The status of public administration teaching in the UK

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. The editorial concludes on an optimistic note, outlining how practitioners and academics can work together to ensure that the craft of PA remains intact across the UK. JOURNAL OF PUBLIC AFFAIRS EDUCATION 2023, VOL. 29, NO. 3, 262–274 https://doi.org/10.1080/15236803.2023.2202609