Assessing the extent to which the Writing Centre at Nelson Mandela University assists students in understanding academic discourse

The rapid emergence of ChatGPT has sparked extensive academic discourse across multiple fields. This study focuses on such discourse within the social sciences by examining how scholars frame and evaluate ChatGPT through research article abstracts. Drawing on 1,227 SSCI-indexed abstracts published between 30 November 2022 and 30 November 2024, we adopt a two-step natural language processing approach. First, we apply topic modeling to identify major thematic patterns in academic discussions of ChatGPT. Then, we perform sentiment analysis to examine how scholars’ evaluative attitudes are discursively constructed across these thematic areas. Topic modeling reveals six key themes: artificial intelligence (AI) and technology communication, education and learning tools, user perception and adoption, ethics and academic challenges, human-technology interaction, and computational foundations of Large Language Models (LLMs). Sentiment analysis suggests that approximately 82.97% of abstracts express positive attitudes, particularly regarding ChatGPT’s research potential and pedagogical utility, while around 9.78% reflect more cautious or negative views, often focusing on issues such as academic integrity and misinformation. These sentiment patterns appear to vary across thematic areas, with user adoption and education-related topics showing greater positivity, while ethics-oriented discussions exhibit relatively more critical perspectives. By analyzing academic discourse as reflected in research article abstracts, this study contributes a discourse-level perspective on how ChatGPT is framed, endorsed, and critically examined in the social sciences. It offers a data-driven complement to existing conceptual and survey-based investigations and draws attention to both the thematic and evaluative tendencies shaping scholarly narratives around generative AI.

The rapid emergence of ChatGPT has sparked extensive academic discourse across multiple fields. This study focuses on such discourse within the social sciences by examining how scholars frame and evaluate ChatGPT through research article abstracts. Drawing on 1,227 SSCI-indexed abstracts published between 30 November 2022 and 30 November 2024, we adopt a two-step natural language processing approach. First, we apply topic modeling to identify major thematic patterns in academic discussions of ChatGPT. Then, we perform sentiment analysis to examine how scholars' evaluative attitudes are discursively constructed across these thematic areas. Topic modeling reveals six key themes: artificial intelligence (AI) and technology communication, education and learning tools, user perception and adoption, ethics and academic challenges, human-technology interaction, and computational foundations of Large Language Models (LLMs). Sentiment analysis suggests that approximately 82.97% of abstracts express positive attitudes, particularly regarding ChatGPT's research potential and pedagogical utility, while around 9.78% reflect more cautious or negative views, often focusing on issues such as academic integrity and misinformation. These sentiment patterns appear to vary across thematic areas, with user adoption and education-related topics showing greater positivity, while ethics-oriented discussions exhibit relatively more critical perspectives. By analyzing academic discourse as reflected in research article abstracts, this study contributes a discourse-level perspective on how ChatGPT is framed, endorsed, and critically examined in the social sciences. It offers a data-driven complement to existing conceptual and survey-based investigations and draws attention to both the thematic and evaluative tendencies shaping scholarly narratives around generative AI.

COVID-19 resulted in medical students volunteering to join the health care workforce. Our study aimed to evaluate the perception of clinical staff on the benefit of students' pandemic response. The secondary aims were to (i) evaluate medical students' team working skills, (ii) identify specialties where medical students were most effective, and (iii) identify areas for further training. We conducted a national survey of doctors and nurses. This was conducted in line with a pre-specified protocol by the International Student Surgical Network UK (Incision UK), with support from The Royal Society of Medicine Students Section Collaborative and MedEd Collaborative. A questionnaire was developed and disseminated following AMEE guidance. Survey responses were quantitatively and qualitatively analysed. Of the recorded responses (n = 283), the largest group of respondents was junior doctors, (n = 110, 38.9%), and medicine was the most reported specialty (n = 76, 26.9%) of respondents, followed by primary care, with the lowest responses coming from surgery (n = 25, 8.8%). Of the total responses (n = 283), 76.8% of respondents reported that the student response had a positive impact during the pandemic. Four themes were identified: (i) impact on health care service, (ii) impact on health care staff and patients, (iii) student's professional development and (iv) additional training that students require. Students were an effective part of the pandemic. However, without appropriate definition of their role within a clinical setting, students may be forced to balance learning and service provision. Providing students with dedicated clinical support roles and ward-based learning roles with a competency-based approach holds potential to be both a powerful learning tool and strengthen health care systems to face future crises.

Introduction The traditional view of doctoral education, borrowed from the social sciences, is the reproduction of the professoriate to ensure continued knowledge development through research and the dissemination of knowledge through teaching. In other words, the traditional purpose of doctoral education is the creation of a new generation of scholars who will pursue careers in academe. This is clearly not the reality of doctoral education in public administration as it has evolved. Consider the following facts based on more than ten years of research in the doctoral education field. 1. The vast majority of people obtaining the doctoral degree never publish anything that contributes to the knowledge base of the field. 2. Only a minority of doctoral graduates enters careers in academe. The majority of graduates appear to remain in professional positions. 3. The quality of dissertation research has been viewed as questionable by any standards of quantitative or qualitative research. 4. Many faculty positions are being filled by individuals trained in other fields. The Purpose of Doctoral Education in Public Administration What is the purpose of doctoral education in public administration? We can begin to answer this question by addressing the motives of students entering doctoral programs. Research suggests that only a handful of students are interested in traditional academic careers involving research, teaching, and service. On average, according to recent National Association of Schools of Public Affairs and Administration (NASPAA) surveys, at least 250 students graduate each year with a doctoral degree in public administration or public affairs. While there certainly are not that many open faculty positions in any given year, we note that many programs are hiring faculty from other disciplines (e.g., political science, economics, policy studies, social work, business, management, etc.). These hires are not from the 250+ average number of public administration graduates. This disparity in hiring also suggests that public administration programs are not producing enough graduates who are competitive and interested in the academic marketplace. This seems ironic in light of our suspicion that there is indeed a demand for doctoral graduates in public administration, as evidenced by regular multiple listings in the Public Administration Times and the Political Science Recruiter. Indeed, some institutions have had considerable difficulty hiring qualified new faculty members in certain core subfields. We believe that the majority of doctoral students in public administration are the degree for nontraditional purposes. We can speculate on five of those purposes: 1) to enhance one's professional practice in administrative or policy settings; 2) to inflate one's ego; 3) to gain a promotion or be retained in a position; 4) to enhance the likelihood of getting consulting grants or contracts; 5) because it may be advantageous to say, very loosely, that one is a candidate for or is pursuing the doctoral degree, even while lacking sufficient motivation to ever complete the degree. The first purpose is certainly justified, and we suspect that many of our colleagues would agree (see: Clayton, 1995; Sherwood, 1996; and Hambrick, 1997). The other four purposes are, in our opinion, simply not legitimate and waste scarce educational resources. Indeed, the 10:1 ratio of doctoral enrollees to graduates argues, somewhat disturbingly, for the fifth possibility. Public administration at the doctoral level can be both an academic and a professional degree. It has served the purposes of future academicians and continuing professionals for many years. There is a rationale for serving the interests of continuing professionals, and by providing them with knowledge and skills beyond the Master's level we add some value to the practice of public administration. …

This study examines some of the major administrative and ethical challenges facing Ghana’s public administration, with regard to the issues associated with the country’s governance processes and public sector service delivery. The methodology used is based on the qualitative approach with combined sources from primary and secondary data and the case study method. The findings in the study show that whereas Ghana’s democracy has made significant inroads over the years since the 1992 democratic transition, a number of administrative and ethical issues hinder the country’s public administration processes and procedures, which require immediate government attention to address them more appropriately. The study recommends that the government (executive branch) and the bureaucracy (Ministries, Departments and Agencies) should make frantic efforts towards promoting effective and efficient service delivery system and government accountability for accelerated national development. The study’s implication for theory is that it will inform its readers about the different perspectives on the topic discussed. Given the service delivery and corruption challenges in Ghana’s public sector, the recommendations will go a long way to help address some of the problems facing Ghana’s MDAs and the government in general. The significance of the study is that it provides key insights into important issues in Ghana’s public administration, which can serve as useful lessons for the government, public institutions and the bureaucracy. The outlined challenges and recommendations will inform the government, MDAs and other government agencies of the need to improve governance and administration in order to accelerate the country’s political and socio-economic development. This study further contributes towards academic discussions on the administrative and ethical issues hampering the effective delivery of services and public and administration in Ghana and Africa in general.

This article examines the comprehensive educational framework for Public Management and Administration at Zhytomyr Ivan Franko State University, spanning bachelor's, master's, and doctoral levels. The study focuses on the program's innovative approach to cultivating a new generation of public administrators equipped to address contemporary governance challenges. Particular emphasis is placed on the program's unique integration of academic expertise and practical governance experience through its faculty composition, which includes former senior government officials, parliamentary deputies, and distinguished scholars from the National Academy of Public Administration. The research details the implementation of progressive pedagogical methodologies, including innovative assessment techniques and experiential learning opportunities. A significant aspect of the program involves strategic partnerships with regional governance structures, facilitating student immersion in practical governance through internships and collaborative projects across Zhytomyr Oblast. The article argues that this integrated approach represents a significant advancement in public administration education, effectively bridging theoretical knowledge and practical application while addressing regional development needs. The structural design of these educational-professional and educational-scientific programs demonstrates a clear alignment with contemporary labor market demands and the evolving needs of the public sector. The curriculum is strategically developed to cultivate a new generation of specialists equipped for multifaceted roles within executive bodies, local self-government institutions, and the non-governmental sector. Beyond preparing graduates for traditional administrative functions, the programs place significant emphasis on fostering research and innovation capabilities. This dual focus aims to develop professionals who can not only implement existing administrative procedures but also generate new, evidence-based knowledge and initiate transformative professional practices within public administration. A central objective of the program is to equip graduates with the competencies necessary to ensure the delivery of administrative services that meet socially acceptable standards. This entails instilling a deep commitment to the core principles of modern governance: openness, transparency, accountability, and professionalism. The curriculum is designed to be resilient and forward-looking, preparing students to operate effectively both in the current, challenging conditions and in the complex environment of post-war recovery and reconstruction. The program's content is characterized by its logical coherence and rigorous alignment with the subject area of specialty D4 "Public Management and Administration." It provides a balanced and robust foundation in both theoretical concepts and applied practical skills. This ensures that graduates are not merely executors of tasks, but are critical thinkers and capable managers, prepared to lead and administer public sector organizations effectively. A defining feature of the educational framework is its commitment to flexibility through the implementation of individualized educational trajectories. This approach acknowledges the diverse career goals, prior experiences, and research interests of students. The mechanism for personalization is realized through several key instruments: Students are offered a wide selection of specialized courses and modules, allowing them to tailor their learning to specific areas of interest within public administration, such as healthcare management, regional development, or digital governance. The program facilitates practical experiences in various types of institutions (state authorities, local councils, NGOs), enabling students to align their internships with their professional aspirations. Provisions for individual schedules and the recognition of prior learning outcomes provide additional flexibility, catering to the needs of different student cohorts. Opportunities for participation in national and international exchange programs further enrich the individual learning path, exposing students to diverse administrative practices and academic environments. This learner-centered model empowers students to construct an educational experience that is directly relevant to their personal and professional ambitions, thereby enhancing the efficacy and relevance of their training. This operational framework for individualized learning is underpinned by a systematic approach to choice architecture. Students exercise agency in selecting not only elective courses but also the specific pedagogical formats—such as project-based seminars, policy labs, or traditional lectures—that best align with their learning preferences. The diversity of educational components ranges from foundational theoretical modules to advanced specialized tracks, each calibrated for varying levels of complexity to accommodate both early-career professionals and seasoned practitioners. The program's pedagogical design intentionally cultivates higher-order cognitive capabilities essential for public sector innovation. This includes structured training in heuristic problem-solving for ill-defined administrative challenges, methodologies for policy prototyping, and systematic approaches to organizational change management. A distinctive feature is the integration of research-led teaching, where students actively engage in applied policy analysis and develop evidence-based interventions for real-world public management issues. Furthermore, the curriculum embeds rigorous training in academic research methodologies, positioning graduates to contribute meaningfully to the scholarly discourse on public administration. This research competence extends beyond technical skill acquisition to encompass the development of original conceptual frameworks and empirical studies that address substantive gaps in both theoretical understanding and professional practice. The emphasis on generating knowledge with demonstrable scientific novelty and practical impact ensures graduates can function effectively at the intersection of academic inquiry and administrative innovation.

In popularization discourse, insights from academic discourse are recontextualized and reformulated into newsworthy, understandable knowledge for a lay audience. Training in popularization discourse is a relatively new and unexplored research topic. Existing studies in the science communication field suffer from under-utilized baseline assessments and pretests in teaching interventions. This methodological problem leads both to a lack of evidence for claims about student progress and to a gap in knowledge about baseline popularization skills. We draw the topic into the realm of writing research by conducting a baseline assessment of pre-training popularization skills in first-year undergraduate students. Undergraduate science communication texts are analyzed to identify instances of popularization strategies using a coding scheme for text analysis of popularization discourse. The results indicate a lack of genre knowledge in both academic and popularized discourse: textual styles are either too academic or overly popularized; the academic text is misrepresented; and the essential journalistic structure lacking. An educational program in popularization discourse should therefore focus on the genre demands of popularization discourse, awareness of academic writing conventions, the genre change between academic and popularized writing, the role of the student as a writer, and stylistic attributes.

In popularisation discourse, the concepts taken from academic discourse are reinvented within a new situation and translated into information that an audience can comprehend, constituted mostly of individuals who are not specialists. This is done to make the concepts understandable to an audience not constituted of professionals. There has not been much attention placed on the research issue of training in popularisation discourse since it is still in the process of increasing. There is an issue with the research being done right now in scientific communication because pretests and baseline assessments are not implemented in educational interventions nearly enough. As a result of this defect in the approach, there is an absence of supporting data comments regarding pupils' progress, and there is also a knowledge gap regarding the popularisation abilities that are thought to be vital. Both of these difficulties might have the same underlying source, which is the approach that's being employed. We bring the problem into the sphere of research on writing by undertaking a baseline evaluation of the pre-training popularisation skills of first-year undergraduate students. The research focuses, more particularly, on the process of writing. Before official schooling, pupils undergo aptitude testing to understand their current skill level. The assessment of scientific communication texts published at the undergraduate level uses a coding system commonly applied for the textual analysis of popularisation discourse. This is done to discover instances of distinct ways of popularisation that have been put into effect. The statistics imply that neither academic nor popular discourse has a clear knowledge of the genre. [Further citation is requested] The intellectual material has been distorted, the core structure of journalism has been gone, and the literary styles are either excessively academic or unduly popularised. Because of this, an educational programme that centres on popularisation ought to place a strong emphasis on the genre requirements of popularisation discourse, awareness of academic writing conventions, the genre shift that takes place when transitioning from academic writing to popular writing, the role of the student as a writer, and stylistic characteristics.

Objectives. The present article aims to examine the difficulties faced by local governments during their digital transitions, highlighting the urgent need to improve higher education programmes focused on public administration and related fields in order to adequately prepare future public servants for the demands of the digital age. This underscores the significance of practical competencies for effective virtual team management in collaborative projects. Methods/Approaches. A literature-based approach was employed to analyse and summarise scientific literature, thereby identifying theoretical concepts and practical aspects of the digital transformation of local and regional authorities. This approach is combined with a comparative analysis to illustrate the differences between traditional team practices and virtual ones, further commenting on the necessary knowledge and skills that future public servants must develop. In order to ascertain the extent to which the underutilisation of virtual or hybrid teams within local public administrations is attributable to the absence of contemporary training in teamwork in a digital environment, an on-desk study of the publicly available curricula of 14 Bulgarian universities offering Bachelor's and/or Master's degrees in "Public Administration" or a related discipline was conducted. Additionally, a specially designed 16-question, closed-ended online survey was conducted with representatives of 28 Bulgarian local and regional administrations. The survey focused on technological use and opinions on virtual teams and their associated challenges. Results. The paper proposes a conceptual model of core competencies for managing virtual teams within public authorities, which is derived from the study assessing the opportunities to establish and sustain effective virtual teams of 28 NUTS III-level public administrations in a single pilot municipality. The survey data reveal a complex set of interrelated challenges affecting the efficiency and security of virtual teams in local public administrations. These competencies are broadly categorised into three thematic areas: digital competence, procedural infrastructure, and information security. Conclusion. The study examined key obstacles to the implementation of virtual teams, such as technological limitations, connectivity issues and cross-cultural disparities. It also examined digital literacy among local authority personnel and recommended educational changes based on an analysis of existing "Public Administration" Bachelor's and Master's degree curricula.

Evidence shows that in the labour market the most demanded specialists are those with high-level vocational skills, implying also their competence for innovation. The latest EU policy initiatives explicitly call for innovation in vocational education and training (VET) systems. This is a relatively new VET policy development. At the same time, it is not yet sufficiently discussed how innovation in VET systems could be best translated in practical terms. Traditionally innovation has been related to the research and development domain, and little routine practices exist regarding the VET system. The present paper will explore the opinions and estimations by public administrators and experts regarding the value and importance of approaches and institutional mechanisms to promote innovation in VET. The focus of the research is on the training need of innovation competent labour force in the VET system, and on the existing and needed co-operation and institutional mechanisms to secure such training. The aim of the research is to study the opinions and views of education policy makers and experts regarding the relevance of co-operation among various stakeholders in the training of innovation competent labour force, as well as and regarding the suitability and effectiveness of the existing and potential institutional mechanisms to secure such co-operation. In order to carry out the research, the following tasks were set – 1) to analyse of scientific publications in order to identify relevant policy approaches and academic discourse regarding the research topic; 2) to carry out empirical study – expert survey of public administrators and data analysis of the survey results; 3) to analyse the empirical findings against the background of the current policy and academic trends. Research methods: textual and literature analysis were based on study of policy and legal documents, and research articles. The empirical study was based on the survey of opinions and interviews with policy makers, administrators and experts in higher education, research and vocational education and training, representatives of the employers’ organisations. To carry out the empirical research, a questionnaire was developed and tested among high level experts. Based on the material obtained from the survey, analysis was carried out. Qualitative analysis has been complemented by quantitative analysis through applying the indicators of central tendency or location (arithmetic mean, mode, median), as well as indicators of variability (variance, standard deviation, standard error of mean, range). Based on the textual analysis and empirical study, conclusions have been made. The research shows that the current developments in EU VET policy regarding the training of innovation competent labour force finds reflection also in the present academic discourse. However, in practice the attitudes of relevant stakeholders are still relatively conservative regarding innovation in VET, and innovation is still primarily seen as pertaining to the domain of higher education, research and development. At the same time, politically and academically, there are not yet clear guidelines available as to practical measures how public administrations could address the new challenges. For this reason studies on the implementation of innovation by VET systems should be continued, involving in empirical studies a wider spectrum of relevant stakeholders. DOI: http://dx.doi.org/10.5755/j01.eis.0.8.5241

This study explores the concept of wage slavery as a socioeconomic challenge by analysing its different aspects and manifestations as documented in academic research. The study investigates publication trends, sources, country contributions, authorship, keywords, and thematic areas, alongside qualitative analysis of the most frequently cited publications. It aims to provide a holistic understanding of wage slavery’s historical and contemporary contexts across interdisciplinary fields. Data was extracted from the Scopus database, yielding 882 documents, of which 472 were selected for analysis. The bibliometric analysis method was applied using Scopus, VOSviewer, and Harzing’s Publish or Perish to examine trends, keywords, thematic areas, and influential publications. The findings indicate that wage slavery has manifested in diverse forms throughout history, with significant implications for employees’ well-being. Key outcomes include increased stress levels, job dissatisfaction, and reduced overall life satisfaction. The study highlights an expansion of research on wage slavery as a socioeconomic challenge into various interdisciplinary contexts, uncovering key areas of interest such as economic exploitation, labour rights, and workplace ethics. This study offers a comprehensive bibliometric analysis of wage slavery, providing unique insights into its evolution in academic discourse. It identifies underexplored themes and suggests areas for future research, fostering a deeper understanding of its societal impact.

The purpose of this study is to examine some of the major constitutional and legal issues that are imperative in Ghana’s public administration. Despite Ghana’s success in promoting democratic governance over the past decades since the 1992 transition, numerous constitutional and legal issues affect effective policy design and implementation that require urgent governmental reforms. The study discussed the constitutional and democratic theories as the basis of the work. The methodology used is based on the qualitative approach with combined sources from primary and secondary data. The findings in the study show that certain aspects of Ghana’s constitutional provisions and legal framework do adversely affect its policy design and implementation in diverse ways. The significance of the study is that the outlined challenges and recommendations will inform the government and key policy makers on the need to make effective policies in order to enhance the country’s political and socio-economic development. The study’s implication for theory is that it will inform its readers about the different theoretical perspectives on the issues discussed. The study also provides key insights into important issues in Ghana’s constitutional provisions, and the legal and policy environment, which can serve as useful tools or instruments for policy makers in the three organs of government and the bureaucracy. This study further contributes towards academic discussions on the viability of the constitutions drawn by authoritarian regimes prior to the third-wave democratic transitions in Africa, and the difficulties some of these constitutional provisions pose to making effective policies and governance, thus emphasizing the need for constitutional reviews.

Journal editors who publish papers authored by colleagues and former graduate students have been charged with practicing favoritism, with the implication that the papers in question are of lower quality than those written by scholars with no ties to the editor. Using citation analysis, the authors find strong evidence that although journal editors occasionally publish subpar papers authored by colleagues and former graduate students, on balance their use of professional connections enables them to identify and 'capture' high-impact papers for publication. This implies that a practice interpreted as favoritism by many scholars in fact serves to enhance efficiency in the market for scientific knowledge. Copyright 1994 by University of Chicago Press.

Qualitative Comparative Analysis (QCA) is increasingly establishing itself as a method in social research. QCA is a set-theoretic, truth-table-based method that identifies complex combinations of conditions (configurations) that are necessary and/or sufficient for an outcome. An advantage of QCA is that it models the complexity of social phenomena by accounting for conjunctural, asymmetric, and equifinal patterns. Accordingly, the method does not assume isolated net effects of single variables but recognizes that the effect of a single condition (that is, an explanatory factor) often unfolds only in combination with other conditions. Moreover, QCA acknowledges that the occurrence of a phenomenon can have a different explanation from its non-occurrence. Finally, QCA allows for different, mutually non-exclusive explanations of the same phenomenon. QCA is not only a technique; there is a diversity of approaches to how it can be implemented before, during and after the “technical moment,” depending on the analytic goals related to contributing to theory, engaging with cases, and the approach to explanation. Particularly since 2012, an increasing number of scholars have turned to using QCA to investigate public administrations. Even though the boundaries of Public Administration (PA) as an academic discipline are difficult to determine, it can be defined as an intellectual forum for those who want to understand both public administrations as organizations and their relationships to political, economic, and societal actors—especially in the adoption and implementation of public policies. Owing to its fragmented nature, there has been a long-lasting debate about the methodological sophistication and appropriateness of different comparative methods. In particular, the high complexity and strong context dependencies of causal patterns challenge theory-building and empirical analysis in Public Administration. Moreover, administrative settings are often characterized by relatively low numbers of cases for comparison, as well as strongly multilevel empirical settings. QCA as a technique allows for context-sensitive analyses that take into account this complexity. Against this background, it is not surprising that applications of QCA have become more widespread among scholars of Public Administration. A systematic review of articles using QCA published in the major Public Administration journals shows that the use of QCA started in mid-2000s and then grew exponentially. The review shows that, especially in two thematic areas, QCA has high analytical value and may (alongside traditional methodological approaches) help improve theories and methods of PA. The first area is the study of organizational decision-making and the role of bureaucrats during the adoption and implementation of public policies and service delivery. The second area where QCA has great merits is in explaining different features of public organizations. Especially in evaluation research where the aim is to investigate performance of various kinds (especially effectiveness in terms of both policy and management), QCA is a useful analytical tool to model these highly context-dependent relationships. The QCA method is constantly evolving. The development of good practices for different QCA approaches as well as several methodological innovations and software improvements increases its potential benefits for the future of Public Administration research.

Objective: This study aims to analyze the trend of scientific publications on Public Administration studies published in Scopus indexed journals based on 2014 to 2024. Methods: Data was obtained based on the Scopus database in October 04, 2024 at 21:30 WIB using the word “Public Administration” and found 19,743 document results that were used to search in several categories, including tittle, abstract and keywords. The author conducts content analysis using VOSviewer software version 1.6.17 which functions to visualize the interactions that occur in the research data obtained. The data collection process was carried out using analyze search in the document output. Meanwhile, data analysis is carried out based on infographic mapping of the development of research documents, mapping documents against data such as affiliation, country, subject area, type of publication which in the end sees the interaction of relationships that occur in research that studies Public Administration. Results: The study of public administration based on the 2014-2024 range conducted by several researchers continues to grow based on year to year seen in the infographic there are 19,743 published documents discussing Public Administration in various countries. The affiliation that actively conducts Public Administration studies is the research forum of the Russian Presidential Academy of National Economy and Public Administration, namely 161 documents conducted & the United States is the country that ranks first for scientific publications, namely 3,151 Scopus indexed documents.