Public Administration Programs Research Articles

Experiential learning in the master of public administration classroom: An application of the family-friendly campus toolkit

Public administrators can play a vital role in the articulation of demands emerging from the community and can serve to advance these demands by their position of authority, skills and knowledge to help facilitate the development of programs and projects to address public needs. This article describes the role that a small Master of Public Administration program and several of its faculty and students played to support a project which sought to aid the development of family-friendly policies and programs on the campus of the University of Massachusetts Lowell, a mid-sized, public university in the Northeastern United States. The article lays out the personal experience of the authors as they relate to their decision to participate in the program, a description of the project and the assistance that MPA students were able to render the initiative, the manner in which integrating the commitment to campus improvement for pregnant and parenting students influenced the content of several MPA courses, and the synergies which developed as students worked to develop skills in communication, focus-group moderation, qualitative data analysis, presentation delivery and report-writing.

Unveiling the Lecturers’ and Students' Needs in English for Public Administration Program: Essential Vocabulary Topics, Instructional Methods, and Learning Challenges

The lack of attention given in scholarly research to the particular requirements of Public Administration has resulted in a knowledge deficit to suit students' interests in this discipline. Prior research has predominantly examined the quantitative dimensions of vocabulary acquisition while neglecting to adequately consider the qualitative aspects, including comprehension and language use, in a contextually appropriate manner. This study aims to fill in these knowledge deficits by investigating vocabulary themes or topics related to Public Administration, evaluating existing instructional approaches and challenges, and suggesting enhancements to bolster students' English language proficiency in Public Administration. The study employs a qualitative methodology, including an open-ended questionnaire and in-depth interviews with four lecturers and 100 first-year students from three universities in South Sulawesi, Indonesia. The findings revealed that the English for Public Administration curriculum requires a diverse vocabulary of topics from administration, management, and governance to more nuanced areas such as economics, finance, taxation, social and ethics, technology and digitalization, leadership, and regulation and law. Various teaching and assessment strategies regarding instructional methods, including interactive and collaborative methods, technology integration, and contextual learning, suggest the importance of engaging students with diverse and practically relevant content to prepare them for the multifarious nature of public sector roles. Students, however, found some challenges in the complexity of the Public Administration vocabulary, highlighting the need for tailoring educational strategies, such as project-based learning and vocabulary reinforcement techniques, to overcome these obstacles. The study's findings have substantial implications for policymakers, curriculum developers, and lecturers specializing in public administration education.

Unveiling the duality: Visiting the big questions of public administration education through qualitative insights from Türkiye

Despite the vast literature on public administration education (PAE), there is still a need for a broader perspective and exploration of its general characteristics, focal points, and objectives to create an overarching framework. Stemming from this motivation, this study establishes an investigative point of view that considers both the structural and functional dimensions of existing literature, embracing the big questions of PAE proposed by Denhardt, as a precise foundational base. By conducting a content analysis on 1401 program learning outcomes from 110 universities offering undergraduate public administration programs in Türkiye, the study provides national-scale qualitative evidence for the big questions. The prominent findings indicate that PAE prioritizes equipping graduates with practical skills beyond immediate job preparation in the functional axis, while it appears to overlook the theoretical gains in the structural axis. Findings on competencies make a supportive contribution to the scholarly discourse on PAE, emphasizing the crucial role of managerial and technical competencies for future roles. Remarkably, less visible but insightful final findings regarding values such as ethics, human rights, social justice, equality, and democracy have the potential to be inspiring in clarifying and realizing the PAE’s meta-goal, whose definition and scope are not yet clear.

Balancing Acts: Exploring the Intersection of Cultural Understanding and Technical Support in Local Government Strategies for Immigrant Micro-Financing

This paper explores the relationship between cultural competency training for local government employees and technical support for micro-financing programs targeting immigrants. Utilizing a combination of literature review, theoretical framework, hypothesis testing, data analysis, and interpretation, the study examines the complexities surrounding the public sector's approach to immigrant support. The research reveals a general preference for cultural competency initiatives over technical support for micro-financing among local government employees. Statistical analysis indicates a significant, albeit complex, association between attitudes towards cultural competency training and support for technical assistance in micro-financing. A multinomial logistic regression suggests a negative relationship between support for cultural competency training and the likelihood of supporting micro-financing programs, highlighting a potential disconnect between cultural understanding and financial support for immigrants. The study discusses the implications of these findings for policy-making, program design, and future research, emphasizing the need for a balanced approach that integrates cultural sensitivity with economic support. The limitations of the study, including sample representation and the challenge of establishing causation, are acknowledged, underlining the necessity for cautious interpretation of the results and further research in this area. The paper concludes by highlighting the importance of considering both the cultural and economic needs of immigrant communities in public administration and support programs.

Effectiveness of MPhil in Public Administration Programme

The philosophical debate regarding the nature and scope of university education basically whether it is responsible to impart universal knowledge concentrating mainly in dissemination of knowledge than advancement of knowledge has been feathered out replacing by a significant role to be played by university for invention and innovation. In this context MPhil in public administration education program has been conducted by CDPA, TU with a view to advance the knowledge pertaining to public administration, policy and governance. It pays triggered attention to make students being able to conduct research activity independently in concerned areas which could contribute to heighten their competencies to compete in both global and Nepalese contexts. It seems ardent to know to usefulness of the context and content of the courses and enhancing the capacity of students in their work life situation. The objective of this paper is to explain the usefulness of the course content and institutional capacity of CDPA for conducting MPhil in public administration program effectively. For this, two hypotheses were constructed: usefulness of the course and contents; and institutional capacity of CDPA helps to enhance effectiveness of MPhil program. The mixed method of sequential explanatory strategy was adopted to conduct this research. Both the hypothesis has been tested based on chi square test in goodness of fit. The relationship between research variables is found to be positive. It is concluded that course and contents should be updated periodically and institutional capacity should be further strengthened. Thus, MPhil in public administration discipline has become vital for solving the problems of concerned areas.

"Politicization of Public Administration in Romania and its Consequences for Governance in Turbulent Times"

The article aims to analyze the level of politicization of civil service in Romania, its goals, and consequences. We adopted a rather narrow perspective on politicization and we concentrated mainly on analyzing the recruitment, promotion, and dismissal of civil servants based on political criteria. The research findings were used to discuss the consequences of politicization on the governance of public institutions during turbulent times. In this regard, we conducted an email-based survey of the civil servants. The majority of the sample was composed of graduates of public administration programs at four major universities in Romania, who work in public institutions. We collected the data between May and November 2023 and we obtained 211 valid questionnaires. We found that appointments based on political criteria lower the work motivation of public employees, and increase the level of incompetence and instability of public institutions. The most affected are public employees in management positions, those who have longer work experience in the public sector, and those who work in public institutions that are part of central administration. Therefore, frequent changes based on political criteria lower the capacity of public institutions to respond to disruptive events by generating a loss of expertise, instability, and discontinuity in policy implementation. However, turbulent times require flexibility and adaptation to unexpected and unpredictable events, and political appointees might be more responsive and cooperative.

Factors affecting learning outcomes achievement of public administration bachelor students in Ethiopia

Public administration education is a key instrument to address emerging public administration challenges. Ethiopia started public administration education in the 1950s, and currently, 13 public universities are offering bachelor programs in public administration. Nevertheless, PA program learning outcome achievements are not been studied, and comparative studies are absent. By relying on the resource dependency theory and survey data collected from PA Bachelor students ( n = 91) and faculty members ( n = 28) in three PA-teaching public universities, this article tries to fill these gaps. Significant differences were found between students and faculty members, and between universities with regard to PA learning outcome achievements. The variation between universities in terms of access to resources and student support is also substantial. The difference between students and faculty members, and between universities on the PA faculty quality and the quality of the teaching-learning method proved insignificant. The study confirms public administration faculty members, access to resources, and student support services positively influence PA learning outcomes. The article contributes to PA education literature and PA program evaluation.

Experiential learning… remotely: Study abroad, global citizenship and NGO management

AbstractExperiential learning has become a fundamental pillar of higher education, particularly in public administration and nonprofit management programmes. This approach purposefully aims to engage learners directly in (a) concrete experiences; (b) focused, personal reflection; (c) abstract conceptualizations and (d) active experimentation. As universities have increased attention on experiential learning, they have also developed more study‐abroad opportunities that position global citizenship as a primary expected learning outcome. Following the cancellation of study‐abroad opportunities during the COVID‐19 pandemic, this study provides an opportunity to review the student outcomes of two courses with the same materials, course focus (NGOs in Southeast Asia) and learning objectives: a study‐abroad cohort in 2016 and a remote cohort in 2020. The findings suggest that the remote version may lead to similar outcomes in terms of global citizenship dispositions as the in‐person version, although students in the remote version exhibited a more superficial, homogenized response to course materials. Implications for online, on‐site and hybrid learning are discussed.

Unveiling the drivers of digital governance adoption in public administration

The purpose of this paper is to investigate the factors, both internal and external, that impact the adoption of digital governance in public administration. The quantitative data were collected through online questionnaires from 556 public servants, all of whom were enrolled in a Master of Public Administration program, representing a variety of public organizations, in a non-random way. The study draws from a comprehensive literature review and leverages structural equation modeling (SEM) analysis to derive empirical insights. The empirical analysis revealed positive relationships between digital governance, service quality, safety, trust, and transparency within public services. Contrary to previous results, internal factors such as leadership, organizational culture, and skillsets do not exhibit significant impacts. Overall, the study supports the idea that improving the quality of digital services and embracing innovative technologies are key drivers of digital governance in public administration, leading to increased transparency and public trust. These findings can guide policymakers and administrators in implementing effective digital governance strategies tailored to the specific context of each public organization.

Innovation and Development of Public Fiscal Administration Through E-Learning

In an era characterized by rapid technological advancement and the growing importance of effective public fiscal administration, this study explores the integration of e-learning technologies at the Guimaras State University (GSU) to enhance education and professional development in the field. The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to investigate the impact of e-learning on students and professionals engaged in public fiscal administration programs at GSU. Quantitative results reveal that a significant majority of participants perceived e-learning as highly useful and user-friendly. The findings align with the Technology Acceptance Model (TAM), emphasizing the importance of perceived usefulness and ease of use in e-learning adoption. Moreover, participants reported a positive impact on their learning experiences, citing the flexibility of e-learning, multimedia resources, and interactive elements as key contributors to improved knowledge acquisition. Qualitative insights from interviews underscored the convenience of remote access, the ability to self-pace learning, and the interactive nature of e-learning materials. Challenges such as technical issues and the need for effective support services were also identified. This study's conclusions highlight the potential of e-learning to enhance public fiscal administration education and professional development. Recommendations include enhancing technical support services, providing ongoing training for faculty, expanding e-learning content and resources, fostering an online learning community, conducting longitudinal studies on career outcomes, and sharing best practices with other institutions. Guimaras State University's experience in innovating public fiscal administration education through e-learning offers valuable lessons for higher education institutions seeking to harness technology for academic and professional advancement in critical fields. The findings contribute to the broader discourse on the role of e-learning in higher education and professional development, emphasizing the need for continued adaptation and improvement to meet evolving learner needs and challenges.

The Contribution of Artificial Intelligence to Stimulating the Innovation of Educational Services and University Programs in Public Administration

In the new contemporary pandemic paradigm, higher education in public administration and beyond knows challenges, barriers, and opportunities for the academic process. Shocks, environmental changes and physical distancing in recent years have led to the implementation of efficient solutions in educational services, based on artificial intelligence (AI). Thus, in the global academic landscape, many international universities have adopted a ‘chatbot’, a digital interface designed to stimulate conversation with people. Modern algorithmic communications have effects, such as: increasing the number of enrollments in public administration programs, improving academic experience and active student participation, while reducing administrative tasks on university staff. This paper aims to provide a glimpse on the perceptions of the potential impact of conversational artificial intelligence on public administration (PA) programs from universities and to reflect on its implications for university leaders and staff work and also on students’ engagement. The paper will focus on how AI tools will help university programs to be more effective, and how technology will support the limited human resources in this sector. In order to gather the data for this research, the interview was used as well as case studies from international universities that have implemented a chatbot. The research findings capture technological and digital advances that will continue to shape the higher education landscape and its curricula, especially in PA programs. As a result, leaders will need to monitor how artificial intelligence, in particular conversational agents, influences universities’ images; attraction and retention for students in PA programs and other important partners; staff productivity, and how to be more proactive in initiating pilot projects. This is one of the few publications that looks at the expectations for conversational AI in higher education today. In this sense, implementing a chatbot can be a competitive advantage in a market where modern technologies weigh heavily and make a difference.

“’Why? Why? Why?’ is the question of the course”: Master’s of Public Administration students’ perspectives on their learning in a standalone ethics course and the implications for ethics education throughout the curriculum

This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master’s of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of normative ethical theories and opportunities to practice applying those theories to case studies in public administration led students to uncover the values upon which they stood and consider the strengths and deficiencies of those values in practice. Students generally described the value of this learning experience as developing the ability to identify and systematically consider the reason and logic of their ethical perspectives, consider alternatives presented by others, and take a principled stance. Implications of these findings for embedding ethics education across the curriculum in NASPAA accredited programs was considered.

Mentoring at the intersection of student and faculty retention at Historically Black Colleges and University (HBCUs) masters of public administration programs

ABSTRACTMentoring is essential for the retention and success of not only students but early-career junior faculty as well. Yet, mentorship and mentoring become an issue of equity where those with the resources (financial, human, etc.) receive and provide better mentoring. This article is a collaborative autoethnography triangulated with program documents to better understand the role, perceptions, and experiences of mentorship for Women of Color (WOC) faculty in NASPAA-accredited HBCU graduate programs. This research uses a framework where student success depends on faculty success, and investing in faculty is as important as investing in students. We found the way that faculty perceive their role as mentors is strongly influenced by past mentoring experiences, how roles and responsibilities are defined, and how these roles and responsibilities are supported and measured within retention, tenure, and promotion (RTP). We provide recommendations to retain and develop faculty to become highly effective mentors at HBCUs.

Retention and recruitment of minority students and faculty in public affairs and administration programs

ABSTRACT The need to improve diversity, equity, inclusion, and accessibility (DEIA) efforts has reached monumental heights in the past decade as a result of the Black Lives Matter movement and other DEIA efforts. This shift in thought has impacted recruitment and hiring practices in the public, private, and nonprofit sectors. For years, universities have tried a variety of mechanisms to increase the pool of minority applicants in PhD programs as well as the faculty ranks. However, many of these efforts have not been sustainable. In this article, we discuss the results from a survey of graduate-level public affairs programs to discern specific efforts to increase the number of minority students pursuing graduate degrees and subsequently the number of minority faculty. In addition, we completed an extant review of the literature to determine additional practices that have proven fruitful in other graduate programs.

Mentoring online MPA students: Assessing mentorship qualities and aligning program goals

ABSTRACTMentoring is important for students in a Master of Public Administration (MPA) program. This can be even more complicated when the academic program is fully online. Effective mentoring is about building relationships and guiding academically, professionally and emotionally. This can be challenging in the online environment due to a lack of social cues and technology barriers, but is possible through e-mentoring. This contribution is focused on both the quality of mentorship for MPA students and the complexities of providing mentoring in a fully online environment. Additionally, this involves the centering of mentoring in program delivery and how this is integrated into program goals including the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) competencies. A survey was sent to current and former MPA students in a fully online MPA program to assess student perceptions of the ideal mentor and their achievement of the NASPAA competencies. It was found that there is considerable overlap between some mentorship qualities and perceptions of NASPAA competencies.

Training for the Reality of Diversity: Applying the DEI Training Ladder to a MPA Core Course

ABSTRACT The effective public sector must facilitate relationships between the government and the public that reflect the increasing cultural diversity of their communities. With the reality of increasing diversity and heightened awareness of the impact of public policies within this expanding reality, public service programs must prepare future public and nonprofit managers. By synthesizing concepts from Critical Race Theory and Cultural Competency, this article creates the DEI Training Ladder as a training framework. Then, the framework is applied to the case study of a specific Master of Public Administration program’s DEI core course. The DEI Training Ladder guides the preparation and execution of the course. As a result, the course emphasizes cultural and diversity awareness, disparate policy impacts, and DEI practices. This case study outlines the course context, content, and structure followed by course impact based on student reflections. The concluding discussion makes implementation recommendations for a core DEI course with additional suggestions for incorporating DEI throughout the curriculum.

Equitable and inclusive mentoring programs for women faculty

ABSTRACTMentoring relationships designed for women can be beneficial in unique ways from traditional mentoring programs. We survey full-time faculty to identify how mentorships are used and to consider differences between genders to understand unique needs in mentoring relationships. Findings suggest women faculty in public administration and public affairs programs have unique needs and values regarding mentorship relationships compared to men. We also find that, while equitable and inclusive mentoring programs require institutional and human resource investments, clear parameters for expectations, inclusive matching considerations, and mutual trust and respect are needed and require different levels of support. Implications are made for public affairs programs to address culture and leadership issues before creating or fostering mentorship programs. Further, we suggest a need for additional training for mentors and creating mentorship networks to meet diverse needs of mentees and to ease the mentoring burden on individual faculty.

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT. A STUDY AMONG UNIVERSITY STUDENTS FROM PUBLIC ADMINISTRATION PROGRAMS

EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT. A STUDY AMONG UNIVERSITY STUDENTS FROM PUBLIC ADMINISTRATION PROGRAMS

Evaluating the Bachelor of Public Administration Program Objectives Through Importance-Performance Analysis: A Business Model Approach

Purpose: This study aims to evaluate stakeholder perceptions of the Bachelor of Public Administration Program of Cagayan State University in the Philippines by examining their level of awareness, understanding, acceptability, and the program's importance-performance alignment.
 
 Methodology: A quantitative approach, including questionnaire and Importance-Performance Analysis (IPA), was employed to gather data from a diverse group of stakeholders, such as students, faculty, employers, and community members.
 
 Findings: Overall, the findings indicated high levels of awareness, understanding, and acceptability of the program objectives among stakeholders. The IPA revealed that the program performs well in several key areas, including management skills and understanding the fundamentals of good governance. However, the study identified opportunities for improvement, particularly in emphasizing the importance of ethical values and enhancing performance in high-importance objectives, such as accountability, nationalism, and sustainability.
 
 Implications: Based on the findings, the study recommends that the university enhance communication and awareness of the program objectives, reassess resource allocation to prioritize high-importance objectives, and implement strategies to improve performance in areas where gaps were identified. Additionally, the university should maintain its focus on high-performing objectives and periodically reassess the program's alignment with stakeholder expectations.
 
 Value: By implementing these recommendations, the Bachelor of Public Administration program can further improve its effectiveness in meeting stakeholder needs and expectations, ultimately providing a more valuable and relevant education for future public administrators.

Education in public sector accounting at higher education institutions in Germany

IMPACT So far, there is little evidence on the relevance of public sector accounting (PSA) in the academic education of public administrators. This article presents empirical evidence of PSA in public administration and public management programmes in German universities. The authors show that PSA is almost irrelevant in research universities compared with programmes at universities of applied sciences—particularly at the bachelor level. If taught at all, subjects such as financial reporting, budgeting and cost accounting dominate the curricula; others are represented to a minor degree. Building on this, the authors discuss factors influencing the role and integration of PSA content in the respective curricula. They argue for broadening the narrow legalistic teaching of accounting and budgeting at undergraduate level and for introducing accounting basics in graduate programmes in research universities.