Literaturnachweis - Detailanzeige
Autor/inn/en | Shand, Rory; Howell, Kerry E. |
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Titel | From the Classics to the Cuts: Valuing Teaching Public Administration as a Public Good |
Quelle | In: Teaching Public Administration, 33 (2015) 3, S.211-220 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-7394 |
DOI | 10.1177/0144739415587394 |
Schlagwörter | Public Administration; Teaching Methods; Higher Education; Value Judgment; Relevance (Education); Rhetoric; Persuasive Discourse; Morale; Educational Philosophy; Educational Benefits; Community Benefits; Individual Development; Intellectual Disciplines; Educational Needs; Foreign Countries; United Kingdom Öffentliche Verwaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Werturteil; Relevance; Relevanz; Rhetorik; Persuasion; Persuasive Kommunikation; Moral; Bildungsphilosophie; Erziehungsphilosophie; Bildungsertrag; Individuelle Entwicklung; Geisteswissenschaften; Educational need; Bildungsbedarf; Ausland; Großbritannien |
Abstract | This article intends to raise a number of issues regarding teaching public administration in the higher education sector and the value it has for individuals and society. The article explores the issue of value with reference to the teaching and learning of Public Administration as a discipline in the wider societal context. The article argues that the provision of public administration is a vital contributor to societal good, in terms of public service professions and the moral values that underpin the notion of public service. To this end, the article focuses on how we can apply classical theory to the concept of value in the teaching of public administration, linked to recent discussions of the discipline and its role in both theory and practice. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |