"Journal of Public Affairs Education" at 25: Topics, Trends, and Authors

Autor/inn/en	Raadschelders, Jos; Whetsell, Travis; Dimand, Ana-Maria; Kieninger, Katie
Titel	"Journal of Public Affairs Education" at 25: Topics, Trends, and Authors
Quelle	In: Journal of Public Affairs Education, 25 (2019) 1, S.51-72 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2018.1546506
Schlagwörter	Periodicals; Public Administration; Journal Articles; Trend Analysis; Content Analysis; Teaching Methods; Curriculum Development; Educational Philosophy; Cooperation; Authors; Foreign Nationals; Gender Differences; Networks; Futures (of Society) + Suchen Sie Ihr Suchwort? Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Öffentliche Verwaltung; Journal article; Zeitschriftenaufsatz; Trendanalyse; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Co-operation; Kooperation; Author; Autor; Autorin; Ausländer; Ausländerin; Geschlechterkonflikt; Future; Society; Zukunft
Abstract	Upon the occasion of the 25th anniversary of the "Journal of Public Affairs Education (JPAE)", this article examines its development from 1995 to 2018. Many scholars in public affairs and administration have published in its pages, and the journal offers a large variety of articles on curriculum, pedagogy, and educational philosophy. This article presents the results of a qualitative content analysis of topics, as well as a quantitative bibliometric analysis of authorship patterns. Topics such as diversity and inclusion, teaching methodology, and the nature of public affairs education play prominent roles on the journal's pages. Collaboration among authors has become more common. Gender representation has experienced changes over time. International authors also contribute. The co-author network structure of "JPAE" is relatively sparse but shows potential for greater collaboration. Finally, this article identifies directions for future exploration in the journal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01