领导学课程教学模式改革的方案研究

领导学课程作为高校行政管理专业的一门专业基础理论课,从其课程教学情况来看还主要偏重于对学生的理论教学,忽视了对学生领导活动实践能力方面的培养。进行领导学课程教学模式改革,首先应理清该课程教学模式改革的思路,在此基础上,展开具体的领导学课程教学模式改革方案,从理论学习和实践环节两方面来提高学生的领导实践能力,这其中既需要师生间进行良好的配合,也需要高校对领导学这门课程的教学模式改革给予大力支持。     

Examining the Nature and Significance of Leadership in Government Organizations

Though the mainstream organizational literature has advanced in the last 20 years with the integration of transformational and distributed leadership theories, as well as genuine attempts at comprehensive models, the public sector literature has lagged, especially in utilizing large‐scale empirical studies. This study takes advantage of a very large government data set to test the utility of one of the best known theories, the “full range” leadership theory of Bernard Bass. It addresses three important research questions: How inclusive is Bass’s operational definition of leadership? How much of an impact do Bass’s leadership competencies have on follower satisfaction? Finally, how important is transformational leadership compared to transactional leadership in government settings? The results indicate that Bass’s broad definition of leadership comes quite close to capturing what federal employees perceive to be effective leadership. The relationship between good leadership in an organization and follower satisfaction is also presented as an important outcome in the federal government. Finally, both transactional and transformational leadership are perceived as important in the federal government, although transformational leadership is considered slightly more important even after shifting one important factor, individualized consideration, back to the transactional model.     

Beyond Cognition: Affective Leadership and Emotional Labor

How do the concepts of emotional labor and artful affect translate into our understanding of leadership? Where would one find affective leadership in practice? To address these questions, the workdays of civil servants are examined. Based on interviews and focus groups, the authors set forth in their own words how social workers, 911 operators, corrections officials, detectives, and child guardians experience their work. These interviews reveal the centrality of emotion work in the service exchange and underscore affective leadership in practice. The authors conclude that the most important challenge facing public administrators is not to make work more efficient but to make it more humane and caring. Affective leadership, and recognition of the centrality of emotional labor therein, are the means by which this approach is championed.     

Learning the Ropes: Communities of Practice and Social Networks in the Public Sector

ABSTRACT

How do public agencies integrate new employees and shape their learning process? How do newcomers’ connections, formed with experienced professionals, help them “learn the ropes”? Public managers may find themselves asking such questions as they employ tactics to transition newcomers into productive organizational members who fit in well. At the same time that managers work to shape newcomer learning, newcomers proactively develop their own ties within the organization for information and support. This study examines organizational socialization tactics in a state agency using longitudinal qualitative and social network data. We investigate the dynamics of organizationally instituted communities of practice and individual level egocentric networks in the context of newcomer adaptation. Our analysis reveals that while both are venues for newcomer learning and information acquisition there exists a distinction in real-time learning and practice between these two knowledge sources. Our article develops implications for both public management theory and practice.     

Administrative burden in digital public service delivery: The social infrastructure of library programs for e-inclusion

In their efforts to digitize public service delivery, countries increasingly use algorithms based on mathematical models, data and/or a combination of different administrative datasets to issue decisions, but recent studies point towards challenges around citizens' understanding, accessing, and filing objections to such automated decisions. This paper focuses on the social infrastructure supporting citizens that struggle with accessing such services. To address this, we ask: How does the social infrastructure affect administrative burdens associated with digital government services? This is studied in the Dutch context through expert interviews and observations of support programs in libraries. We find that although libraries as primary sites for these services may pose the disadvantage of being more difficult to reach for low-literate citizens, advantages are their organizational structure at the local level as well as their currently changing role to include a growing range of services, including (digital) skills courses.     

The Big Questions of Public Administration Education

Following Behn's observation that scientists in other fields understand the big questions of their disciplines and focus attention and their discussions on those questions, public administration scholars have attempted to identify the “big questions” in public management and public administration. In this article, I suggest that scholars in public administration should also be attentive to the big questions of public administration education, those timeless and enduring concerns that speak to the basic perspectives that we bring to the educational process. Specifically, I identify four big questions: Do we seek to educate our students with respect to theory or to practice? Do we prepare students for their first jobs or for those to which they might aspire later? What are the appropriate delivery mechanisms for MPA courses and curricula? What personal commitments do we make as public administration educators? I argue that these big questions in public administration education are far more connected than we usually think, and by posing these questions in terms of processes of human development we can at least provide a framework through which we might develop more coherent answers to these big questions, answers that recognize and build on the diversity of our students and our faculty.     

Defining E‐leadership as Competence in ICT‐Mediated Communications: An Exploratory Assessment

While many aspects of the dramatic shifts caused by digital government have made enormous progress, the leadership of those who serve the public via electronic means has yet to take a significant step forward. This article addresses three questions: How significant has e‐leadership become? What are the challenges in trying to create a more comprehensive model of defining and measuring e‐leadership? And, based on current knowledge, what skill and behavioral elements are candidates for a concrete e‐leadership model? The authors develop and test an original model that focuses on e‐leadership as a competence in virtual communications (i.e., the use of ICT‐mediated communications) and the digital opportunities and challenges that are created. The results provide strong support for the proposed model. The article concludes with a discussion of a future agenda for e‐leadership research that can be developed in a manner that is fruitful for theory and practitioners.     

When are Students Ready for Research Methods? A Curriculum Mapping Argument for the Political Science Major

For many political science programs, research methods courses are a fundamental component of the recommended undergraduate curriculum. However, instructors and students often see these courses as the most challenging. This study explores when it is most appropriate for political science majors to enroll and pass a research methods course. The hypothesis posits that the number of prior introductory-level political science courses can be a strong precursor to research methods success, even for those who are upper-class students and majors. This hypothesis is tested by analyzing data from six sections of an undergraduate research course offered at a midsized public university. The results demonstrate that students are most likely to succeed in their research methods course if they are majors with at least five previous political sciences courses completed. Recommendations for course prerequisites and specific curriculum mapping are offered in light of these findings.     

Heterogeneous Effects of Early Algebra across California Middle Schools

How should schools assign students to more rigorous math courses so as best to help their academic outcomes? We identify several hundred California middle schools that used 7th-grade test scores to place students into 8th-grade algebra courses and use a regression discontinuity design to estimate average impacts and heterogeneity across schools. Enrolling in 8th-grade algebra boosts students’ enrollment in advanced math in ninth grade by 30 percentage points and eleventh grade by 16 percentage points. Math scores in tenth grade rise by 0.05 standard deviations. Women, students of color, and English-language learners benefit disproportionately from placement into early algebra. Importantly, the benefits of 8th-grade algebra are substantially larger in schools that set their eligibility threshold higher in the baseline achievement distribution. This suggests a potential tradeoff between increased access and rates of subsequent math success.     

Modernization Programs in Perspective: Institutional Analysis of Organizational Change

Contemporary reform programs give students of comparative public administration a new chance to update their theoretical ideas about organization and organizing. Do forms of government and political institution matter? If so, what are the effects of different organizational forms? Why do we have the institutional forms we have? How can we explain their origins, persistence and development? This article explores the possible value of organization theory for the study of comprehensive administration reform. An attempt is made to specify how modernization efforts may be affected by properties of existing institutions. It is argued that contemporary modernization programs are based on an instrumental view of organizational decision-making and change. An institutional perspective is then outlined.     

The re-occurrence of violations in occupational safety and health administration inspections

How well do firms in the United States maintain compliance with occupational safety and health administration (OSHA) standards after being cited for a violation? How and why does this vary among standards? This paper identifies serious violations of 91 frequently cited standards at manufacturing plants during 1992–2002 and tracks compliance with that standard in later inspections over 10 years. While formal measures of Repeat violations are quite low, we find considerably higher re-violation rates for some standards once we look separately at how often health standards are cited in later health inspections and safety standards cited in later safety inspections. Characteristics of the standards affect re-violation rates, but not always in the expected direction. Standards whose violations are rated as more hazardous or which received higher initial penalties tend to have more re-violations. These findings could reflect inspector behavior, with those standards getting more attention and thus being cited more frequently. When, as in the case of OSHA and other enforcement agencies, we know about violations only when inspectors cite them, we need to consider bureaucratic behavior as well as employers' incentives.     

Reining in the Bureaucrats: Democratic Transition and Administrative Procedural Reform in Korea

How do civilian presidents control their bureaucracies after taking over from an authoritarian regime? To answer this question, I develop a “reining in” theory of delegation. I argue that presidents who faces intrabranch conflict over policy issues and cannot appoint—and dismiss—freely will solve their delegation problems through administrative procedure acts (APAs) and related laws. While some scholars argue that APAs are tools for preserving the status quo, I find that APAs help presidents change policy. Building on the delegation literature from economics, my theory represents a more general argument than prior theories for why presidents support APAs. I test the theory through a case study of South Korea's first civilian government (post‐1961), under President Kim Young Sam. Kim initiated an APA to rein in a professionalized civil service that opposed his policy preferences. Strict procedural requirements designed to keep tabs on bureaucratic activities enhanced Kim's control over his bureaucracy.     

浅谈电工学的教学技巧

《电工学》是五年制高技汽修专业的一门专业基础课程,也是汽车维修专业实践基础的一门很重要的课程,在教学中要做到重点突出、深入浅出,使学生尽快掌握及应用于实践。本文将就《电工学》教学中的方法谈谈自己的体会。     

Defining and Achieving Normative Democratic Values in Participatory Budgeting Processes

Achieving public participation often is a goal for public budgeting entities, but it is difficult to accomplish in practice. This study examines three questions: How do public representatives interpret and define their democratic responsibilities? What are their insights regarding opportunities for and barriers to participatory budgeting processes? To what extent are these goals met? To address these questions, this research employs a qualitative research strategy with a case study design of a public university budgeting committee. The findings reveal that respondents (1) define their mission structurally and procedurally, (2) identify a need for ethical behavior and leadership, and (3) recognize that democratic values such as participation and efficiency are in tension with one another. Being open and inclusive comes in the form of the citizen–public administrator dialectic and requires intellectual, ethical, and practical engagement with competing democratic values.     

Teaching Community Organizing and the Practice of Democracy

This article builds on the political science literature on the pedagogy of civic engagement by discussing a recent pedagogical experiment that treats community partners as leaders and full participants in the design and implementation of community-engaged learning. The courses discussed here combine democratic theory, community organizing and leadership development, and partnership between students and a community organization in carrying out research and action projects on affordable housing.     

增加治安专业课实践教学的思考

治安专业课教学质量的提高不仅需要专业教师的努力,更需要教学模式的改革。实践教学是对传统课堂教学的一种变革,也是专业课教学的发展。增加实践教学不仅使学生深刻体会了在课堂上学到的理论知识,而且通过亲自操作学会了工作方法;既丰富了学生的知识体系,又加强了学生的实际动手能力,使理论和实际紧密地结合在一起,同时也增强了警察院校学生的警察意识。     

公务员工作满意度与领导方式调查

关于公务员的工作满意度情况、对公务员主要采用什么领导方式、公务员工作满意度与领导方式之间的关系等问题,通过访谈、问卷调查和统计分析得出:六成公务员总体上对目前工作感到满意,不同类型公务员有不同工作满意度,目前最满意的是对同事的满意度,最不满意的是对工作晋升的满意度;七成公务员认为目前主要采用任务关系型领导方式,不同类型公务员有不同偏爱的领导方式;任务型领导方式与工作满意度之间没有显著关系,关系型和任务关系型领导方式与工作满意度之间存在显著影响。     

Using Creative Assignments to Help Students Integrate Their Learning in a Campaigns and Elections Class

The ability to integrate learning—to make connections across classes or even within a single class—is integral to students becoming better learners, and to growing their capacity to perform as civic actors. We discuss an upper-level Campaigns and Elections class in which the course structure and assignments were set up to encourage students to integrate their learning. As part of the class, students played the role of state party committees during the 2016 presidential election, at first making arguments to devote more national party resources to their state campaign and then reporting back to the national party on how the election went in their state, and what the party must do to maximize its future success. Through coding of student final exam essay questions, we explore the degree to which students were able to achieve the integrative learning goals we had set for them, and examine factors that might help predict which students achieved these learning goals. We conclude by generalizing from our experience to discuss best practices for achieving integrative learning in our courses.     

Legislative committees as loyalty-generating institutions

The current debate over models of self-selection in Congress — whether Congressmen by-and-large find themselves on committees which most closely correspond to their constituents' interests — has implications for theories of Congressional organization. Building on recent findings which question a categorical self-selection process, in this paper we present a theory of committee function based on loyalty to party leaders. As a rationale for leadership privilege, and to provide context for our argument, we first present a theoretical framework based on a modified model of cooperation. We then focus on certain specifics of our leadership theory; that rank-and-file members vote leadership interests in exchange for leader support in gaining choice committee assignments and aid in passing legislation. This leads to predictions about voting patterns across committees. Static tests of these relations are performed, as well as those incorporating changes in voting patterns with seniority.     

Bridge Over the River Qua: Using Simulations to Span the Divide Between Prelaw and Political Science Students

Undergraduate public law courses often attract students with competing expectations. Some students enroll in these courses to prepare for law school, while others enroll in the courses to gain a broader understanding of courts in the American system of government. These differing student constituencies can create a dilemma for instructors. A course designed to cater to students with a general interest in the judiciary may not afford prelaw students with an appreciation for the demands of the legal profession. Conversely, a course narrowly tailored toward prelaw students risks alienating the majority of students for whom this class may be their only look at the judiciary. As a means to promote pedagogical balance and to appeal to varied student constituencies, we profile five public law simulations in this article that engage students in active learning and promote a greater understanding of law and courts.