An Approach to Diversity and Cultural Competence Curriculum in Public Administration

There are a variety of approaches that can be utilized to facilitate public administration students and practitioners using culturally responsive approaches in their professional lives. The importance of understanding cultural diversity extends not only to individual interactions but also the structure of organizations and organizational decision making. The chapter presents one approach to providing students with a diversity-focused curriculum in a graduate-level public administration program. This approach includes an overview of the historical legacy of diversity in public administration, legally required and voluntary approaches to organizational diversity, models that can be used to assess the diverse cultural experiences of individuals for more personalized practice, and activities that can be utilized and adapted to educate public administration students and practitioners on issues of diversity and cultural competency.

Academic Work and Life of Public Administration Students During the COVID-19 Pandemic in Slovenia

The COVID-19 pandemic has radically transformed the lives of people, including higher education students. Thus, the main aim of the chapter is to present the effects of the COVID-19 pandemic on academic work and life of public administration students in Slovenia compared with their counterparts from other fields of study. The analysis is based on 1,049 Slovenian respondents, covering 211 students from public administration and 838 students from other fields of study. The results show that at the time of the lockdown public administration students were the most satisfied with real-time online lectures, followed by asynchronous forms of lectures. Compared with the students from other fields of study, they were in general more satisfied with provided course assignments and feedback on performance but less satisfied with lecturers' response, openness, and information. They also found it more difficult to focus, adapt, and achieve better performance in the online environment and were in general less confident in computer skills compared to their counterparts from other fields of study.

Institutional variables explaining the performance of accounting and administration students

The aim of this study was to analyze the association between institutional variables and the performance of Accounting and Administration students. The microdata of Enade 2018 were used, obtaining 152,491 valid observations. Performance was measured in three ways: final performance, performance in the general training test and performance in the specific component test. In addition, the following institutional variables were considered: academic organization, region, modality and shift. The data were examined using zero adjusted Box Cox Cole Green (BCCG) regression models. The results indicated the institutional variables were relevant to explain the performance. Specifically, it was staked students enrolled in federal centers of technological education had superior performance than the other forms of academic organization. Another relevant point was the students in the North region performed worse than other regions in general. However, they outdid the students from Central-East region in the issues of general training. Regarding the teaching modality, it was found that students of face-to-face teaching presented higher performance than the distance learning students (DL). And the full-time students had better performances overall. As implications, it is pointed out that institutions offering Accounting and Administration courses in the Northern region may want to improve the quality of education, as well as those of the Centre-Western shall want to do so in relation to general training education. Similarly, the teaching on the DL modality can be improved and the offer of full-time courses can be thought of and potentially implemented.

FACTORS ANALYSIS OF FAILURE IN ONLINE BUSINESS ON BUSINESS ADMINISTRATION STUDENTS

The study aims to determine the factors that influenced the failure of online businesses run by Business Administration students from the class of 2017-2018, along with the most dominant element that caused the business to take a knock. The research was done using the descriptive qualitative method. The data collection process was in the form of in-depth observation and interviews with 12 sources who had failed to do business online. The data analysis technique used in this study is the Miles and Huberman model. The result shows that 14 factors caused the failure of online businesses run by Business Administration students from the class of 2017-2018, which are managerial incompetence, the lack of experience and skill, financial problems, business planning, wrong target market, business transition, inability to control stock, uncontrolled growth, location, marketing management, high product cost, poor management, consistency, and time management. The most dominant ones were business planning, managerial incompetence, and lack of experience and skill.

Communication in the Industrial Revolution Era 4.0 Through Learning Based Learning and Inquiry

Communication is known as an activity carried out verbally and non-verbally. Communication involves a large number of XXI century skills such as analysis, evaluation, problem solving, metacognition, collaboration, and technology. Some content standards that were built as a foundation for CCSS (Common Core State Standards) target communication skills in the ability to write, speak, and listen. Communication skills of jambi university education administration students seem to be lacking. This is reinforced by the results of observations, when discussion groups of students find it difficult to convey ideas verbally and difficulty in writing ideas into summaries. Lack of communication skills is influenced by many factors. While communication skills are very important possessed by students especially in the industrial era 4.0. One solution to improve communication skills is to integrate learning models. learning models that can be integrated are problem based learning and inquiry. The purpose of this study was to determine the improvement of communication skills of jambi university education administration students through the problem based learning model and the inquiry model. This research is a classroom action research (CAR) conducted in cycles of 4 stages, namely: planning, implementing, observing, and reflecting. The results of this CAR indicate that the inquiry model has not been able to show any indication of changes in improving communication skills of Educational Administration students in Jambi University