Public Administration Pedagogy in India

Autor/inn/en	Manoharan, Aroon P.; Viswanath, Shilpa; Sabharwal, Meghna
Titel	Public Administration Pedagogy in India
Quelle	In: Journal of Public Affairs Education, 26 (2020) 3, S.291-312 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manoharan, Aroon P.) ORCID (Viswanath, Shilpa) ORCID (Sabharwal, Meghna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-6803
DOI	10.1080/15236803.2020.1773118
Schlagwörter	Foreign Countries; Public Administration Education; Course Descriptions; Higher Education; Graduate Study; Integrated Curriculum; Interdisciplinary Approach; Content Analysis; Required Courses; Elective Courses; Masters Programs; College Credits; India + Suchen Sie Ihr Suchwort? Ausland; Kursstrukturplan; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inhaltsanalyse; Pflichtkurs; Elective course; Wahlkurs; Magister course; Magisterstudiengang; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Indien
Abstract	While the praxis of public administration in India is documented in the literature, its pedagogy, and the formal dissemination of its knowledge, is relatively unexamined. This study determines the status of public administration pedagogy in India through a review of the academic programs in public administration at accredited state, central, and deemed universities. After reviewing a sample of the syllabi of public administration programs, the academic context of the field, and the areas of key emphasis, this paper explores the conceptualization of public administration as an independent academic discipline in India. This study makes a significant contribution to global comparative public administration, and also contributes to developing the nascent literature on public administration pedagogy in present day India and South Asia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01