Beyond the Case Method in Public Affairs Education: Unexpected Benefits of Student-Written Cases

Careaga, Maite; Rubaii, Nadia; Leyva, Santiago

doi:10.1080/15236803.2017.12002270

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…Comparative cases have value when teaching in a crossnational context, allowing students to assess the extent to which problems or solutions from one country apply to another, but only if such cases maintain sufficient contextual rele vance. Referring to the unique political and social circumstances facing Colombia after more than 50 years of armed conflict and in the midst of an active peace process, Careaga, Rubaii, & Leyva (2016) suggest that the cases available through existing case banks are of limited relevance. For many developing coun tries, the multitude of cases set in the United States and western Europe are interesting but offer few transferable lessons, especially because the institutional and social contexts of these cases differ widely from those in developing states.…”

Section: The Case Methodsmentioning

confidence: 99%

Providing Context and Inspiring Hope: Using the Case Method to Teach Public Policy in Developing Countries

Mudida

Rubaii

2017

Journal of Public Affairs Education

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This article asks: What makes for good cases when teaching public policy in a developing country? How important is geographic proximity relative to other factors in determining relevance? Building on literature about the unique public policy needs in developing countries and the case method as a pedagogical tool, and using a survey from a program that serves midcareer professionals in Nairobi, Kenya, the authors find the following to be key criteria for case selection: being set in a comparable developing country context; representing a similar array of public problems as the local context; demonstrating alternative public policy approaches to achieve progress; and inspiring optimism and hope by virtue of overcoming barriers. The authors share information on two cases that students identified as best meeting these criteria, one set in Asia (Singapore) and the other in Latin America (Colombia).

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Section: The Case Methodsmentioning

confidence: 99%

Providing Context and Inspiring Hope: Using the Case Method to Teach Public Policy in Developing Countries

Mudida

Rubaii

2017

Journal of Public Affairs Education

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“…However, in line with other countries that do not have a long tradition of using the case method, there were few up-to-date case studies set in the context of the Portuguese public administration. Using American cases could limit the benefits of the method, since they “risk leading students to draw inappropriate comparisons or make unrealistic recommendations” (Careaga et al, 2017). Since the history, ideological influences, role and scope of American public administration are very different from its Portuguese counterpart, there was a fear that a “not invented here” syndrome (the idea that you cannot learn from something created elsewhere) would hinder the use of cases, by both lecturers and students.…”

Section: The Ipps-iscte Experiencementioning

confidence: 99%

Fostering university-public administration links through local case studies in executive education

Vegi da Conceição,

Beja,

Mamede

2024

Teaching Public Administration

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The gap between public managers and academics has long been a topic of discussion in the field of public affairs. This article presents a successful strategy to bridge this gap: the creation and use of local case studies in executive education for Portuguese public managers. We found that the creation process, which included interviews with practitioners, allowed them to reflect on their work from the framework of academic theories. As for the use of cases in the classroom, the local aspect of the case studies - set in Portuguese institutions, and shaped by the local values, mores, and norms - fostered the appropriation of the subject matter and enhanced the sharing of experiences and ideas, combining academic theory with tacit knowledge from the field. We discuss examples of the observed benefits, as well as the challenges and possibilities of replicating the strategy in other contexts.

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“…“Enseñanza y Aprendizaje de Administración y Políticas Públicas en las Américas,” compiled by Cristián Pliscoff (2014), demonstrates some teaching and learning tools like service-learning pedagogy and case analysis. More recently, some studies have discussed case method implementation in the Latin American context (Careaga et al, 2017; Mudida and Rubaii, 2017) or the development of competencies in Latin American programs (Purón-Cid, 2018; Copobianco et al, 2018). Careaga-Tagüeña and Sanabria-Pulido (2021) explore the use of active learning practices in several regions including Latin America, these authors identify a body of literature that addresses the use of case studies and PBL in public affairs education, however only two of the cited works addresses to PBL, even more, these two references come from very different domains as the medical and pharmaceutical 2 (see Careaga-Tagüeña and Sanabria-Pulido, 2021: 101).…”

Section: Teaching Public Policy In Latin America and Active Learning ...mentioning

confidence: 99%

“…1For example, just 5 of approximatively 2000 from Harvard’s John F. Kennedy School of Government (not in Spanish) or 23 of approximately 640 cases from the Centro International de Casos (CIC) compiled and maintained by the Monterrey Institute of Technology and Higher Education (ITESM, its Spanish abbreviation) (Careaga et al, 2017: 575).…”

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confidence: 99%

The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America

Munoz-del-Campo

2022

Teaching Public Administration

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If the aim of developing public policies is to solve social issues, it is worth asking whether the higher education programs for future public servants are being adapted to the demands of our societies. If we also recognize a relationship between education and political capacity, then it is pertinent to study the development of knowledge, skills, and attitudes promoted by these programs and the appropriate teaching-learning strategies employed. Therefore, this study aims to explore the usefulness of one specific active learning method – problem-based learning (PBL) – for teaching public policy in Latin America: Can the PBL be used as a pedagogical framework for Master of Public Policy (MPP) and Master of Public Administration (MPA) programs?. To tackle this debate, I conducted a content analysis (supported on the software ATLAS.ti) from a corpus of information obtained from two axes: First, from a simple of empirical works on PBL I define this tool, identify its main characteristics, and create three categories to examine the implications of the PBL learning framework on the teaching of public policy & administration (PPA) higher education field. Second, through a simple of the region’s MPP and MPA programs, I identify capacities that these programs intend to install in their students. The findings show the implications of the PBL’s learning framework on the teaching of PPA higher education in this field and reveals the usefulness of this tool for achieving the programs’ teaching-learning outcomes.

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Beyond the Case Method in Public Affairs Education: Unexpected Benefits of Student-Written Cases

Cited by 7 publications

References 24 publications

Providing Context and Inspiring Hope: Using the Case Method to Teach Public Policy in Developing Countries

Providing Context and Inspiring Hope: Using the Case Method to Teach Public Policy in Developing Countries

Fostering university-public administration links through local case studies in executive education

The problem-based learning as a pedagogical framework for teaching master of public policy and master of public administration programs in Latin America

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