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Handbook of Teaching Public Administration
Compiling the experience and expertise of over 50 leading international scholars, this Handbook of Teaching Public Administration offers critical insights into the questions, issues, and challenges raised by teaching practitioners and aspiring professionals. Its global scope provides a comprehensive overview of the diversity of current practice in teaching public administration.
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Critical Acclaim
Contributors
Contents
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Compiling the experience and expertise of over 50 leading international scholars, this Handbook of Teaching Public Administration provides critical insights into the questions, issues, and challenges raised by teaching practitioners and aspiring professionals. Its global scope ensures a comprehensive overview of the diversity of current practice in teaching public administration.
Featuring international examples of curriculum design and practice, the Handbook positions public administration against a backdrop shaped by global politics, history, philosophy, and social change. Applied case studies on teaching public administration and in-depth analyses of critical pedagogical concepts illuminate the diverse and multidisciplinary approaches to public administration across the globe, as well as emphasising the widely contested nature of its teaching. Contributions from field professionals explore questions of accreditation, curriculum design, assessment, innovation, and practice, ultimately serving to inform and inspire readers’ pedagogical decisions.
Theoretical, empirical, and practice-focused, this incisive Handbook will be an essential resource for public administration students, educators, and practitioners at any stage in their study or career. It will also serve as an engaging reference text for public administration accreditation and approvals organisations.
Featuring international examples of curriculum design and practice, the Handbook positions public administration against a backdrop shaped by global politics, history, philosophy, and social change. Applied case studies on teaching public administration and in-depth analyses of critical pedagogical concepts illuminate the diverse and multidisciplinary approaches to public administration across the globe, as well as emphasising the widely contested nature of its teaching. Contributions from field professionals explore questions of accreditation, curriculum design, assessment, innovation, and practice, ultimately serving to inform and inspire readers’ pedagogical decisions.
Theoretical, empirical, and practice-focused, this incisive Handbook will be an essential resource for public administration students, educators, and practitioners at any stage in their study or career. It will also serve as an engaging reference text for public administration accreditation and approvals organisations.
Critical Acclaim
‘In this insightful collection, more than fifty international scholars reflect on Public Administration traditions and their connections with PA teaching, explore relationships between research, theory, pedagogic scholarship, and practice, and offer a rich and diversified set of case studies. A must-read for PA researchers and practitioners worldwide!’
– Alketa Peci, Fundação Getulio Vargas, Brazil
‘This Handbook not only brings to the fore the importance of a Higher Education public administration curriculum from a multi-continental perspective, but it also highlights the necessity of a curriculum that incorporates both an academic and practitioner perspective that takes into consideration diverse pedagogical approaches to the teaching of public administration. These approaches are central to imparting, sharing and developing knowledge of public administration that prepares and enables current and future public servants who are fit for purpose in times of wicked and disruptive problems, and who display attributes of empathy, flexibility and responsiveness, much needed in this time of the pandemic and beyond.’
– Michelle Esau, University of the Western Cape, South Africa
– Alketa Peci, Fundação Getulio Vargas, Brazil
‘This Handbook not only brings to the fore the importance of a Higher Education public administration curriculum from a multi-continental perspective, but it also highlights the necessity of a curriculum that incorporates both an academic and practitioner perspective that takes into consideration diverse pedagogical approaches to the teaching of public administration. These approaches are central to imparting, sharing and developing knowledge of public administration that prepares and enables current and future public servants who are fit for purpose in times of wicked and disruptive problems, and who display attributes of empathy, flexibility and responsiveness, much needed in this time of the pandemic and beyond.’
– Michelle Esau, University of the Western Cape, South Africa
Contributors
Contributors include: Michaela E. Abbott, Josephine Bleach, Erin L. Borry, Karin A. Bottom, Taco Brandsen, Jernej Buzeti, Thad D. Calabrese, Catherine S. Clutton, Roddrick A. Colvin, John Connolly, Barbara C. Crosby, Abena Dadze-Arthur, John Diamond, Claire A. Dunlop, Pamela T. Dunning, Ian C. Elliott, Dayo Eseonu, György Gajduschek, Ricardo Corrêa Gomes, Mary E. Guy, György Hajnal, Desy Hariyati, William Hatcher, Mark T. Imperial, Kevin Kearns, Lorna Kearns, Maja Klun, Monika Knassmüller, Catherine Mangan, Aroon P. Manoharan, Peter K. Marks, Bruce D. McDonald III, Seth J. Meyer, Francisco Moller, Alice Moseley, Robert Mudida, Janine O''Flynn, Edoardo Ongaro, Christopher Pietroni, Cristian Pliscoff, Eko Prasojo, Christopher R. Prentice, Jos C.N. Raadschelders, Nandhini Rangarajan, Christoph Reichard, Ian Robson, Mike Rowe, Nadia Rubaii, Sofiane Sahraoui, Pablo Sanabria-Pulido, Eurig Scandrett, Eckhard Schröter, Daniel L. Smith, Amanda Smullen, Janez Stare, Marco Antonio Carvalho Teixeira, Sandra van Thiel
Contents
Contents:
Foreword xx
Mary E. Guy and Sofiane Sahraoui
Preface xxv
Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott
Acknowledgements xxvi
1 Making the case for research informed practice and situated pedagogy 1
Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott
PART I STATE OF THE DISCIPLINE
2 A global perspective on public administration? The dynamics shaping
the field and what it means for teaching and learning 13
Janine O’Flynn
3 The fourfold nature of public administration as science, art, profession,
and humanism: implications for teaching 26
Edoardo Ongaro
4 A historical and global perspective on teaching and learning public
administration: how to govern and what to do when governing 35
Jos C.N. Raadschelders
PART II NATION-BASED TRADITIONS
5 Public administration education in Central and Eastern Europe 45
György Gajduschek and György Hajnal
6 History of public administration education in the United States 57
Bruce D. McDonald III, William Hatcher, and Michaela E. Abbott
7 Teaching public administration in Europe 65
Eckhard Schröter and Christoph Reichard
8 British public administration: the status of the taught discipline 75
Karin A. Bottom, Ian C. Elliott, and Francisco Moller
9 Public affairs education in Latin America and the shape of the state: the
cases of Brazil, Chile, and Colombia 86
Ricardo Corrêa Gomes, Pablo Sanabria-Pulido, Cristian Pliscoff, and Marco
Antonio Carvalho Teixeira
10 Splintered voices: Australian/New Zealand traditions of teaching public
administration 98
Amanda Smullen and Catherine S. Clutton
11 Public administration teaching and scholarships within Indonesian
administrative system developments 109
Eko Prasojo and Desy Hariyati
12 Administrative education, training, and capacity building: the role of
the Indian Institute of Public Administration 117
Aroon P. Manoharan and Nandhini Rangarajan
13 The teaching of public administration in Africa 127
Robert Mudida
PART III PEDAGOGY AND LEARNING
14 Real-world ethical experiential practice-based action learning for the
‘new normal’ 139
Josephine Bleach
15 Planning for a midcareer MPA program: pedagogical and strategic
considerations 148
Kevin P. Kearns and Lorna R. Kearns
16 Executive education and leadership development: round peg, square hole? 157
Catherine Mangan and Christopher Pietroni
17 Continuing professional learning 168
Peter K. Marks
18 The challenges of developing reflective practice in public
administration: a teaching perspective 178
Monika Knassmüller
19 Inquiry-based learning and the crisis competences for addressing the
climate emergency 188
John Connolly and Alice Moseley
20 Teaching with experiments 198
Claire A. Dunlop
PART IV CONTESTED CONCEPTS
21 Accreditation in public administration education 210
Taco Brandsen
22 Democracy, governance, and participation: epistemic colonialism in
public administration and management courses 218
Abena Dadze-Arthur
23 Preparing graduates to address big global issues: is accreditation
helping or hindering? 227
Nadia Rubaii
24 Teaching research methods in public administration: on the way to
normal science? 236
Sandra van Thiel
25 Using service learning in public administration programs: best practices
and challenges 244
Mark T. Imperial and Christopher R. Prentice
PART V TEACHING CASE STUDIES
26 Using pop culture to teach public ethics: the case of Parks and Recreation 254
Erin L. Borry
27 Teaching public administration with visual methods 263
Ian Robson
28 Collective learning from and with social movements 273
Eurig Scandrett
29 Show me the money: financial management curricular concerns in
public administration education 282
Thad D. Calabrese and Daniel L. Smith
30 Teaching leadership in public administration: an integrative approach 290
Barbara C. Crosby
31 Let’s talk about race: considerations for course design in public administration 300
Dayo Eseonu
32 Applying queer theory to public administration: reimaging police
officer recruitment 309
Roddrick A. Colvin and Seth J. Meyer
33 Gamification: using the escape room for teaching public administration 319
Janez Stare, Maja Klun, and Jernej Buzeti
34 Teaching dilemmas with street-level bureaucracy 327
Mike Rowe
Index 334
Foreword xx
Mary E. Guy and Sofiane Sahraoui
Preface xxv
Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott
Acknowledgements xxvi
1 Making the case for research informed practice and situated pedagogy 1
Karin A. Bottom, John Diamond, Pamela T. Dunning, and Ian C. Elliott
PART I STATE OF THE DISCIPLINE
2 A global perspective on public administration? The dynamics shaping
the field and what it means for teaching and learning 13
Janine O’Flynn
3 The fourfold nature of public administration as science, art, profession,
and humanism: implications for teaching 26
Edoardo Ongaro
4 A historical and global perspective on teaching and learning public
administration: how to govern and what to do when governing 35
Jos C.N. Raadschelders
PART II NATION-BASED TRADITIONS
5 Public administration education in Central and Eastern Europe 45
György Gajduschek and György Hajnal
6 History of public administration education in the United States 57
Bruce D. McDonald III, William Hatcher, and Michaela E. Abbott
7 Teaching public administration in Europe 65
Eckhard Schröter and Christoph Reichard
8 British public administration: the status of the taught discipline 75
Karin A. Bottom, Ian C. Elliott, and Francisco Moller
9 Public affairs education in Latin America and the shape of the state: the
cases of Brazil, Chile, and Colombia 86
Ricardo Corrêa Gomes, Pablo Sanabria-Pulido, Cristian Pliscoff, and Marco
Antonio Carvalho Teixeira
10 Splintered voices: Australian/New Zealand traditions of teaching public
administration 98
Amanda Smullen and Catherine S. Clutton
11 Public administration teaching and scholarships within Indonesian
administrative system developments 109
Eko Prasojo and Desy Hariyati
12 Administrative education, training, and capacity building: the role of
the Indian Institute of Public Administration 117
Aroon P. Manoharan and Nandhini Rangarajan
13 The teaching of public administration in Africa 127
Robert Mudida
PART III PEDAGOGY AND LEARNING
14 Real-world ethical experiential practice-based action learning for the
‘new normal’ 139
Josephine Bleach
15 Planning for a midcareer MPA program: pedagogical and strategic
considerations 148
Kevin P. Kearns and Lorna R. Kearns
16 Executive education and leadership development: round peg, square hole? 157
Catherine Mangan and Christopher Pietroni
17 Continuing professional learning 168
Peter K. Marks
18 The challenges of developing reflective practice in public
administration: a teaching perspective 178
Monika Knassmüller
19 Inquiry-based learning and the crisis competences for addressing the
climate emergency 188
John Connolly and Alice Moseley
20 Teaching with experiments 198
Claire A. Dunlop
PART IV CONTESTED CONCEPTS
21 Accreditation in public administration education 210
Taco Brandsen
22 Democracy, governance, and participation: epistemic colonialism in
public administration and management courses 218
Abena Dadze-Arthur
23 Preparing graduates to address big global issues: is accreditation
helping or hindering? 227
Nadia Rubaii
24 Teaching research methods in public administration: on the way to
normal science? 236
Sandra van Thiel
25 Using service learning in public administration programs: best practices
and challenges 244
Mark T. Imperial and Christopher R. Prentice
PART V TEACHING CASE STUDIES
26 Using pop culture to teach public ethics: the case of Parks and Recreation 254
Erin L. Borry
27 Teaching public administration with visual methods 263
Ian Robson
28 Collective learning from and with social movements 273
Eurig Scandrett
29 Show me the money: financial management curricular concerns in
public administration education 282
Thad D. Calabrese and Daniel L. Smith
30 Teaching leadership in public administration: an integrative approach 290
Barbara C. Crosby
31 Let’s talk about race: considerations for course design in public administration 300
Dayo Eseonu
32 Applying queer theory to public administration: reimaging police
officer recruitment 309
Roddrick A. Colvin and Seth J. Meyer
33 Gamification: using the escape room for teaching public administration 319
Janez Stare, Maja Klun, and Jernej Buzeti
34 Teaching dilemmas with street-level bureaucracy 327
Mike Rowe
Index 334
