Handbook of Teaching Public Administration

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.

Table of 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

About the Author :
Edited by Karin A. Bottom, Associate Professor in Public Sector Learning, Institute of Local Government Studies (INLOGOV), School of Government, University of Birmingham, John Diamond, Emeritus Professor of Public Policy and Professional Practice, Faculty of Education, Edgehill University, UK, Pamela T. Dunning, Associate Professor (Ret.), formerly of the MPA Program, Department of Political Science, Troy University, US and Ian C. Elliott, University of Glasgow, UK

Review :
‘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!’ ‘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.’