Educating Local Government Managers for the Twenty-First Century: A Preface to the Symposium

Cox, Raymond W.; Gabris, Gerald T.; Levin, Mark M.

doi:10.1080/15236803.2010.12001602

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…Many public administration scholars have contemplated the need to improve and update public administration curricula in America to more accurately reflect the world around them, (i.e., Cox et al, 2010; Cunningham and Weschler,2002; Lazenby, 2010; Rubaii, 2016). For example, Cox et al (2010: 334) conclude[I]n short, public administration must do what it has done since its earliest foundations: Prepare administrative generalists capable of managing our public institutions skillfully, competently, and ethically. We also need to do so in a way that best meets the evolving and changing needs of our public sector employers.Cunningham and Weschler (2002) agree that significant changes in the field mean that public administration curriculum needs a new agenda.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ventriss (1991), for example, argues that public administration students need to be educated for the complex tasks that await them. Cox et al (2010) likewise insist these changes must continually address the needs of the market and the fiscal demands created by shrinking university budgets. As an indicator of the student disconnect with in-class curricula in the field, scholars point to the fact that in-service students, compared to pre-service students, view the curricula of MPA programs to be less relevant to their careers (Lazenby, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Keeping Up With a Changing Worldmentioning

confidence: 99%

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How managers and students view public service: The theoretical vs. practical divide

Wood¹,

Kickham

2021

Teaching Public Administration

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This paper examines existing management concepts and practices that make up three contemporary approaches to public policy and public administration. We attempt to understand whether municipal public administrators and public administration graduate students validate these perspectives in “reality” versus “ideally.” Addressing the extent to which practicing public administrators and students identify with theoretical frameworks, which one(s) they deem most prominent, and how closely their preferred frameworks correspond to what they see in practice, we offer an exploratory analysis of results from 176 respondents through descriptive statistics, paired-sample t-tests, and analysis of covariance (ANCOVA). We hypothesize significant differences with respect to 1) what is preferred and what is perceived in the workplace, 2) group membership (administrator, graduate student, or undergraduate student), and 3) gender (female or male). This research will help public administration educators bridge the gap between theory and practice and narrow the distance between the “is” and the “ought.”

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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How managers and students view public service: The theoretical vs. practical divide

Wood¹,

Kickham

2021

Teaching Public Administration

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“…The role of higher education is based on teaching knowledge and skills. Measuring the effects of educational programs on development of the economy (Srikanthan and Dalrymple 2004;Becket and Brookes 2008;Leung 2004;Cox et al 2010;Yokhaneh and Baghoumian 2014) and the evaluation of professional competences (Tigelaar and van der Vleuten 2014) has become a field of intensive studies in the past few years. Attempts related to both the development of a competence model with the use of mathematical methods (Wiecek-Janka et al 2016) and to increase the quality of training, among others through quality in the area of education, have already been made and described in various articles (Harvey and Knight 1996;Haworth and Conrad 1997;Bowden and Marton 1998;Tierney 1998;Srikanthan and Dalrymple 2002).…”

Section: Introductionmentioning

confidence: 99%

Knowledge accelerator by transversal competences and multivariate adaptive regression splines

Graczyk-Kucharska

Özmen

Szafrański

et al. 2019

Cent Eur J Oper Res

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Transversal competences constitute a set of the knowledge, skills, and attitudes required for various positions and in different professions. Such competences include: entrepreneurship, teamwork, creativity, and communicativeness; they are increasingly listed by employers in different countries as the key requirements in the labor market. The article presents the model of accelerating the process of acquiring transversal competences, developed based on the analysis of data collected in four countries of the European Union: Poland, Finland, Slovakia, and Slovenia. In the analysis, multivariate additive regression spline method was used, along with artificial neural networks, in order to create the best model describing the influence of different variables on the acceleration of acquiring transversal competences. Herewith, we demonstrated that by accelerating the acquisition of the transversal competence of entrepreneurship is influenced by the following factors: rank of the training method in the developed matrix, student numbers and the weighted average of the pace of acceleration regarding the acquisition of the remaining transversal competences, i.e., teamwork, communicativeness and creativity by the given student. The results validate our new method of the acceleration of acquiring transversal competences by students. Students may be from various higher education institutions in different countries. Developed results may be used in the course of education within the framework of the already planned vocational courses and for developing the skills required by employers for various positions and in different professions.

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“…Measuring the effects of educational programs on development of economy has been an interesting area of research for the past few years (Srikanthan & Dalrymple, 2004;Becket & Brookes, 2008;Leung, 2004;Cox et al, 2010). Srikanthan and Dalrymple (2007), for instance, developed an overarching basis to consider issues of quality in higher education.…”

Section: Introductionmentioning

confidence: 99%

A study on the impact of the quality of management education on the new economy-knowledge: Evidence from members of OIC countries

Yokhaneh¹,

Baghoumian²

2014

10.5267/j.msl

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This paper studies the effects of Quality of Management Education (QME) at universities on knowledge creation, application and distribution in knowledge based economy(KEI). The study also investigates the influence of QME on effective use of knowledge in economic development(KI).Using some regression technique, the study has determined a positive relationship of the effects of QME on KEI and KI in members of organization of Islamic cooperation (OIC). In addition, the study investigates the position of Iran in terms of quality of management education and the level of knowledge based economy.

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Educating Local Government Managers for the Twenty-First Century: A Preface to the Symposium

Cited by 9 publications

References 8 publications

How managers and students view public service: The theoretical vs. practical divide

How managers and students view public service: The theoretical vs. practical divide

Knowledge accelerator by transversal competences and multivariate adaptive regression splines

A study on the impact of the quality of management education on the new economy-knowledge: Evidence from members of OIC countries

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