A qualitative analysis of <i>JPAE</i>’s international context articles: Comparative emphasis in public affairs education

Perlman, Bruce J.

doi:10.1080/15236803.2018.1558825

Cited by 5 publications

(1 citation statement)

References 64 publications

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“…At first glance, studies examining policy education from an international or global perspective seem to be on the rise in recent years, as observed by Perlman (2019) in his recent review study. At the same time, however, he notes that most such studies study one country or region rather than adopting a genuine comparative approach.…”

Section: Examining Policy Education In-depth: International and Comparative Evidencementioning

confidence: 93%

Public policy schools in the global south: a mapping and analysis of the emerging landscape

2021

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Public policy education in the Global South has mushroomed in the past 2 decades, concomitant with governance models that provide an alternative to liberal Western democracies. However, not much empirical evidence exists on the drivers and implications of this trend, with few exceptions that point toward a form of internationalization in the policy sciences. This study aims to fill this scholarly gap by comparing 46 public policy schools on various dimensions including degree offerings, institutional establishment and status, and mission. Further, to determine whether a unique model for public policy education is emerging that extends beyond mimicry of longstanding programs in the USA and Western Europe, we surveyed the senior management of the schools in our sample. We find that less than 25% have been directly modeled after a Western school. We discuss the implications of our findings for the practice and study of public policy education.

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Section: Examining Policy Education In-depth: International and Comparative Evidencementioning

confidence: 93%

Public policy schools in the global south: a mapping and analysis of the emerging landscape

2021

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Globalizing public affairs education: The role of comparative public administration in the MPA classroom

Leight

Abbott

2022

Journal of Public Affairs Education

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Can we learn together? Challenges and opportunities of teaching public administration in a binational classroom in Latin America during the COVID-19 pandemic

Pliscoff,

Sanabria-Pulido

2024

Teaching Public Administration

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How can Latin American students learn more effectively how different governments address similar public problems? This region shares similarities in terms of culture and history. However, Latin American students study only their public policies and public administration based on the notion that each administrative system has its own particularities. This paper analyzes the results of a comparative learning experience among undergraduate students of two universities in the region, taking advantage of the “virtual” classroom that emerged amid the COVID-19 crisis. In this context, we developed a semester-long group project with students from two universities: Chile and Colombia. The results presented in this paper show that the activity was successful and meaningful for the students. This article intends to present this pedagogical experience and add to the limited literature on the pedagogy of public administration in Latin America, particularly the application of active learning techniques in a public affairs classroom.

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A qualitative analysis of JPAE’s international context articles: Comparative emphasis in public affairs education

Cited by 5 publications

References 64 publications

Public policy schools in the global south: a mapping and analysis of the emerging landscape

Public policy schools in the global south: a mapping and analysis of the emerging landscape

Globalizing public affairs education: The role of comparative public administration in the MPA classroom

Can we learn together? Challenges and opportunities of teaching public administration in a binational classroom in Latin America during the COVID-19 pandemic

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