Teaching Leadership in Public Administration

Blanchard, Lloyd A.; Donahue, Amy K.

doi:10.1080/15236803.2007.12001492

Cited by 10 publications

(8 citation statements)

References 25 publications

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“….efficiency, effectiveness, (and) authority through leadership" (p. 40). Blanchard and Donahue (2008) and LaBelle, Somers, and Perelli (2010) focus on leadership roles in a Competing Values Framework that links together leadership, motivation and decision making into eight leader roles. These roles focusing on flexibility are mentor and facilitator, broker and innovator, while roles focusing on control are monitor and coordinator, and director and producer.…”

Section: Public Sector Leadershipmentioning

confidence: 99%

“…More than thirteen of these influential studies can be found in the Reference section of this article including works by Mintzberg and Gosling (2002), Andrews and Boyne (2010), Blanchard and Donahue (2008), Bradley (2008), Parker and Carroll (2009), Ryde (2009), and Wallis and McLoughlin (2007). In addition to these authors, the article "Leadership across Levels -Levels of Leaders and Their Levels of Impact" by De Church, Hiller, Murase, Doty and Salas in the Leadership Quarterly (2010) assesses 25 years of leadership research from eleven top journal focusing on leadership in organizations.…”

Section: Leadership Literaturementioning

confidence: 99%

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International Collaboration in Local Government Leadership Development: Insights Gained from a U.S. and Ireland Partnership

Eitel

2012

International Journal of Public Administration

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There is great value in international partnerships when developing leadership potential in local government. This article focuses on the lessons-learned from three innovative annual joint collaboration efforts under the auspices of the Institute of Public Administration (IPA) in Ireland and DePaul University (Chicago). The purpose was to provide an "outside in" perspective of how local government works in different countries. This was illustrated by a recent series of collaborative programs to develop 59 senior individuals in local authorities throughout Ireland. Approaches used included shadowing local government officials, collaborations with community partners, and benchmarking meetings with officials to learn about innovative projects.

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Section: Public Sector Leadershipmentioning

confidence: 99%

Section: Leadership Literaturementioning

confidence: 99%

International Collaboration in Local Government Leadership Development: Insights Gained from a U.S. and Ireland Partnership

Eitel

2012

International Journal of Public Administration

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“…To the extent that these and other factors require indirect management, they also suggest a wider notion of leadership , not simply commanding others, but rather enabling, persuading, influencing and empowering them (Crosby and Bryson, 2007; Blanchard and Donahue, 2006) – again, capabilities calling for the type of learning inherent in interactive teaching with objects.…”

Section: The Requisite Capabilities Of Public Servantsmentioning

confidence: 99%

“…Obviously, learning objectives are important in any kind of teaching, but being explicit in preparing for interactive teaching is particularly important – and even more so in public administration, where different kinds of things (e.g. cognitive vs affective) are learnt (Blanchard and Donahue, 2006), and also where ambiguous issues may be under consideration. Clearly defined objectives increase the likelihood that the class is not just having fun; they help focus our planning and discussion management, partly by assisting us in making teaching choices consistent with these objectives.…”

Section: Applying Clear Learning Objectivesmentioning

confidence: 99%

Interactive education in public administration (2)

Brock

Alford

2014

Teaching Public Administration

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The previous article (‘Interactive education in public administration (1): The role of teaching “objects”’) described the benefits of ‘moving from behind the lectern’ to engage in interactive teaching in public policy and administration, and the central role of ‘objects’ in that process. But teaching ‘objects’ can only produce effective results if they are used in a way that achieves learning objectives. Interaction for interaction’s sake is not enough; it must also lead to understanding of new concepts and analytical approaches. Moreover, interactive teaching can be challenging for teachers who mainly use didactic traditional lecturing, since it entails sharing control of the discussion with students. This article explains and justifies a purposeful, structured framework both for stimulating engagement in public administration courses, and for turning that engagement into learning, in a way that provides for the intellectual safety of the teacher and student – which is crucial for enabling participants to take risks in classroom discussions. In the process, the article further addresses the rationale for using interactive and object-based approaches specifically in public administration and related disciplines.

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“…Real-world learning experiences and authentic activities are effective strategies to enhance learners' interest and motivation to learn. Research findings (Blanchard & Donahue, 2007) revealed that teaching students in realistic situations such as simulation techniques allows them to participate actively. This could also develop their affective, behavioral, and cognitive domains in learning.…”

Section: Introductionmentioning

confidence: 97%

Effects of Simulation, Socio-Economic Profile, and Attitudes on the Academic Performance of Students in Technology and Livelihood Education (TLE)

Macabanding

2022

IJHSS

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This study investigated the effects of a cooking simulation approach on students’ academic performance in the subject Technology Livelihood Education (TLE) among fourth-year high school students of the MSU-Wao Community High School. A total of 92 secondary students were selected to participate in the study from an intact pilot sample who took the TLE subject. A semi-structured questionnaire was used to collect data in a two-group pre-test post-test quasi-experiment design. Data were analyzed using descriptive statistics, independent samples t-test, and the Pearson product moment correlation. Findings revealed that the majority of the fourth-year high school students were female, aged between 15 and 16 years old, whose parents had attained a college education and have a moderate family income, and a small family size. Students in both the simulation and convention groups have positive attitudes toward TLE. Moreover, the fathers’ level of education attainment and family size have an impact on the students’ academic performance. Their level of academic performance was proficient based on their knowledge and skills in TLE, especially in cooking lessons. The academic performance of students has significantly improved when using cooking simulation. Students in the simulation group have demonstrated better proficiency and interest in the TLE subject. The findings of the study indicate that a simulation teaching approach has a positive impact on students’ academic performance. Hence, teachers are encouraged to use simulation or actual learning activities in teaching TLE lessons to enhance students’ academic performance and stimulate their educational experience.

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Teaching Leadership in Public Administration

Cited by 10 publications

References 25 publications

International Collaboration in Local Government Leadership Development: Insights Gained from a U.S. and Ireland Partnership

International Collaboration in Local Government Leadership Development: Insights Gained from a U.S. and Ireland Partnership

Interactive education in public administration (2)

Effects of Simulation, Socio-Economic Profile, and Attitudes on the Academic Performance of Students in Technology and Livelihood Education (TLE)

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