Suchergebnisse

Communication is a critical government function that has important implications for public administration and effective governance. This research study explores how communication competencies are taught in public affairs programs in the United States. Based on a general web content analysis of graduate programs, and specific analyses of course titles, course descriptions, and course syllabi, this study examines the extent to which communication competencies are integrated into public affairs curricula. This paper also discusses how communication skills map on to the five NASPAA core competencies. Compared to previous decades, communication courses are increasingly emphasized in public administration programs. But there is greater potential for such offerings in the age of digital government, social media, and Artificial Intelligence. This study's findings have important implications for the teaching and practice of public affairs.

New technologies such as artificial intelligence (AI), the Internet of Things (IoT), and blockchain are changing how the public sector serves constituents. Academic programs in public administration and public policy must adapt their coursework to best serve students in an increasingly technology-based world. This qualitative research analyzed 84 Asian public administration graduate programs to determine the degree to which information technology was taught throughout the region. Our findings indicate that considerable variation existed between the number of information technology classes offered and the types of information discussed in the classes. A majority of public administration programs throughout Asia offered coursework in information technology; but, core classes and IT-specific specializations in public administration programs were observed at a much lower rate. Discussions of the tactics taken by programs to educate students in information technologies provide actionable suggestions for practitioners, educators, researchers, and administrators alike.

Over the past two decades, governments have used information and communication technologies (ICTs) to integrate their internal functions and improve their delivery of services. Scholars and practitioners have conceptualized these various ICT trends and referred to them collectively as e-government. As the number of citizens using the Internet and mobile technologies increases, the public sector is constantly innovating to keep pace with the changing technologies and citizens' expectations. This essay reviews the academic literature on e-government among local governments and explores the issues related to its adoption and implementation. Adopting an e-government stages perspective with attention to institutional capacity, the essay examines the factors and determinants of local e-government success. The essay concludes with directions for future research on e-government and innovation in local governments.

The development of ICTs brings opportunities for governments to improve their services provision. Since early 2000, governments at all levels have increasingly enabled citizens to get e-services, or services online, which was the primary function of e-government. Although great progress has been made, studies indicate that e-services levels are still low and great variances exist. Previous research, that has explored the determinants of government performance on e-services, was often lacking an emphasis on government capacity. This study aims at examining the influence of government capacity (technical capacity, financial capacity, and administrative capacity) on e-services. With data from 146 municipalities in New Jersey, the research finds that government capacity, specifically administrative capacity, positively affects government performance in e-services.

Local governments are enhancing their governance through various information communication technologies (ICTs). This article presents an exploratory case study of three municipalities within the United States, examining how each applies YouTube for communication. Using content analysis and selected statistical tests of mean difference, the authors analyzed the videos uploaded between January 2020 to August 2020. The three municipalities used YouTube to document policymaking, publicize programs and services, update critical information during times of crises, and, in some cases, create unique brand images. The average number of views per video were similar across the three YouTube channels. However, one of the municipalities received a statistically significant number of average likes per video, which spotlights its positive brand image. In conclusion, the authors suggest directions for future research and recommend practices for social media adaptation in government.

Information technology (IT) is often less emphasized in coursework related to public administration education, despite the growing need for technological capabilities in those joining the public sector workforce. This coupled with a lesser emphasis on e-government/IT skills by accreditation standards adds to the widening gap between theory and practice in the field. This study examines the emphasis placed on e-government/IT concepts in Master of Public Administration (MPA) and Master of Public Policy (MPP) programs, either through complete course offerings or through related courses such as public management, strategic planning, performance measurement and organization theory. Based on a content analysis of their syllabi, the paper analyzes the extent to which the IT/e-government courses in MPA/Master of Public Policy programs address the Network of Schools of Public Policy, Affairs, and Administration competency standards, and further discuss the orientation of the courses with two of the competencies: management and policy. Specifically, are e-government/IT courses more management-oriented or policy-oriented? Do public management, strategic planning, performance measurement, and organization theory courses address IT concerns?

Within the past two decades, globalization has led to increased literature on comparative public administration (CPA) research, and it has enhanced analyses of administrative systems in various societies. Our paper examines CPA education among Master of Public Administration and Master of Public Policy programs in the United States. The findings highlight select topics of interest from these courses, as well as emphasizing an immediate need for programs to internationalize their curricula, in order to prepare the next generation of public administrators and policy analysts.