Budget Conflict in Banjo Crossing: Using a Classroom
                                Simulation to Teach the Politics of Budgeting

Taylor, Charles Lewis

doi:10.1017/s1049096511000758

Cited by 9 publications

(5 citation statements)

References 7 publications

(14 reference statements)

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“…We propose that this may be accomplished using a role-play format, wherein students assume one of several district leadership roles or serve as school board members. This pedagogical approach has become increasingly popular in public affairs and political science courses (Mariani, 2007;Taylor, 2011;Wallin, 2005), where issues related to public budgeting are more common and an emphasis on the importance of navigating the political dynamics of fiscal decisions is especially prominent.…”

Section: Setup For a Multi-participant Role-playmentioning

confidence: 99%

Leadership in a Fiscally Distressed School District: The Case of Daly City Schools

Zender

Lochmiller

2019

Journal of Cases in Educational Leadership

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This case positions the reader as the superintendent of Daly City Community Schools (DCCS), a mid-sized public school district located in the Midwestern United States facing a fiscal crisis. The case requires the reader to propose fiscal alternatives to a school board. For example, the case might invite the reader to consider the appointment of an emergency financial manager, implement a “reduction in force” strategy, or declare Chapter 9 bankruptcy as part of an overarching plan to achieve fiscal stability. Through the case experience, students will become familiar with the actions available to educational leaders working within a fiscally distressed school district, as well as the political consequences that these actions have for a variety of stakeholders.

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Section: Setup For a Multi-participant Role-playmentioning

confidence: 99%

Leadership in a Fiscally Distressed School District: The Case of Daly City Schools

Zender

Lochmiller

2019

Journal of Cases in Educational Leadership

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“…Like many forms of active (or experiential) learning, simulations facilitate better student outcomes compared to less interactive pedagogical methods (Frederking, 2005; Kelley and Johnston, 2016; Merritt and Kelley, 2018; Silvia, 2012). Simulations are often used in public finance (e.g., Jolley and Klatt, 2018; Mallinson, 2018) and are acutely effective for teaching budgeting (e.g., Taylor, 2011; Wakelee and Itkonen, 2013; Wallin, 2005).…”

Section: Guiding Principles For Course Revisionmentioning

confidence: 99%

Teaching public financial management: An integrated approach to a critical subject

Thom

2018

Teaching Public Administration

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This article presents an integrated approach to teaching a graduate-level public financial management course. It stresses the importance of fundamental budgeting proficiencies (e.g., cost allocation; forecasting; operating within constraints; and using Microsoft Excel) and additional skills that tend to receive less attention in financial management courses (e.g., cost–benefit analysis and analyzing audited financial reports). It also links financial management with broader issues in public administration (e.g., accountability and civic engagement). The course design makes use of both case studies and interactive simulation assignments. Anecdotal and empirical evidence suggest this approach is well-received by students. The article includes several options for modifying the course to fit diverse programmatic needs.

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“…There is evidence that computer-based simulations are effective (Hu et al, 2012;Leonard and Leonard, 1995;Vogel et al, 2006), whereas recent criticism suggests that classroom-based simulations in public administration are less well-studied (Figueroa, 2014). On the contrary, several models for in-class public budgeting simulations exist and have been assessed (Grummel, 2003;Kanner, 2004;Milam, 2003;Taylor, 2011;Wakelee and Itkonen, 2013;Wallin, 2005). All of these examples are in-class role-playing simulations designed by the instructor.…”

Section: Using Simulation To Teach Budgetingmentioning

confidence: 99%

Teaching public budgeting in the age of austerity using simulations

Mallinson

2018

Teaching Public Administration

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Public administrators are deeply affected by the global crisis in public finances. As public sector revenues remain weak and demand increases for spending and debt reduction, as well as tax reform, the newest cadre of public administration students must learn how to face the challenge of substantial uncertainty in public finances, regardless of whether they serve at the national, regional, or local level. Simulations offer an effective and powerful tool within a safe classroom environment for teaching students about the process and challenges of public budgeting. This article examines two free web-based simulations that can be quickly incorporated into an introductory public administration course. It further addresses differences in using the simulations as role-thinking or role-playing exercises. Observations from students and the instructor provide insight into the advantages and disadvantages of isolated role-thinking versus collaborative role-playing. The procedures included can be adapted for any online budgeting simulation without requiring the instructor to create a great deal of content on their own.

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Budget Conflict in Banjo Crossing: Using a Classroom Simulation to Teach the Politics of Budgeting

Cited by 9 publications

References 7 publications

Leadership in a Fiscally Distressed School District: The Case of Daly City Schools

Leadership in a Fiscally Distressed School District: The Case of Daly City Schools

Teaching public financial management: An integrated approach to a critical subject

Teaching public budgeting in the age of austerity using simulations

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