scholarly journals MECHANISM OF PUBLIC ADMINISTRATION OF HIGHER EDUCATION INSTITUTIONS BY FINANCIAL CONTROL INSTRUMENTS

2019 ◽  
pp. 277-289
Author(s):  
Svitlana Hreben
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Higher Education Institutions ◽  
Financial Control

scholarly journals The Integration of Experiential Learning in Higher Education Institutions—An Assessment of the Romanian Universities

2020 ◽  
pp. 283-297
Author(s):  
Mihaela V. Cărăuşan
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Public Administration ◽  
Higher Education Institutions ◽  
Future Generations ◽  
Educational Strategies ◽  
Structured Interviews ◽  
Market Requirements ◽  
Policy Statements ◽  
Research Questions

Abstract This paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).

Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students

2019 ◽  
Vol 37 (2) ◽  
pp. 156-174
Author(s):  
Gerda HG van Dijk ◽  
Brenda A Vivian ◽  
Lianne P Malan
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Public Administration ◽  
South African ◽  
Curriculum Design ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Epistemic Access

For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.

scholarly journals Reflections on public administration education with a case of Bangladesh

2020 ◽  
pp. 014473942092937
Author(s):  
Muhammad Azizuddin ◽  
Akram Hossain
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Study ◽  
Public Administration ◽  
Education System ◽  
Teaching Methods ◽  
Higher Education Institutions ◽  
National Development ◽  
Pedagogical Approach ◽  
Cultural Features

The paper aims to review public administration education in the higher education institutions in Bangladesh, and their role in ensuring modern public services. Most universities in the country offer public administration degrees; however, minimal contributions to nationbuilding have been observed. The study asks: what are the pitfalls behind this? How to address the limitations? This is a qualitative study with gleaned data, using inductive content analysis to investigate the phenomenon with three case universities indicating the link between curriculum and learning delivery at the universities in Bangladesh. The research finds that poor development-oriented public administration education has little correlation to national development. The education system is traditional, where typical cultural features are nonchalance and indifference towards domestic demands. The discipline cannot create a distinctive identity and position in academia, which has consequences for the advancement of the administrative system in a developing country like Bangladesh. A research-informed curriculum with innovative pedagogical approach might be an alternative. The paper enlightens both academics and practitioners, as literature on public administration education in Bangladesh has been scarce. It calls for higher education institutions to reassess public administration education, teaching methods and research for national development.

scholarly journals Innovative technologies for teaching students in the Russian Academy of National Economy and Public Administration

2018 ◽  
Author(s):  
Ilia Pavlovich Mikhnev ◽  
Olesia Iurevna Popova ◽  
Margarita Sergeevna Kitanina
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
National Economy ◽  
Higher Education Institutions ◽  
Innovative Approach ◽  
Actual Problem ◽  
Innovative Technologies

In this article, the actual problem of using innovative technologies in higher education institutions is considered. The work also substantiates the advantages of the innovative approach in comparison with the traditional forms of teaching students. The analysis of modern innovative tools, which is used by teachers of the Russian Academy of National Economy and Public Administration, is carried out.

Knowledge Management in a Higher Education Institutions

2018 ◽  
Vol 3 (2) ◽  
pp. 75-83
Author(s):  
Choirul Saleh ◽  
Siswidiyanto Siswidiyanto ◽  
Hermawan Hermawan ◽  
Ali Maskur
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Public Administration ◽  
Quantitative Methods ◽  
Higher Education Institutions ◽  
Jel Classification ◽  
Qualitative And Quantitative Methods ◽  
Mixed Approach ◽  
Stakeholder Acceptance

Objective - This study examines the concept of knowledge management in higher education institutions, followed by a systematization of knowledge practices and tools to link several stakeholders in the process of knowledge management in higher education institutions and promote knowledge sharing across several key processes and services in higher education institutions. Methodology/Technique - This study uses a mixed approach of qualitative and quantitative methods. The respondents include stakeholders in public administrative departments between the ages of 30 and 66. The number of respondents represents 20 to 30% of the total population. This study concludes that in general, the Department of Public Administration Universitas Brawijaya has successfully implemented the concept of knowledge management. However, a lack of knowledge and stakeholder acceptance has lead to less effective implementation. Findings - This research suggests that there is a need for new strategies to improve stakeholders' knowledge and acceptance of Department and University strategies. Novelty - The study proposes a framework to improve knowledge sharing and collaboration in higher education institutions, fostering an environment of continuous learning and discovery. The study also makes conclusion and suggestions for future work. Type of Paper: Empirical Keywords: Higher Education; Knowledge Management; Knowledge Sharing; Knowledge Collaboration; Public Administration. JEL Classification: I23, O34.

scholarly journals Interfaces entre avaliação institucional e gestão de instituições de ensino superior: um estudo a partir do Sinaes - Interfaces between institutional evaluation and management of higher education institutions: a study from Sinaes

2016 ◽  
pp. 21
Author(s):  
Felipe Barbosa Ferronato
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Assessment Model ◽  
Assessment Process ◽  
Central Position ◽  
Critical Approach ◽  
Institutional Evaluation ◽  
Institutions Of Higher Learning

Este artigo se relaciona com a dissertação intitulada Interfaces entre avaliação institucional e gestão de instituições de ensino superior: um estudo a partir do Sinaes. A lei n. 10.861 de 2004, que instituiu o Sistema Nacional de Avaliação da Educação Superior - Sinaes - e suas adaptações posteriores apresenta um modelo implícito de administração destinado às instituições de ensino superior ao indicar ações e estratégias para a gestão, compondo indicadores para a avaliação final. Com a institucionalização do Sinaes a avaliação passou a ocupar centralidade na política de regulação da oferta, qualidade e expansão da educação superior a partir de indicadores. A questão desta pesquisa se concentrou na centralidade ocupada pela avaliação como fornecedora de indicadores para fins de regulação. O objetivo central foi identificar e analisar as interfaces das dimensões do Sinaes com as dimensões da Administração, tomando como amparo teórico a teoria de gestão de Drucker (2012). A pesquisa é de natureza qualitativa e abordagem dialético-crítica, sem desconsiderar os aspectos quantitativos no processo de análise e discussão. Foi utilizada a pesquisa documental (Laville; Dione, 2009), considerando como material de análise instrumentos legais, impressos e eletrônicos, informações e dados consultados no MEC/Inep. Demonstrou-se que há uma nítida e forte relação do modelo avaliativo proposto pelo MEC, por meio do Sinaes, com a dimensão administrativa das instituições de ensino superior. As dimensões do processo de avaliação vão encontro das características do modelo de gestão (Drucker, 2012), principalmente, pelo foco das ações e estratégias no planejamento e nos resultados, sendo a avaliação inerente à administração, mas evidenciando a preocupação com o caráter humano que perpassa essas entidades, pois a realização de qualquer administração depende de resultados e são os resultados que transformam a gestão.Palavras-chave: administração, avaliação, gestão, Sinaes, regulação. INTERFACES BETWEEN INSTITUTIONAL EVALUATION AND MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS: A STUDY FROM SINAESAbstact This article is related to the dissertation entitled Interfaces between the institutional assessment and management of institutions of higher learning: a study of the Sinaes. Law 10,861 of 2004, which established the National System for Assessment of Higher Education - Sinaes - and its subsequent adaptations present an implicit model of administration aimed at institutions of higher learning, by indicating actions and strategies for their management, composing indicators for final assessment. With the institutionalization of the Sinaes, the assessment came to occupy a central position in the policy for regulating the supply, quality and expansion of higher education based on indicators. The question of this study is focused on the centrality occupied by the assessment as a supplier of indicators for purposes of regulation. The central objective is to identify and analyze the interfaces of the dimensions of the Sinaes with the dimensions of the public administration, based on the management theory of Drucker (2012). The study is qualitative in nature, with a dialectic-critical approach, without neglecting the quantitative aspects in the process of analysis and discussion. Documental research was used (Laville & Dione, 2009), considering as material for analysis legal instruments, in printed and electronic form, as well as information and data obtained from consulting the Ministry of Education/National Institute of Educational Studies - MEC/Inep. The results demonstrate a clear relationship between the assessment model proposed by the MEC, through the Sinaes, and the administrative dimension of the institutions of higher learning. The dimensions of the assessment process are in line with the characteristics of the management model considered (Drucker, 2012), mainly the focus on actions and strategies for planning and their results. This assessment is inherent in public administration, but there is worry over the human character of these entities, because the performance of any management act depends on results, and it is the results that transform management. Key-words: administration, assessment, management, Sinaes, regulation.

scholarly journals Formación en Traducción e Interpretación en los Servicios Públicos en los Programas Oficiales de Grado Impartidos en España

2019 ◽  
Vol 6 (1) ◽  
pp. 235-245
Author(s):  
Fátima Camacho Sánchez
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Public Service ◽  
Public Services ◽  
Ad Hoc ◽  
Higher Education Institutions ◽  
Short Paper ◽  
Educación Superior ◽  
The Public ◽  
Educacion Superior

Resumen: Las labores de mediación lingüística e intercultural que se desarrollan en los servicios públicos españoles son por lo general improvisadas y en numerosas ocasiones se recurre a personas que no han recibido una formación especializada para ejercer como mediadores, traductores o intérpretes. Actualmente se imparten en España más de una veintena de títulos oficiales de grado en materia de traducción e interpretación. Por consiguiente, lo más idóneo sería aprovechar esta amplia oferta formativa con miras a proporcionar unos servicios de mediación lingüística e intercultural de calidad en la Administración pública española. En este breve artículo se analizan los planes de estudio de cada una de estas titulaciones oficiales y se recopilan diferentes asignaturas de especialización en mediación intercultural, traducción e interpretación en los servicios públicos con el fin de proporcionar una visión general de las propuestas formativas que ofrecen las instituciones de educación superior actualmente. El objetivo es presentar una visión actualizada y general de las competencias específicas que se contemplan en los planes de estudio de estas titulaciones y que se pretende que los estudiantes desarrollen tras cursar las asignaturas seleccionadas en la combinación lingüística inglés-español.  Abstract: Linguistic and intercultural mediation activities performed in the public services of Spain are usually ad hoc and carried out by people who have not received specialised training to work as mediators, translators or interpreters. More than twenty BA degrees in translation and interpreting are currently taught in Spain. Therefore, it would be desirable for the Spanish public Administration to take advantage of such a broad training offer in order to provide quality linguistic and intercultural mediation services. In this short paper, the syllabi of each of these official courses are examined to compile different specialisation modules in public service intercultural mediation, translation and interpreting in order to provide an overview of the training proposals currently offered by higher education institutions. The aim is to provide an updated overview of the specific competences mentioned in the syllabi of these courses and that students are supposed to develop after completing the selected modules in the language combination English-Spanish.

Moonlighting in Ghana's higher education institutions: exploring lecturers' experiences at the Ghana Institute of Management and Public Administration (GIMPA)

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Emmanuel Kojo Sakyi ◽  
Kingsley Senyo Agomor
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Institutional Environment ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Empirical Literature ◽  
Public Higher Education ◽  
Structured Interviews ◽  
Negative Effects ◽  
Content Type

PurposeThis paper aims to examine lecturers' experiences of moonlighting in the Ghana Institute of Management and Public Administration (GIMPA).Design/methodology/approachA qualitative approach was used. Data were collected through in-depth semi-structured interviews with 18 purposively selected informants. Data were transcribed and analyzed thematically.FindingsThe findings are that moonlighting is common at GIMPA, and the institutional environment is conducive for the practice. Knowledge of the practice is unclear. However, moonlighting serves as a source of additional income for lecturers, which a significant majority describe as enabling their continuing employment at GIMPA, but many pointed out the negative effects as well. Lack of a policy to control the behavior has been cited as a reason for the problem, which left lecturers to self-determine what to do. Moonlighting practice is affecting the quality of teaching and support to students by the lecturers.Research limitations/implicationsThe sample of the respondents who participated in the study is small and limited to 18. Their views cannot be generalized to all higher education institutions. But, the results show the seriousness of the problem and its implications.Practical implicationsMoonlighting is prevalent in GIMPA. It suggests that employees of other public higher education institutions are no immune to it.Originality/valueThis study is the first of its kind to explore the practice of moonlighting in a quasi-public higher education institution in Ghana. It has added to the empirical literature on the practice and the effects on the institution.

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