Knowledge transfer and teaching public administration

Research in public administration: Reflections on theory and practice: Edited by Jay D. White and Guy B. Adams, Sage Publications (1994), 280 pp., £12.95

The paper considers the problems concerning professional development of teachers in the context of the national educational system as a whole. Analyzed is the foreign experience of pedagogical personnel professional development. Various foreign practices of organizing the further professional training of educators, which are the most valuable in terms of applying in this country, are highlighted. Also defi ned are the options for the society to participate in the educational activities and the model of state and public administration and management of education. Priority areas for implementing the models of state and public administration and management of education are also defi ned. Based on the analysis of international experience the following priority areas for implementing the models of state and public administration of education are proposed: creating conditions for mutually benefi cial cooperation of models of state and public administration, applicable on diff erent levels (municipality, local self-government authorities, non-profi t non-political organizations, professional associations, etc.); training and advisory support to the members of the public, enabling them to participate in the state and public administration of education; training and consulting support to administration of education personnel on matters concerning the state and public administration and management of education.

PA education is closely related to the public administration understanding of the relevant country and the public administration reform process. In this context, the structure of the Italian public administration, its historical roots, traditions, and public administration reform processes are discussed in order to understand the PA education in Italy. Since Italy is from the Continental European school of public administration, its effects on public administration reforms and PA education in Europe have been examined. Factors such as the spread of the new public management approach and the Bologna process initiated by the European Union, the convergence process in PA education and its effects on Italy are discussed. It is aimed to shed light on the PA education studies in Turkey by considering the PA education in Italy, one of the important representatives of the Continental European public administration understanding, which constitutes the intellectual foundation of the Turkish administrative system.

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. …

Kenneth Kernaghan and Canadian Public Administration: Editor's Note and Remembrances

Public Administration ReviewVolume 70, Issue 4 p. 634-636 Educating American Public Administrators: Texts for the Introductory Course Jane Beckett-Camarata, Corresponding Author Jane Beckett-Camarata Kent State University Jane Beckett-Camarata is an assistant professor in the Department of Political Science at Kent State University. She is past chair of the American Society for Public Administration's Section on Public Administration Education. Her research and teaching interests include state and local financial management, budgeting, revenue systems, financial emergencies, and debt markets.E-mail:jbecket1@kent.edu Larkin Dudley is an associate professor in the Center for Public Administration and Policy, School of Public and International Affairs at Virginia Tech. She is a past president of the American Society of Public Administration's Section on Public Administration Education. Her research and teaching interests include organization theory and behavior, policy design and analysis, privatization, and public participation.E-mail:dudleyl@vt.eduSearch for more papers by this authorLarkin Dudley, Corresponding Author Larkin Dudley Virginia Tech Jane Beckett-Camarata is an assistant professor in the Department of Political Science at Kent State University. She is past chair of the American Society for Public Administration's Section on Public Administration Education. Her research and teaching interests include state and local financial management, budgeting, revenue systems, financial emergencies, and debt markets.E-mail:jbecket1@kent.edu Larkin Dudley is an associate professor in the Center for Public Administration and Policy, School of Public and International Affairs at Virginia Tech. She is a past president of the American Society of Public Administration's Section on Public Administration Education. Her research and teaching interests include organization theory and behavior, policy design and analysis, privatization, and public participation.E-mail:dudleyl@vt.eduSearch for more papers by this author Jane Beckett-Camarata, Corresponding Author Jane Beckett-Camarata Kent State University Jane Beckett-Camarata is an assistant professor in the Department of Political Science at Kent State University. She is past chair of the American Society for Public Administration's Section on Public Administration Education. Her research and teaching interests include state and local financial management, budgeting, revenue systems, financial emergencies, and debt markets.E-mail:jbecket1@kent.edu Larkin Dudley is an associate professor in the Center for Public Administration and Policy, School of Public and International Affairs at Virginia Tech. She is a past president of the American Society of Public Administration's Section on Public Administration Education. Her research and teaching interests include organization theory and behavior, policy design and analysis, privatization, and public participation.E-mail:dudleyl@vt.eduSearch for more papers by this authorLarkin Dudley, Corresponding Author Larkin Dudley Virginia Tech Jane Beckett-Camarata is an assistant professor in the Department of Political Science at Kent State University. She is past chair of the American Society for Public Administration's Section on Public Administration Education. Her research and teaching interests include state and local financial management, budgeting, revenue systems, financial emergencies, and debt markets.E-mail:jbecket1@kent.edu Larkin Dudley is an associate professor in the Center for Public Administration and Policy, School of Public and International Affairs at Virginia Tech. She is a past president of the American Society of Public Administration's Section on Public Administration Education. Her research and teaching interests include organization theory and behavior, policy design and analysis, privatization, and public participation.E-mail:dudleyl@vt.eduSearch for more papers by this author First published: 06 July 2010 https://doi.org/10.1111/j.1540-6210.2010.02184.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume70, Issue4July/August 2010Pages 634-636 RelatedInformation

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.

Public administration is overwhelmingly crucial in providing citizens with the best accessible, affordable, effective, and efficient services. Governments need qualified human resources for satisfactory employment processes. Therefore, higher education institutions play a crucial role in supplying the education in the field of public administration. Universities and various institutes from all over the world have numerous public administration education programmes. In this context, students as well as professionals have a wide range of opportunities to get an education in public administration so as to be employed in the public or relevant sectors. In parallel with globalisation and the development of information technologies, new professions have started to emerge and significant changes have been observed in people’s learning preferences. The Czech Republic is one of the significant Central European countries to offer an education in public administration. To this end, the study examines public administration education in the Czech Republic and looks more closely at public administration education at the University of Pardubice, which offers programmes in the area of public administration and the public sector. The analysis is performed based on a statistical evaluation of students’ interest over a span of 16 years. Finally, the demand for public administration education at the University of Pardubice is analysed in order to put forth the current state of public administration education by comparing it with other relevant faculties in the Czech Republic. The conclusion of the study is devoted to considerations on the possibilities of supporting education in the Czech Republic. More consistent supervision from the position of the state seems appropriate, but also support for a family policy aimed at reconciling professional and family life.

Although China has witnessed the rapid growth of public administration (PA) education during recent decades, few studies have focused on the practical issues of lower-level tertiary PA education, namely, PA programs in vocational colleges. The methods that vocational PA programs can apply to improve educational quality are a theoretical gap since vocational PA education differs from university PA education. This article introduces the background and summarizes the characteristics and problems of vocational PA education. Based on the authors’ experience and the application of the Degree Qualifications Profile from other vocational programs, this article proposes a new method for comprehensively developing a curriculum. This method acts as a guideline and helps resolve the uncertainty of vocational PA programs.

In order for public affairs and administration education programs to successfully prepare future public administrators, the link between public service values (PSVs), professionalism in the public sector, and information literacy (IL) needs to be acknowledged and elevated. Through the development of a Communications for Public Administrators course focused on IL with a public service perspective, the Master of Public Administration (MPA) program at West Chester University (WCU) is attempting to do just that. This article considers separately the role of PSVs, professionalism, and IL in the study and practice of public administration and discusses the rationale for linking the three concepts in public affairs and administration education programs. Recommendations for the institutionalization of the PSVs-professionalism-IL nexus are also considered. The article then describes a specific WCU MPA course used to explore the efficacy of integrating PSVs, professionalism, and IL into a graduate public affairs curriculum. The benefits of this approach and its applicability to other public administration, public policy, and public affairs graduate programs are discussed.

Education program plays an important part in transmitting public administration knowledge to future administrators. What constitutes the “core” knowledge is presumably determined by societal expectations. Using Public Administration education in Taiwan as an example, this study finds that there exists a “crisis of identity” which concerns the proper role of administrators -- generalists vs. specialists. Public Administration education program in Taiwan, oriented toward a liberal arts education, has failed, according to some, to provide well trained and qualified students for the public services. The current education programs have resulted in a disjointed process in which the diffusion of public administration knowledge is discontinuous.

The previous article (‘Interactive education in public administration (1): The role of teaching “objects”’) described the benefits of ‘moving from behind the lectern’ to engage in interactive teaching in public policy and administration, and the central role of ‘objects’ in that process. But teaching ‘objects’ can only produce effective results if they are used in a way that achieves learning objectives. Interaction for interaction’s sake is not enough; it must also lead to understanding of new concepts and analytical approaches. Moreover, interactive teaching can be challenging for teachers who mainly use didactic traditional lecturing, since it entails sharing control of the discussion with students. This article explains and justifies a purposeful, structured framework both for stimulating engagement in public administration courses, and for turning that engagement into learning, in a way that provides for the intellectual safety of the teacher and student – which is crucial for enabling participants to take risks in classroom discussions. In the process, the article further addresses the rationale for using interactive and object-based approaches specifically in public administration and related disciplines.

Most Master of Public Administration (MPA) and Master of Public Policy (MPP) programs across the United States focus extensively on policy analysis, management, and leadership, because organizations like the National Association of Schools of Public Affairs and Administration (NASPAA), the American Society for Public Administration (ASPA), and the Association for Public Policy Analysis and Management (APPAM) have determined that these areas comprise the core intellectual and practical dimensions of the MPA and MPP degrees. The omission of required curricula that emphasize the legal and constitutional basis of public administration theory and practice should be of central concern to the public administration education community. Constitutional competence as well as a wide understanding of how the rule the of law affects nearly every dimension of public administration is not optional for effective and responsible democratic governance in the 21st century. If MPA/MPP graduates enter the public sector workforce without the knowledge that they can be held personally and professionally liable if they violate citizens’ constitutionally protected rights, public administration educators have not provided them with some of the most important skills necessary for constitutionally competent public sector management.

Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods – not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece (Interactive education in public administration (2): Strategies for teachers) acknowledge and explain this usefulness, but go beyond cases to also include other forms of what we call teaching ‘objects’. Starting with an outline of the educational rationale of interactive teaching, this article explains the nature of ‘objects’, how they enhance learning, their relevance specifically to public policy and administration, and what distinguishes good from poor objects. It focuses primarily on why teaching objects are used. The companion article sets out how to use them, laying out strategies for instructors.

Türkiye’de kamu yönetimi eğitimi uzun zamandır akademik çalışmalara konu edilmektedir. Fakat son dönemde akademik çevrelerce kamu yönetimi eğitiminin daha yoğun bir şekilde ele alındığı ve tartışıldığı gözlenmektedir. Sempozyum, bilimsel eser (kitap, makale vb.) ve çalıştay gibi platformlarda çeşitli yönleriyle ele alınan ve tartışılan Türkiye’de kamu yönetimi eğitimi; bu çalışmada ise talep odaklı bir bakış açısıyla ele alınmıştır. Bu anlamda, çalışma kamu yönetimi eğitimi almaya talip olanların kamu yönetimi eğitimini ne amaçla tercih ettiklerine ya da başka bir deyişle kamu yönetimi eğitiminden beklentilerinin neler olduğuna odaklanmaktadır. Buradan hareketle, çalışmanın amacı kamu yönetimi öğrencileri ve mezunlarının kamu yönetimi eğitimi tercihinde kendilerini motive eden unsurların belirlenmesi olarak ifade edilebilir. Çalışma kapsamında Türkiye’de kamu yönetimi/siyaset bilimi kamu yönetimi eğitimi veren 26 farklı üniversiteden toplamda 146 öğrenci ve mezuna anket uygulanmıştır. Bulgular göstermektedir ki; kamu yönetimi eğitimi gören/görmüş olanların büyük bir çoğunluğu kamu yönetimi eğitimi alma konusunda bilinçli ve istekli bir tercihte bulunmuşlardır. Yine katılımcıların kamu yönetimi eğitimi tercihinde en önemli belirleyicinin kendileri olduğu gözlenmiştir. Diğer taraftan katılımcıları kamu yönetimi eğitimi almaya teşvik eden en önemli unsur ise kamu yönetimi eğitiminin katılımcıların kendilerini geliştirebilmelerine olanak sunmasıdır.