Achieving What Political Science Is For

Isacoff, Jonathan B.

doi:10.1080/15512169.2014.947416

Cited by 5 publications

(2 citation statements)

References 8 publications

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“…Furthermore, there are obvious connections between the skill-building focus of the employability agenda and the pedagogical and didactical aspects of, for instance, internships (Sosland and Lowenthal, 2017), work placement learning (Curtis, 2012), service-learning (Battistoni and Hudson, 1997), and career-preparation and advice (Despeaux et al, 2014) – attributes and activities not foreign to most political science programmes. Such themes are also related to the debate on whether political science education should encourage civic engagement and/or activism by making students engage in real-world problems and duties (Isacoff, 2014).…”

Section: Political Science and The Question Of Employabilitymentioning

confidence: 99%

Preparing political science students for a non-academic career: Experiences from a novel course module

Broms

Licht

2019

Politics

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Higher education is increasingly expected not only to provide students with disciplinary knowledge and skills but also to prepare them for a future career. As political science is a diverse discipline and does not train students for a certain profession, its students often feel uncertain of the career paths available to them and how their expertise can be used in a future career. In this article, we present and discuss the course ‘The Professional Political Scientist’, given at the bachelor’s level at the Department of Political Science at University of Gothenburg, Sweden, which is an attempt to fill this gap. We present the preparatory work, the design, the pedagogy behind the themes and exercises included in the curriculum, as well as the experiences and evaluations of the first three rounds of the course. Finally, we provide suggestions for teachers interested in developing similar courses.

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Section: Political Science and The Question Of Employabilitymentioning

confidence: 99%

Preparing political science students for a non-academic career: Experiences from a novel course module

Broms

Licht

2019

Politics

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“…According to Sloam, a more participatory, less top-down and more interactive approach to political science education can set the foundation for democratic engagement of young people. Similarly, but while following perhaps a more pragmatic approach about political science education inspired by the scholarly work of John Dewey and David Orr, Isacoff (2014) asserts that political science education can enhance civic engagement for the well-being of state and society and focus on what Dewey called “concrete human woes” through becoming more problem-solving oriented. In comparing the results of panel surveys of students of political science and other academic disciplines, a similar conclusion was reached by Esaiasson and Persson (2014) who find that political science education, more than any other discipline, increases civic outcomes such as trust and voting.…”

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confidence: 99%

Setting the foundation for democratization

Khodary¹

2019

JARHE

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Purpose The purpose of this paper is to investigate the quality of a political science program in an Egyptian private university through assessing three particular dimensions: knowledge of political science core facts and theories; reading comprehension skills; and critical thinking (CT). Design/methodology/approach A case study research approach was used. The study relies also on a quantitative methodology. Quantitative data were collected from students in the second and fourth years of political science to assess their knowledge of core political science facts and theories, reading comprehension and CT through the online California Critical Thinking Skills Test. Findings Unlike the results of core knowledge and reading comprehension, positive results were found with regard to students’ CT. The levels of students’ CT increased from 0 percent in Year 2 to 18 percent in Year 4. Variables such as the school GPA, non-Egyptian high school degree and not meeting professors during office hours were found statistically significant to higher levels of CT. Research limitations/implications One limitation of the study was the relatively small samples’ size. However, while the samples might look small on the surface, they represent, in reality, between 49 and 59 percent of the students enrolled in Years 2 and 4. Practical implications Despite its pilot nature, this study provides some insight into the quality of private political science education in Egypt through assessing the degree it contributes to political science students’ knowledge, reading comprehension and CT and through investigating the most statistically significant variables. Originality/value Whilst several studies have investigated the quality of higher education programs, very limited literature attempted to assess the quality of political science education, in particular.

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Integrating the “Science” and “Practice” of Politics in a Single Course: A Proof of Concept

Franco

2019

Journal of Political Science Education

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Achieving What Political Science Is For

Cited by 5 publications

References 8 publications

Preparing political science students for a non-academic career: Experiences from a novel course module

Preparing political science students for a non-academic career: Experiences from a novel course module

Setting the foundation for democratization

Integrating the “Science” and “Practice” of Politics in a Single Course: A Proof of Concept

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