Changes in Public Affairs and Administration Doctoral Research, 2000 and 2015
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| Title: | Changes in Public Affairs and Administration Doctoral Research, 2000 and 2015 |
|---|---|
| Language: | English |
| Authors: | Slagle, Derek (ORCID |
| Source: | Journal of Public Affairs Education. 2019 25(4):441-456. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Public Affairs Education, Public Administration Education, Doctoral Dissertations, Educational Research, Student Research, Graduate Students, Educational Change, Public Administration, Public Policy, Doctoral Degrees, Electronic Learning, Global Approach, Core Curriculum |
| DOI: | 10.1080/15236803.2018.1477370 |
| ISSN: | 1523-6803 |
| Abstract: | The study collected data from ProQuest Dissertations and Theses database for years 2000 and 2015 in order to explore shifts in public affairs doctoral research. Results indicated a dramatic increase for online doctoral dissertations with 20% of all public administration and public policy dissertations produced from online, for-profit institutions by 2015. When public administration is examined in isolation, 36% of all public administration doctoral dissertations are from online institutions. Concomitantly, doctorate of public administration degrees dropped to 2% of total conferred public administration and public policy degrees. The dramatic rise of public policy as a subject, in comparison to declining self-identification of public administration, was noted. A thematic and comparative curriculum assessment for top producers of all degree types was conducted in order to gauge overlaps and dissimilarity between program types. The implications of the findings are discussed in broader context to understand the pedagogical significance of potential shifts for public affairs education. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1244785 |
| Database: | ERIC |
| Abstract: | The study collected data from ProQuest Dissertations and Theses database for years 2000 and 2015 in order to explore shifts in public affairs doctoral research. Results indicated a dramatic increase for online doctoral dissertations with 20% of all public administration and public policy dissertations produced from online, for-profit institutions by 2015. When public administration is examined in isolation, 36% of all public administration doctoral dissertations are from online institutions. Concomitantly, doctorate of public administration degrees dropped to 2% of total conferred public administration and public policy degrees. The dramatic rise of public policy as a subject, in comparison to declining self-identification of public administration, was noted. A thematic and comparative curriculum assessment for top producers of all degree types was conducted in order to gauge overlaps and dissimilarity between program types. The implications of the findings are discussed in broader context to understand the pedagogical significance of potential shifts for public affairs education. |
|---|---|
| ISSN: | 1523-6803 |
| DOI: | 10.1080/15236803.2018.1477370 |
