CHI TIẾT NGHIÊN CỨU …
Tiêu đề
In search of identity: Public administration education in Taiwan
Tác giả
Tung-Wen Sun M.; Gargan J.J.
Năm xuất bản
1997
Source title
International Journal of Public Administration
Số trích dẫn
3
DOI
10.1080/01900699708525256
Liên kết
Tóm tắt
Education program plays an important part in transmitting public administration knowledge to future administrators. What constitutes the “core” knowledge is presumably determined by societal expectations. Using Public Administration education in Taiwan as an example, this study finds that there exists a “crisis of identity” which concerns the proper role of administrators -- generalists vs. specialists. Public Administration education program in Taiwan, oriented toward a liberal arts education, has failed, according to some, to provide well trained and qualified students for the public services. The current education programs have resulted in a disjointed process in which the diffusion of public administration knowledge is discontinuous. © 1997, Taylor & Francis Group, LLC.
Từ khóa
Tài liệu tham khảo
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Comparison of Perceived Effectiveness of MPA Programs Administered Under Different Institutional Arrangements, Public Administration Review, 48, pp. 876-884, (1988); Lewis G.B., How Much is an MPA Worth? Public Administration Education and Federal Career Success, International Journal of Public Administration, 9, pp. 397-415, (1987); The initial effort was to collect data from every university which had a public administration program. Department of Public Administration in Tung Hai University does not yet have alumni. However, some data were not available in the department or some departments; Since available information does not provide course descriptions, data have been grouped according to course titles. Two courses that have different titles may be essentially the same course. Alternatively, two courses with similar titles may cover different materials, One caution should be noted with regard to the data; The respective percentages are 50.7 percent for NCCU, 58.6 percent for NCHU, and 57.7 percent for THU; Since the curriculum of NTU was not divided according to the areas of emphasis in the department, only courses directly related to public administration were identified to represent courses offered to students majoring in public administration. Therefore, the proportion of public administration and public policy related courses offered by NTU may be over; Data not shown, the percentage is calculated by dividing the number of liberal art courses as defined by the number of required courses in these courses; See Hsieh, Yen-Geng. "The Role of Public Administration Program, " Public Administration, 12, pp. 2-28, (1977); Chang S.-H., Professional Education of the Public Administration Program of the Yale University, Public Administration, 11, pp. 49-72, (1979); Hsu Y.-S., Critique and Analysis of Contemporary Personnel System in the Republic of China, pp. 31-32, (1988); Republic of China, 1987, p. 52, This figures reflects an increase from 52 percent in, (1977); Lee K.-H., Seventy Years of Republic of China's Civil Service Examination and Career System, (1980); Lui M.-C., General Descriptions of the Formal Evaluation of University Education in Taiwan and Its Improvements, Research, Development and Evaluation Monthly, 94, pp. 38-47, (1984); The point is made by comparing the percentage of respondents who rated public administration education as "least" (5.3 percent) or "less" (19.7 %) effective, a total of 25 percent, and that of those who rated it as "most" (1.3 %) or "very; Due to space limitation, specific items in each of the categories were not shown; Each respondent could cite up to three problems; Keller L.F., Laudicina E.V., Coping with Diversity: Undergraduate Public Administration Education in the 1980s, International Journal of Public Administration, 4, pp. 297-326, (1982); Note that using Keller and Laudicina's assessment of American public administration education as a basis for comparison may be biased, since the US tradition on public administration is clearly specialist oriented. As suggested by one reviewer, there exists a strong generalist tradition in the British and some European experiences, and the "identity" question can be discussed within a much wider context than what is proposed here; Chiang J.-K., Education and Recruitment of Chinese Senior Social Scientists, The Chinese Journal of Public Policy Studies, 6, pp. 80-94, (1983)
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