What Do Diploma Theses Unveil about Academic Public Policy in the Czech Republic?

Mouralová, Magdalena; Hejzlarová, Eva M.; Holík, Rudolf; Hubáček, Miroslav; Jeřábková, Anna

doi:10.1515/cejpp-2016-0017

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Following Anglo-Saxon and Western European countries, policy programs expanded to former Soviet states and Central and Eastern Europe (Hejzlarová 2010;Mouralová et al 2015), with Latin America, Asia and Africa recently catching up (Pal and Clark 2016a). The drivers and motivations behind the creation of policy schools in different regions appear to be very context specific.…”

Section: Global Expansionmentioning

confidence: 99%

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: Global Expansionmentioning

confidence: 99%

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

2021

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“…The current study in this area is continued by Nemec, Larionov & Hintea (2017) who focused their attention on features of the so-called "national curricula" in different countries of Europe. Features of national models of public management training were also analysed by Kovač (2013), Gellén (2013), Mouralová et al (2015), Andresani and Ferlie (2006).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Developing Competences of Public Management and Administration Specialists: Implementation of Foreign Experience in Ukraine

Melnychenko

Akimova

2019

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The paper focuses on the comparative analysis of professional competences development in public management and administration university programmes and the possibilities of implementation of international experience in Ukraine. Using the methods of comparative and system-functional analysis, synthesis and generalisation, the authors concentrate on the features of curriculums in public administration field taking into account the current realities of social development. The most common methods of training in the field of public administration and their practical focus are analysed. Particular attention is paid to the methods of problem-based learning in public administration, including case studies, case scenarios, and simulation games as part of the education gamification. The authors carried out an essential comparison of competences adopted in the European public administration training and those defined in the Ukrainian Standard of Higher Education in this area and revealed that the Ukrainian Standard lacks a pool of competencies related to the development and analysis of public policy.

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“…On the one hand, they followed the tradition of Czechoslovak policy research and analysis, while on the other hand, they adopted "Western" approaches and focused policy analytical and advisory activities. A relatively large body of literature has been devoted to overviewing the rapid development, establishment and standardization of various aspects of these approaches (see Potůček, 2007;Hejzlarová, 2010;Novotný, 2012;Mouralová et al, 2015;Veselý, Nekola & Hejzlarová, forthcoming). Therefore, this article concentrates on what has been shaping contemporary Czech study of public policy.…”

Section: Introductionmentioning

confidence: 99%

Czech Study of Public Policy in the Perspective of Three Dominant Approaches

Novotný

2015

Central European Journal of Public Policy

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The Velvet Revolution in 1989 did not represent only a fundamental change of the political regime, but also the beginnings of contemporary Czech study of public policy and policy expertise. This article aims to present its significant institutional aspects on the basis of a systematic analysis drawing on deLeon, Trent and Stein's models of (sub)discipline development. It assumes that the development of a field of study is driven by the interaction between its inner dynamics and the surrounding environment (society, state and international academic community). The article identifies three dominant approaches in the configuration of the Czech field -Prague public policy, Brno political science and Brno social policy -and it focuses on their supporting infrastructure, frames of reference and contacts with the international academic community. Finally, it outlines the study's development stages, revealing that Czech study of public has been quickly catching up with its Western counterparts.

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What Do Diploma Theses Unveil about Academic Public Policy in the Czech Republic?

Cited by 3 publications

References 8 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

Developing Competences of Public Management and Administration Specialists: Implementation of Foreign Experience in Ukraine

Czech Study of Public Policy in the Perspective of Three Dominant Approaches

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