Public affairs graduate education in Latin America: Emulation or identity?

Sanabria-Pulido, Pablo; Rubaii, Nadia; Purón, Gabriel

doi:10.1016/j.polsoc.2016.11.004

Cited by 14 publications

(9 citation statements)

References 19 publications

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“…The relatively small number of comparative studies out there has had varied geographical foci. Sanabria-Pulido et al (2016) and Purón Cid (2018) compared patterns and trends in public affairs education in Latin America, Mexico, and the Caribbean to the evolution and character of MPA/MPP programs in the USA. Other cross-regional comparative studies include He et al (2016) and Watanabe (2012) that focused on comparing public affairs education in China and Japan, respectively, to its counterpart in the USA.…”

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

confidence: 99%

“…In all, existing studies provide no conclusive evidence about the extent to which policy education in the non-Western world has adopted or copied a Western model, or whether region and country-specific course content lend uniqueness to policy programs in these regions (Purón Cid 2018;Sanabria-Pulido et al 2016). Furthermore, a mismatch between the emphasis on theoretical understanding vis-à-vis practical application of policy education to the country context has become apparent in recent times (He et al 2016, Bremer andEl Baradei 2008).…”

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

confidence: 99%

“…However, despite the recognized trend of the expansion of policy education beyond Western countries, it is less clear in which direction the field is developing (Sanabria-Pulido et al 2016) and what is driving this expansion. More specifically, we lack knowledge about emerging patterns, and contextual challenges and opportunities.…”

Section: Introductionmentioning

confidence: 99%

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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: 99%

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

confidence: 99%

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

2021

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“…Especially in comparisons across countries, typologies or morphologies of schools or programs in PA usually boil down to an assessment of disciplinary identity, typically defined in terms of what is taught. Other potentially relevant factors are generally left out of comparative assessments, no doubt in part due to difficulties in finding high-quality, comparable data from multiple countries (for exceptions, see Sanabria-Pulido et al (2016) or some of the literature on executive education). Such factors include, for example, the profiles of enrolling students, where the latter intern, the involvement of practitioners in teaching, the type of organizations or sectors where graduates go to work, the kind or field of outreach activities, and so on.…”

Section: Explaining Diversity and Change In Pa Education In Ceementioning

confidence: 99%

On the re-institutionalization and diversification of Public Administration education in Central and Eastern Europe: A case study of post-communist Romania

Andreescu¹,

Zulean

Diaconu

2020

Teaching Public Administration

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The article provides a complementary view to those accounts of the growth of public administration education in post-communist Central and Eastern Europe that (a) explain its development primarily as a reflection of changes in administrative cultures while (b) emphasizing the ongoing process of curricular diversification. Rather, the article shifts the focus on the internal dynamics of higher education. It shows that the development of Romanian public administration education can be attributed, to a considerable extent, to unique opportunities arising in a period of post-communist re-institutionalization, of which enterprising academics ably took advantage. It further argues that, curricular variety notwithstanding, public administration departments in this country may be growing more alike in other respects. In so doing, the article contributes to an expansion of the traditional narrative of the growth of public administration education in post-communist Europe.

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“…La educación sobre asuntos públicos en América Latina refleja una combinación de la emulación de modelos y prácticas de otros lugares (Estados Unidos y Europa, en particular) con una identidad latinoamericana única (Sanabria, Rubaii y Purón, 2016). Como tal, es apropiado examinar los programas latinoamericanos de educación en asuntos públicos tanto de forma independiente como en relación con sus algo más establecidas contrapartes.…”

Section: Introductionunclassified

Pueblos indígenas como víctimas de los genocidios pasados y actuales: un tema esencial para el currículo de administración pública en América Latina

Rubaii

Castro

Appe

2019

OPE

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Los pueblos indígenas latinoamericanos han sido y continúan siendo víctimas de atrocidades masivas y genocidios. Los ejemplos históricos y contemporáneos muestran que algunas atrocidades masivas son cometidas por servidores públicos o con su complicidad, pero también que los oficiales del Gobierno juegan un papel crítico en la prevención de estos delitos. A pesar del rol esencial de los servidores públicos, mostramos que este tema está ausente en los programas de administración y políticas públicas. Por ello, en el contexto de los Objetivos de Desarrollo Sostenible de la ONU, argumentamos que los programas en estas áreas tienen la responsabilidad de ajustar sus currículos para asegurar que sus estudiantes y egresados estén preparados para ser agentes de prevención. Basándonos en las competencias universales incluidas en los estándares de acreditación de la Red de Escuelas de Administración, Políticas y Asuntos Públicos, y en los temas esenciales del Atlas de Gestión Pública, ofrecemos sugerencias y estrategias para incorporar este tema en clases y programas de Administración y Políticas Públicas.

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Public affairs graduate education in Latin America: Emulation or identity?

Cited by 14 publications

References 19 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

On the re-institutionalization and diversification of Public Administration education in Central and Eastern Europe: A case study of post-communist Romania

Pueblos indígenas como víctimas de los genocidios pasados y actuales: un tema esencial para el currículo de administración pública en América Latina

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