Public Administration and Teaching – Papers, Bucharest 2011

Public management education in Central Europe: how far did we progress – III?

Juraj Nemec, Branko Dimeski, Prof. Dr. Lucica Matei,
Matej Bel University Banska Bystrica,
Slovakia
In this paper we continue with presenting data about public management education in CEE region. During last two years our comparative research included Poland, Czechia and Slovakia. This research was expected to respond to the following research questions:
1.    How many public management (bachelors and masters) proogrammes are delivered in selected countries? Are programs called public management really public management programmes from the point of view of curricula? What are explanations for the situation?
2.    What is the proportion of public management courses in the curricula of accredited public administration programs, sorted by group, delivered in selected countries? What are explanations for this proportion?
3.    What are the dominant teaching approaches used for delivery of public management courses?
This year we present the summary of previous results enriched by data from Romania and Macedonia, plus some specific conclusive remarks.

Organizational Complexity and Public Administration Education: Combining Social Proceses, Experiences and Complexity Theory in Teaching

Hanna Vakkala PhD, Dr. Jari Stenvall, Dr. Antti Syväjärvi,
University of Lapland,
Finland

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In this paper human beings are seen to be engaged on local conversational interactions
and power relations, which create complexity for actions and organizational reality. The
social process effects how people interpret and learn from their experiences, and their
experiences effect on the social environment due to circular causality (Weick 1979;
1995). These factors raise a strong requirement for new approaches to teach in public
management education. First we bring up some views of organizational reality and
complex social processes, and describe the tested teaching method. After this we
discuss the experiences and findings made during the course.

An Ethics Course is not enough: Bringing back values in the domain of Public Administration

Prof. em. Dr. Arthur Ringeling,
Erasmus University Rotterdam,
The Netherlands
DownloadIn this paper I like to sketch the development of Public Administration in Western-Europe and on the other side of the pound, in the Anglo-Saxon world. One thing has become clear, the Anglo-Saxon, to some observers the American, model became the dominant one in these areas. And even outside the Western world. A global trend, as Kettl (2005) states. What model do I mean and what were the characteristics of it?
And did it perhaps lead to consequences we can have second thoughts about? OK, by hindsight, but nevertheless. Weren’t there some insights in what was developed incontinental Europe that were worthwhile and that should get attention again?

Improving the knowledge through the transdisciplinary: approach in public administration field

Mircea Aurel – NSPPAS PhD,
National School of Political Studies and Public Administration,
Romania
The paper deals with a new tool of strategically thinking starting with intra, inter and ending with transdisciplinarity approach. As our mind is operating with the mind representation that the university and school already put inside it, we, as persons or employees not only in public administration, are influenced by the soft of our thinking process and our thoughts. The knowledge society includes the public administration field too, so that here, different types of truth such as economical, political, institutional, social, cultural, religious, demographical, national, local, regional or European, including spiritual etc. must be integrated by the mind of a specialist in public administration. The new proposal as a new approach refers to the public administration field and not only, as in Romania, the new law of education starting with 2011 stipulates the necessity of transdisciplinarity approach. So, the universitary and postuniversitary teachers must introduce transdisciplinarity approaches based on levels of reality both for graduates and postgraduates studies as soon as it is possible. The paper wants to become an argument and to clarify the difference between inter, intra and transdisciplinarity, that it is a must, as there is confusion between terminology used and most of the teachers even do not know the concept of transdisciplinary. The result is that we are what we think, but we think according to collective mentality and sometimes to our individual mind. This mechanism must be known by any individual, as the equilibrium of the employee mind in public administration is a must, too. There are three types of abilities: 1-integration, 2-harmonizing, 3-inner self coherence. There were applied analogy and comparison methods, deductive nd inductive thinking just to demonstrate that teachers must improve their ways of thinking using transdisciplinarity. The main  advantage is that the proposal can be generalized for almost all the application scientifically fields, including public administration and can be used by both specialists and nonspecialists, graduators of public and nonpublic administration. The results of an empirical research will be published within other complementary papers, 1st one – The necessity of intuitive communication and intuition management for the public administration graduators together with the 2nd one – From emotional intelligence to spiritual intelligence within education, just to help the improving of the knowledge for the public administration and not only.
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