A qualitative analysis of JPAE’s international context articles: Comparative emphasis in public affairs education

Figures & data

Table 1. Context factors and academic areas in the JPAE international articles reviewed with appositional concept pairs summarizing main issues.

	Topic areas in public affairs education
National context factors	Training and education	Teaching methods	Post-secondary governance	Degrees and specialties
Culture and society	Knowledge vs. Skills	Instructor vs. Student	Public vs. Private	Traditional vs. Modern
Government organization	Generalist vs. Specialist	Procedure vs. Experience	Centralized vs. Decentralized	Functional vs. Technical
Government workforce	Professional vs. Occupational	Principles vs. Practices	Meritocratic vs. Plutocratic	License vs. Credential
Government capacity	Broad vs. Narrow	Analytical vs. Synthetic	Regulated vs. Entrepreneurial	Practical vs. Technical

Table 2. Type and focus of the study of the fifty-nine JPAE international articles by main topic in public affairs education.

	Article main topic in public affairs education
Comparative emphasis	Post-secondary systems and institutions	Pedagogy and teaching methods	Degrees, curriculum, and course content
Descriptive (46)	Article authors, year, and key finding or observation
Transnational (Focus on more than one country or a region) (14)	Doci (1997), Needs from West to upgrade PAE in Central and Eastern Europe Baradei and Newcomer (2005), Lessons from bi-lateral university collaboration Adams and Infeld (2011), Report on evaluation of Fulbright Scholars in PAE Purón Cid (2018), Comparison of university degree characteristics in LAC, US, Mexico	King (1997), Teaching strategies for students from former Soviet-bloc Spoormans and Vanhoonacker (2005), Student-centered, problem-based professional PA higher education for Europe in Netherlands Scott (2013), Practical pedagogical approach for developing policy skills in ANZSOG Appe and Barragán (2013), Strategies for PAE values education outside the classroom in Ecuador Kilonzo, Sandfort, and Liu (2016), Pedagogical strategies for using multimedia learning objects in Kenya, U.S., China Mudida and Rubaii (2017), Keys to effective cases for development administration in Kenya with Asia, and LAC	Hajnal (2003), Disciplines and curricula quantitatively analyzed to three approaches in twenty-three European countries Geva-May and Maslove (2006), Differences in policy education rooted in place and context Canada, U.S., Europe Purón-Cid (2017), Reliance on soft-skills for Information technology education in LAC van der Wal (2017), Attitudes and public value motivation in MPA students from China, India, Indonesia, and Singapore
National (Focus on single country or nation) (32)	Stewart (1997), Views of students at American PAE institute about national corruption in Georgia Tong and Straussman (2003), Development of the MPA degree in China Julnes (2006), Description of university assistance partnership and lessons in Dominican Republic Bremer and Baradei (2008), Assessment of four PAE programs training and match with sector needs in Egypt Melnick, Kaur, and Yu (2011), International student social adjustment persists after 6 months and affects academic outcomes in U.S. Chen, Wang, and Song (2012), Social network benefits of MPA study at a university in China Haruna and Kannae (2013), Integration of global standards and local needs in Ghana PAE Oliveira and Rubin (2013), Evolution of PAE education and training system in Brazil Onder and Brower (2013), Quantitative document review of research and PAE in Turkey Azhar and Manzoor (2014), Mismatch of PA education and government in Pakistan Ewoh (2014), Development of public service and PAE in Nigeria Kwaku Ohemeng (2014), Public management and training organization in Ghana Zemrani (2014), Evolution of higher education and public administration in Morocco Woo (2015), Recruitment practices for civil service representativeness in Malaysia	Miller-Millesen and Mould (2004), Project-based learning about non-profits for U.S. students in Kyrgyzstan Ye, Sun, and Wu (2009), Local government PAE training for Chinese officials in U.S. Rivenbark and Bianchi (2011), Lessons from Fulbright teaching in Italy Hummel, Freeland, Craft, and McKellips (2012), Immersion for PAE instruction in conflict in Afghanistan Oser, Gadot-Perez, and Galnoor (2013), Review and general lessons learned adapting case material in Israeli MPPs Bavon (2014), Program outcomes assessment planning in Ghana	Klingner and Washington (2000), Development and limits of international and comparative perspective in U.S. Devereux and Durning (2001), Benefits of international outreach strategy in curriculum change in U.S. Brinkerhoff and Brinkerhoff (2005), Topics for international public service curricula Park and Park (2006), Diffusion of IT education in undergraduate curriculum in Korea Scavo, Dezendorf, Kostina, Startsev, and Vishnevskaya (2006), Design of MPA at Russian Academy of Public Administration Yildiz, Demircio˘glu, and Babao˘glu (2011), Review of undergraduate public policy curriculum in Turkey Benavides, Fierro-Villa, and Aguayo (2013), Mexican MPA curricula contributions to national reform Greve (2013), Purpose, organization, and content of Executive PAE masters in Denmark Subban and Vyas-Doorgapersad (2014), Development of problem, project, and soft-skills curriculum for PAE in South Africa Rubaii, Appe, and Stamp (2015), Study abroad opportunities in NASPAA Schools needed for cultural competence Yildiz, Babaoğlu, and Demircioğlu (2016) Review of graduate PAE e-government content in Turkey Haase, Haddad, and El-Badri (2018), Gaps among needs, advertisement, and course offerings in Lebanon
Prescriptive (13)	Article Authors, Year, and Key Finding or Observation
Transnational (Focus on more than one country or a region) (8)	Sabolsky and Purdy (1997), Need to develop new strategies to teach economic development in PAE in former soviet-bloc Haskell and Hernandez (2018), Need to expose Mexican public service education to international norms and standards Rauhaus and Sakiev (2018), Need for different approach from US PAE Curriculum to support development in Kazakhstan and Krygz Republic	Maggiotto (1997), Agenda for teaching American PAE to students from former Soviet-block nations Neuby (2012), Needs for success with Chinese students MPA program in U.S.	Ryan (2010), Intercultural competencies and experiences through immersion are critical Balboa and Deloffre (2015), Global public goods and governance require NGO-like knowledge and skills Appe, Rubaii, and Stamp (2016), Service Learning useful to promote cultural competence and ethics
National (Focus on single country or nation) (5)	Lapsina (1997), Needed reforms in post-soviet PAE in agricultural institute in Moscow Yang (2005), Need to integrate global benchmarks and local traditions for Chinese model of MPA for development	Baker-Boosamra, Guevara, and Balfour (2006), Need for solidarity relationship in pedagogy for PAE service learning in El Salvador	Yu, Rubin, and Wu (2012), Need for executive MPA for senior public servants in China Haque and Gunther-Canada (2018), Need for transparent public service skillsets to promote democracy globally from U.S. experience

Table 3. Total of JPAE international articles by study type and PAE topic.

(n = 59)	PAE topic
Comparative emphasis	Row totals	Post-secondary systems and institutions	Pedagogy, teaching methods, and tools	Degrees, curriculum and course content
Descriptive	46 (77.9%)	18 (31%)	12 (20%)	16 (27%)
International	14 (23.7%)	4 (6.8%)	6 (10.1%)	4 (6.8%)
National Study	32 (54.1%)	14 (23.7%)	6 (10.1%)	12 (20%)
Prescriptive	13 (22%)	5 (8.5%)	3 (5%)	5 (8.5%)
International	8 (13.6%)	3 (5.1%)	2 (3.4%)	3 (5.1%)
National Study	5 (8.5%)	2 (3.4%)	1 (1.7%)	2 (3.4%)
Column totals	59 (100%)	23 (39.5%)	15 (25.3%)	21 (35.5%)

Table 4. Number of JPAE international context articles published by year.

Year	Number
1997	6
2000	1
2001	1
2003	2
2004	1
2005	4
2006	4
2008	1
2009	1
2010	1
2011	4
2012	4
2013	8
2014	6
2015	3
2016	3
2017	3
2018	6
TOTAL	59

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Adams, W. C., & Infeld, D. L. (2011). Fulbright scholars in public administration, public affairs, and public policy. Journal of Public Affairs Education, 17(1), 139–150. doi:10.1080/15236803.2011.12001632

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Purón Cid, G. (2018). A comparative analysis of public affairs master’s programs in the United States and the Latin American region. Journal of Public Affairs Education, 1–29. doi:10.1080/15236803.2018.1489094

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King, K. N. (1997). Nonprofit management education for students from former Soviet and Communist countries. Journal of Public Administration Education, 3(1), 89–92. doi:10.1080/10877789.1997.12023416

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Scott, C. (2013). Teaching policy analysis in cross-national settings. A system approach. Journal of Public Affairs Education, 19(3), 433–443. doi:10.1080/15236803.2013.12001744

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Kilonzo, S. M., Sandfort, J. R., & Liu, H. K. (2016). Using multimedia learning objects in public affairs classrooms: Global experiences with Hubert project E-cases and E-studies. Journal of Public Affairs Education, 22(3), 345–362. doi:10.1080/15236803.2016.12002252

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Mudida, R., & Rubaii, N. (2017). Providing context and inspiring hope: Using the case method to teach public policy in developing countries. Journal of Public Affairs Education, 23(2), 691–712. doi:10.1080/15236803.2017.12002279

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Hajnal, G. (2003). Diversity and convergence: A quantitative analysis of European public administration education programs. Journal of Public Affairs Education, 9(4), 245–258. doi:10.1080/15236803.2003.12023597

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Geva-May, I., & Maslove, A. (2006). Canadian public policy analysis and public policy programs: A comparative perspective. Journal of Public Affairs Education, 12(4), 413–438. doi:10.1080/15236803.2006.12001449

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Purón-Cid, G. (2017). Information technology strategy and management curricula in public administration education in Latin America. Journal of Public Affairs Education, 23(3), 903–924. doi:10.1080/15236803.2017.12002295

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van der Wal, Z. (2017). Ethos reinforced, government endorsed? Comparing pre-entry and post-entry values, motivations, sector perceptions, and career preferences of MPA students in Asia. Journal of Public Affairs Education, 23(4), 935–958. doi:10.1080/15236803.2017.12002298

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Stewart, J. G. (1997). Student attitudes toward systemic corruption: Teaching ethics in the Republic of Georgia. Journal of Public Administration Education, 3(1), 1–12. doi:10.1080/10877789.1997.12023403

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Tong, C. H., & Straussman, J. D. (2003). A master of public administration degree with Chinese characteristics? Journal of Public Affairs Education, 9(2), 105–115. doi:10.1080/15236803.2003.12023580

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Julnes, P. D. L. (2006). University-government partnerships in support of state reform: Lessons from the Caribbean. Journal of Public Affairs Education, 12(4), 439–460. doi:10.1080/15236803.2006.12001450

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Bremer, J., & Baradei, L. E. (2008). Developing public administration and public policy master’s programs in Egypt. Journal of Public Affairs Education, 14(3), 439–462. doi:10.1080/15236803.2008.12001536

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Melnick, G. A., Kaur, G., & Yu, J. (2011). Social integration and academic outcomes: The case of an international public policy and management program. Journal of Public Affairs Education, 17(4), 569–584. doi:10.1080/15236803.2011.12001662

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Chen, B., Wang, F., & Song, J. (2012). Are they connected? Exploring academic and social networks among MPA students at a Chinese university. Journal of Public Affairs Education, 18(1), 137–156. doi:10.1080/15236803.2012.12001675

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Haruna, P. F., & Kannae, L. A. (2013). Connecting good governance principles to the public affairs curriculum: The case of Ghana Institute of Management and Public Administration. Journal of Public Affairs Education, 19(3), 493–514. doi:10.1080/15236803.2013.12001748

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Oliveira, F. B., & Rubin, M. M. (2013). Public administration education in Brazil: Evolution, challenges, and opportunities. Journal of Public Affairs Education, 19(4), 635–655. doi:10.1080/15236803.2013.12001757

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Kwaku Ohemeng, F. L. (2014). Challenges and prospects of public administration education and training in Africa: The case of Ghana. Journal of Public Affairs Education, 20(4), 469–486. doi:10.1080/15236803.2014.12001802

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Zemrani, A. (2014). Teaching public administration: The case of Morocco. Journal of Public Affairs Education, 20(4), 515–528. doi:10.1080/15236803.2014.12001805

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Miller-Millesen, J. L., & Mould, D. H. (2004). Project-based learning in nonprofit management education: Results from an educational partnership between the United States and Kyrgyzstan. Journal of Public Affairs Education, 10(3), 247–258. doi:10.1080/15236803.2004.12001363

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Devereux, E. A., & Durning, D. (2001). Going global? International activities by U.S. schools of public policy and management to transform public affairs education. Journal of Public Affairs Education, 7(4), 241–260. doi:10.1080/15236803.2001.12023521

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Haase, T. W., Haddad, T., & El-Badri, N. (2018). Public administration higher education in Lebanon: An investigation into the substance of advertised courses. Journal of Public Affairs Education, 24(1), 43–65. doi:10.1080/15236803.2018.1429820

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