Teaching Public Administration

Publisher:: Sage Publications, Inc.
Publication date:: 2021-09-06

ISBN:: 0144-7394

Issue Number

Latest documents

When public administration education switches online: Student perceptions during COVID-19
Public administration education is traditionally known for its emphasis on interaction, discussion and experiential learning, which require effective in-person instructions. With COVID-19 pushing many programmes across the globe to be delivered online rather than in person, how this shift has affected the student experience in public administration programmes has been a pertinent and important consideration. This paper addresses the question through two surveys of 147 students in total, at a graduate-level public policy school in Singapore. Two distinctive waves of data collection allow us to capture a nuanced picture of student perceptions both when online teaching was introduced as an emergency response and when it was planned as a deliberate strategy later on. Our findings suggest that students consistently reported a decline in participation and interaction in an online setting, compared with a face-to-face setting. Our study fills a critical gap in the literature related to online public administration education in Asia, while the immediate constraints it highlights and lessons it offers on maintaining a highly interactive and engaging public administration education are likely to apply for educators elsewhere both during and beyond the COVID-19 era.
Students learning experiences during COVID-19: Work from home period in Malaysian Higher Learning Institutions
Recently, the whole globe was affected by the Coronavirus disease (COVID-19), which caused a major disruption in every economy sector as well as the education sector. Most of the education systems in the world shifted to a full online learning method, either conducted in a synchronous or asynchronous method. Thus, making the traditional teaching and learning methods were no longer option of learning method. This reality of online teaching and learning methods by the Malaysian education system, especially the Higher Learning Institution as an alternative teaching method is compulsory throughout the pandemic. This paper evaluates the experience of the students of higher learning institutions in Malaysia with the implementation of online learning during this pandemic.
Student satisfaction on lecturers’ effectiveness, efficiency and productivity: Malaysian education landscape during the COVID-19 pandemic
The COVID-19 pandemic has engulfed the whole planet, including the education sector in Malaysia. As a result, the quality of lecturers’ work is critical in maintaining the number of students in a university, particularly during a pandemic. Lecturers are put through their paces as they move from traditional to e-learning, learning new ways to teach classes, navigating technology, using new skills, and utilising their own knowledge. This study analysed responses of 892 local students from various officially registered public higher learning institutions throughout Malaysia. Convenient sampling method was used to gather responses through online google forms from the above respondents. The outcomes of this study provided some insight on how Malaysian higher education institutions might redeem themselves by offering better service to the society, particularly during the Covid-19 pandemic.
The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic
In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated.
Teaching crisis management before and after the pandemic: Personal reflections
This reflective contribution tells the story of a veteran public sector crisis management (CM) researcher’s 35-year journey with educating students and CM practitioners, It offers preliminary insights about how the pandemic experience might – and should – induce a significant rethink of how educators conceptualize the nature of crises and the challenges governments and public agencies face in coping with them.
A note from the editors of teaching public administration
The start of a new year, or in TPA’s case a new volume (41) is always a moment to pause and reflect.
University and Covid-19: The experience of the academic community of the single-cycle Master’s degree in law of the University of Genoa
The article focuses on challenges and disruption in the higher education sector in Italy due to COVID-19 pandemic. The study explores the experience of the Single-Cycle Master’s Degree in Law of the University of Genoa, especially taking into account students’ perspective.
The dark horse of public administration: The challenge of pedagogical research
Research on the scholarship of teaching and learning (SoTL) has tended to have a bad reputation within the field of public administration. In this manuscript, I discuss the issue of impactful research within the field and provide an argument for why we should be focusing more on pedagogical research than more traditional avenues. Not only does pedagogical research directly impact what and how we teach in the classroom, but it is tends to be read and cited at higher rates than some of the subfields within the discipline.
The experience of teaching public administration in Russia during the pandemic in 2020–2021
The main aim of the study was to analyze the impact of the Covid-19 Pandemic both on the public services and on public administration (PA) education, to find out how the process of teaching of future public administrators had changed during the Pandemic and how these changes could possibly influence the process of teaching public administrators in future. The research methods included theoretical and analytical research methods, the methodology of empirical research, and comparative research methods. The latest works of PA scholars in the global context, the materials of the study provided by the teams of teachers of the leading Russian universities concerning teaching experience during 2020, and the latest data provided from the analysis carried out at the Institute for Social Sciences of Russian Presidential Academy of National Economy and Public Administration, Moscow, in the conditions of distant and mixed learning in 2020–2021, allowed the author to give some practical advice to teachers and education managers concerning the improvement of the educational programs for PA students regarding the new conditions of the study. The main conclusion made on the results of the analysis is that digitalization of teaching and learning process and organization of distant learning at the time of the Covid-19 Pandemic should be considered to be the most important issues in PA education which could be applied in PA education in future. The recommendations concerned such aspects as the development of digital competencies of students, distant regime implementation, new pedagogy and digital didactics, socialization of students, internationalization and academic mobility of students, improving the qualifications of teachers and university management teams, research work, and the development of meta-competencies of future public servants.
The recipient of the teaching public administration and journal of public affairs education 2022 award for outstanding contribution to public administration pedagogical scholarship and research is Christoph Reichard
The Annual Award is made by the editors of TPA and JPAE (Journal of Public Affairs Education). This citation describes the significant contribution made by the 2022 winner - Christoph Reichard