorter term online classes on the potential for significant learning, in public administration programs or otherwise, has not been fully explored. The research question is: What impact do short-term classes have on the potential for significant learning? A survey of students was conducted, and the resulting corpus was analyzed, using a two-cycle coding strategy. It is concluded that short-term classes may limit the ability of students to fully gain knowledge transfer and applied skill. There are specific concerns raised by study participants about work expectations that are voluminous, even given the accelerated nature of programs, and how this might undermine the potential for quality learning outcomes. At minimum, short-term courses raise significant potential learning-related issues, and show gaps between the expectations of a knowledge-transfer-centered program and the added value of significant learning opportunities.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
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.
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