A Laboratory Method for Teaching Public Administration

1948 ◽  
Vol 42 (1) ◽  
pp. 68-74
Author(s):  
Robert H. Connery
Keyword(s):  
Political Science ◽  
Public Administration ◽  
Teaching Methods ◽  
Labor Relations ◽  
Laboratory Method ◽  
Laboratory Methods ◽  
Science Courses ◽  
National Labor Relations Board ◽  
Large Numbers ◽  
Armed Services

Few American political scientists have heard of the “Federal Labor Relations Commission,” but to a small group of students at Stanford and Columbia Universities the Commission was very real. It is true that its work did not attract as much attention from the great metropolitan journals as did the operations of its rival, the National Labor Relations Board; but to the students who were members of its staff it provided a first-rate laboratory for the study of public administration. For that reason, a brief review of the Commission's operations may be of some interest to teachers of public administration.Political scientists have always been interested in teaching methods; and the war and the experience gained in having to train large numbers of men for the armed services seem to have stimulated that interest. Articles which appeared in the June issue of this Review were evidence of that concern. While these articles were directed primarily toward teaching methods in political science courses generally, many of the suggestions were particularly applicable to teaching public administration. Francis Wilcox's regret that “there is one problem in particular which should give us pause, our slowness to utilize laboratory methods in political science,” is largely responsible for this article, since the operations of the Federal Labor Relations Commission were an attempt to provide such a laboratory.

Value to Students of Courses in Public Administration

1940 ◽  
Vol 34 (5) ◽  
pp. 986-992
Author(s):  
Lewis Meriam
Keyword(s):  
Political Science ◽  
Public Administration ◽  
Cultural Value ◽  
Brookings Institution ◽  
Science Courses ◽  
News Reports ◽  
The World ◽  
Magazine Articles ◽  
Formal School ◽  
Broad Understanding

Dear Professor —: I cannot at this moment lay my hand on your original letter to Dr. Moulton [president of the Brookings Institution], but as I recall it you expressed your desire to give in the department of political science courses which would prove of value to your students. You were particularly considering extending the work in public administration.I have at one time or another given a good bit of thought to the question of value of courses in political science, and it seems to me we should consider three types of values: (1) cultural, (2) civic, and (3) vocational.Cultural value, I should say, lies in giving the students a broad understanding of the world in which they live. Cultural courses lay a foundation upon which they may build as they go on through life. Such courses in political science should enable them, after formal school days are over, to follow developments, to understand, evaluate, and digest the more worthwhile news reports, magazine articles, and books that appear, and to grow in knowledge and, we hope, in wisdom.

Exploration of the technocratic mentality among European civil servants

2021 ◽  
pp. 002085232199642
Author(s):  
Ringa Raudla ◽  
James W. Douglas ◽  
Zachary Mohr
Keyword(s):  
Organizational Performance ◽  
Political Science ◽  
Public Administration ◽  
Survey Data ◽  
Civil Servants ◽  
European Countries ◽  
Positive Interactions ◽  
Technical Knowledge ◽  
High Level ◽  
Proper Balance

Civil servants vary in the degree to which they hold technocratic attitudes. We explore whether bureaucrats’ exposure to politics and politicians is associated with the depoliticization dimension of the technocratic mentality. We use survey data of high-level executives in 19 European countries to explore factors that are associated with executives’ perceptions that removing issues and activities from the realms of politics leads to more farsighted policies. We find that respondents’ level of exposure to politics and politicians is indeed negatively associated with technocratic mentality. Bureaucrats have studied political science or public administration, work closer to politicians (in terms of type of organization), interact with them more frequently, and have more positive perceptions of these interactions tend to have lower levels of technocratic attitudes. Points for practitioners Beliefs affect behaviors and behaviors affect outcomes. Technocratic attitudes may limit the ability of civil servants to work effectively with politicians. We show that educational degrees that promote democratic values and exposure to politicians (particularly positive interactions) are associated with lower levels of technocratic attitudes. Given that a proper balance between political and technical knowledge can enhance organizational performance (Krause et al., 2006), these findings should be taken into account when staffing and structuring public organizations.

Teaching Campaign Finance with Federal Election Commission Resources

1987 ◽  
Vol 53 ◽  
pp. 14-15
Author(s):  
Clyde Wilcox
Keyword(s):  
Interest Groups ◽  
Political Science ◽  
Campaign Finance ◽  
Public Office ◽  
Federal Election ◽  
Science Courses ◽  
Federal Election Commission ◽  
Campaigns And Elections ◽  
Student Projects ◽  
Election Commission

Many Political Science courses include sections on campaign finance activity. Courses on Congress and on the Presidency may include sections on the financing of elections for these offices, and courses on campaigns and elections will probably cover campaign finance. In addition, courses on interest groups and on parties may include sections that focus on the activities of these actors in financing campaigns for public office.The Federal Election Commission can provide an assortment of materials that may be useful in teaching about campaign finance. Some of these materials are most useful as sources of data for lecture preparation, while other offerings can be used as part of student projects or papers. In the sections below, these materials will be described, and some classroom uses will be suggested.

A Note on “Public Policy”

1973 ◽  
Vol 6 (4) ◽  
pp. 661-664 ◽  
Author(s):  
Robert Vaison
Keyword(s):  
Social Sciences ◽  
Public Policy ◽  
Political Science ◽  
Public Administration ◽  
Government Policy ◽  
Policy Making ◽  
The Social ◽  
Political Studies ◽  
Policy Analysts ◽  
Government Body

Normally in political studies the term public policy is construed to encompass the societally binding directives issued by a society's legitimate government. We usually consider government, and only government, as being able to “authoritatively allocate values.” This common conception pervades the literature on government policy-making, so much so that it is hardly questioned by students and practitioners of political science. As this note attempts to demonstrate, some re-thinking seems to be in order. For purposes of analysis in the social sciences, this conceptualization of public policy tends to obscure important realities of modern corporate society and to restrict unnecessarily the study of policy-making. Public policy is held to be public simply and solely because it originates from a duly legitimated government, which in turn is held to have the authority (within specified limits) of formulating and implementing such policy. Public policy is public then, our usual thinking goes, because it is made by a body defined somewhat arbitrarily as “public”: a government or some branch of government. All other policy-making is seen as private; it is not public (and hence to lie essentially beyond the scope of the disciplines of poliitcal science and public administration) because it is duly arrived at by non-governmental bodies. Thus policy analysts lead us to believe that public policy is made only when a government body acts to consider some subject of concern, and that other organizations are not relevant to the study of public policy.

Political Science as Training for the Information Age

1990 ◽  
Vol 3 (4) ◽  
pp. 1-5
Author(s):  
Christopher Daniel
Keyword(s):  
Political Science ◽  
Information Age ◽  
Computer Work ◽  
Mixed Emotions ◽  
Science Courses ◽  
Work Style ◽  
Work Session ◽  
The Face ◽  
Communications Skills ◽  
Central Purpose

Computers inspire mixed emotions among political scientists. Love, hate, fascination, ennui, and frustration sometimes occur during the course of a single computer work session. Individuals come to terms with the beast in varying ways; obviously personal work style and level of computer dependency are each scholar's own business. However, expanded use of information technology in the disciplinary curriculum is a common concern deserving discussion. Like earlier debates between behavioralists and traditionalists, the current discussion raises questions about the discipline's central purpose. This essay reviews proposals to “computerize” political science curricula in light of contemporary theories about information and managerial work.Historically, political scientists' computer involvement has been limited, but it is now intensifying in response to educational, technological, and environmental influences. Political scientists have used computers as teaching tools since at least the early 1970s, when the APSA “SETUPs” began appearing, but as novelty items, diversions reflecting the devotion of idiosyncratic individuals. This publication has disseminated many such “experiments,” as have Social Science Computer Review and the National Collegiate Software Clearinghouse. Even as desktop machines began proliferating in the early 1980s, their use in the classroom was considered to be optional, something peripheral to the discipline which one could attempt if one had the inclination.This laissez-faire ambience may be ending in the face of societal transformations. In the classroom political scientists foster intellectual skills broadly useful to former students. A student may be an activist or an avid pre-lawyer, but his or her future professional development will be built on analytical, and communications skills honed in political science courses. This linkage between political science classrooms and the professional world could weaken if we do not adopt to societal change.

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