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 in a sustainable manner.

We are excited to share five research articles in this issue. In the first article, Rangarajan et al. (2022) discuss the enhancement of MPA students’ professional and practical experiences. Drawing from the experience of a manager-in-residence program, the authors show that having practitioners involved in the teaching of MPA programs help connect MPA students with the practice side of public administration. However, despite the benefits of such programs, only 17% of NASPAA member programs have such residencies. The second article, written by Velez et al. (2022), explores the institutional drivers and barriers to collaborative transdisciplinary teaching. Graduates of MPA programs need to be able to work across disciplines. However, during their studies, the opportunity for transdisciplinary learning, which crosses multiple disciplines, is limited. The authors discuss pedagogical approaches that can be used to overcome the institutional drivers and barriers to transdisciplinary collaborations. In conclusion, they offer the lessons they have learned and advice from institutional decision-makers for adopting similar approaches at other institutions.

In our third research article, Yu et al. (2022) discuss how popular culture can be used for teaching leadership in the classroom. Using Harry Potter as a guide, the authors found 151 leadership scenarios that be can be used as models in which leadership theories and approaches can be recognized and applied in the classroom. Detailed cases using seven of these examples in the MPA classroom are also provided.

Next, Harsell et al. (2022) explore the use of computer-based simulations in public affairs curricula. In recent years, simulations have become a tool used throughout the academy to give students the opportunity to engage with course material in a new way. In public affairs programs, simulations prepare graduates to respond to an increasingly complex public policy environment upon entering into or advancing within public sector careers. Using survey results from the Network of Schools of Public Policy, Affairs, and Administration’s 2021 simulation competition, the authors show that participation in the simulation improves students’ perceptions of the skills they acquire.

In our final research article, Gaynor and Lopez-Littleton (2022) provide insight into teaching about systemic racism and the myth of white supremacy to MPA students. Such teaching is critical as it supports students’ abilities to challenge dominant paradigms and center counter narratives; both serve a purpose in advancing toward a more just and equitable society. Through their paper, Gaynor and Lopez-Littleton offer insights into the development and implementation of course content that helps students define, examine, and apply social justice terms that advance training for public service.

The issue concludes with three book reviews. Given the journal’s focus, 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, Overholser (2022) provides a solid review of Public Service and Good Governance for the Twenty-First Century that provides both an overview of the text while also provide guidance on how the book can be incorporated effectively into the MPA classroom. In the second review, Ibrahim (2022) reviews the classic book The New Case for Bureaucracy in light of what makes the book relevant for us today. Finally, Lewis and Sullivan (2022) round out the book reviews with their thoughtful review of The Black Butterfly: The Harmful Politics of Race and Space in America.

Disclosure statement

No potential conflict of interest was reported by the author(s).