Introduction to the issue

On behalf of the editorial team, our editorial board, and the Network of Schools of Public Policy, Affairs, and Administration, we would like to thank you for reading the latest issue of the Journal of Public Affairs Education. Themes running throughout this issue focus on the challenges in public affairs education and how these concerns can be addressed sustainably.

This issue opens with an editorial in our ongoing series that connects the streams of research in our field with the MPA classroom. We are excited to bring Perry’s (2021) editorial on public service motivation (PSM) and how we can begin to put our intellectual capital to work. As Perry discusses the origins and development of PSM since 1990, he connects the advancement in research with our teaching. Although PSM has been successfully implemented into many PhD programs, as evidenced by the new generations of scholars focusing on the topic, work still needs to be done to better incorporate what we have learned about PSM, and public management more broadly, over the past two decades into the MPA curricula.

We are also excited to share five research articles in this issue. In the first article, Meyer (2021) writes about the TV show “The Good Place” and how it can be used to teach administrative ethics. Specifically, Meyer discusses how TV and movies can be used to accent education in the public administration classroom. To help reflect this utility, episodes of “The Good Place” are connected with ethical themes, supplemental readings, and discussion questions. The second article also takes a media perspective as Yu and Campbell (2021) introduce the utility of “Game of Thrones” in teaching leadership theory. Using content analysis of the series, Yu and Campbell identified 89 leadership scenarios among the 73 episodes that can be used as examples or case studies in the classroom. To help provide clarity on the application of the show to the classroom, four specific examples are leadership case studies that are presented in the article.

In our third research article, King et al. (2021) discuss the teaching of ethics in the public affairs classroom. To provide direction for this discussion, they introduce the American Society for Public Administration’s Code of Ethics. Guidance on the incorporation comes through a content analysis that helps to align the concepts and values of an MPA ethics course syllabi with the Code of Ethics. Next, El Baradei (2021) continues the discussion of ethics education in public affairs programs by discussing ethics education is viewed globally. Using a survey of faculty from 23 different countries, El Baradei finds that the most important goal of ethics education in public affairs programs is to increase awareness of ethical issues and help students develop their moral reasoning and analytical abilities. Differences occur, however, on how this is taught within MPA programs.

In our final research article, Witkowski et al. (2021) introduce the PhotoVoice methodology to public administration pedagogy. The methodology uses photographs to engage hard-to-reach populations within policymaking and the public participation process. By using PhotoVoice in the classroom, students have the opportunity to bridge the diversity gap in public participation while promoting community engagement and cultural competency.

We are also excited to publish a new case study by Bharath and Kahl (2021). The case study takes the perspective of an MPA student who has been asked to serve on the board of a nonprofit organization. While serving is an exciting opportunity for the student, they quickly find themselves overwhelmed. As the case study progresses, MPA students are able to explore and approach topics regarding board roles and responsibilities, performance measurement, and fiscal responsibility, among others.

The issue concludes with three book reviews. Given the focus of the journal, we strive to publish book reviews that either introduce a book and discuss its application for the public affairs classroom or a book on the latest pedagogical issues. In the first book review, Leight (2021) provides a solid review of Administrative Burden: Policymaking by Other Means that provides both an overview of the text while also providing guidance on how the book can be incorporated effectively into the MPA classroom. The second and third reviews both focus on pedagogical approaches, particularly on the use of technology and student engagement. Accordingly, Bolyard (2021) reviews of Get Flipped: Using Learning Technologies to Engage Student Learning and Cohen (2021) reviews Teaching Effectively with Zoom: A Practical Guide to Engage Your Students and Help Them Learn.