Relevant bibliographies by topics / Graduate School of Public Administration

Academic literature on the topic 'Graduate School of Public Administration'

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Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Graduate School of Public Administration"

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Kang, Sin Taek. "Thirty Years of an Institution Building -The Case of Graduate School of Public Administration of Seoul National University." Korean Journal of Policy Studies 4 (December 31, 1989): 1–15. http://dx.doi.org/10.52372/kjps04001.

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The year of 1989 marks the Thirtieth Anniversary of the founding of Graduate School of Public Administration of Seoul National University(GSPA, SNU). The School was established in 1959 and for every 10th anniversary, we have commemorated it and have written several articles reviewing performances of various aspects of the School's program and, at the same time, setting new goals for the next decade. As such, writing articles for retrospective and prospective purposes has become a tradition to be continued with the proud history of the School.
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Sohn, Hosung, and Kwang Bin Bae. "Improving Graduate Training in Research Methods Courses in Korea’s Graduate School of Public Administration." Korean Public Administration Review 53, no. 4 (December 31, 2019): 89–117. http://dx.doi.org/10.18333/kpar.53.4.89.

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Jernberg, James E. "George Albro Warp." PS: Political Science & Politics 42, no. 04 (September 25, 2009): 789–90. http://dx.doi.org/10.1017/s1049096509990382.

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A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.
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Kearns, Kevin. "The Leadership Portfolio Program at The University of Pittsburgh: Teaching leadership to graduate students1." Teaching Public Administration 37, no. 3 (May 29, 2019): 255–73. http://dx.doi.org/10.1177/0144739419851143.

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The Graduate School of Public and International Affairs, University of Pittsburgh provides an extra-curricular leadership development experience called the Leadership Portfolio Program. The Leadership Portfolio Program uses both classroom and community-based experiences to develop and refine leadership skills in graduate students who are preparing for careers in public service. This article describes the Leadership Portfolio Program and, based on student feedback, offers insights on pedagogical strategies for teaching leadership to pre-service students.
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Saladino, Caitlin J. "The graduate school mess: what caused it and how we can fix it." International Review of Public Administration 24, no. 1 (September 27, 2018): 60–63. http://dx.doi.org/10.1080/12294659.2018.1526514.

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Editors, Policy Perspectives. "Commander Zeita Merchant, PhD." Policy Perspectives 25 (May 11, 2018): 70–76. http://dx.doi.org/10.4079/pp.v25i0.18391.

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Commander Zeita Merchant, PhD, is currently the Commanding Officer of the Coast Guard Marine Safety Unit Chicago and has served on active duty in the Coast Guard for more than 20 years. She was previously Special Assistant to the Vice Commandant of the Coast Guard, and has also held the positions of Executive Officer of Marine Safety Unit Texas City, Supervisor, Port of Miami Field Office, and Chief of Port Operations at US Coast Guard Sector Miami. From 2010 to 2012, Commander Merchant served as a Congressional Fellow in the US House of Representatives. She graduated with honors from Tougaloo College with a Bachelor of Science in Biology, and received her Master of Quality Systems Management from the National Graduate School in 2003, her Master of Public Administration from the Trachtenberg School in 2010, and her Doctorate in Business Administration from the National Graduate School in 2011. Commander Merchant has been honored with many professional, academic, and community service awards throughout her career, including no less than eleven medals for her service in the Coast Guard, and is a recognized authority in the field of Marine Safety, Emergency, and Environmental Management.
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Wotela, Kambidima. "Interrogating Business and Public Administration Research Attributes and Variables." Electronic Journal of Business Research Methods 20, no. 1 (February 4, 2022): pp21–33. http://dx.doi.org/10.34190/ejbrm.20.1.2592.

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Research proposal presentation or assessment panels and ethics assessment committees almost always ask us why we have included certain questions in our data or information collection instruments as well as why we think such questions will help us realise our research purpose. How can we answer these questions? First, let us step back. Numerous books have described what a conceptual framework is and why we need it. Further, there are several attempts to describe how we can conceptualise conceptual frameworks primarily through reviewing literature. One of the sets of literature that we should review is on attributes or variables, if not both, that are key to the research that we are pursuing. However, we find the discussion on how we should interrogate literature on attributes or variables not exhaustive to adequately guide a research student or a research novice on what they should do. Therefore, this paper proposes how we should explicitly identify, interrogate, and integrate literature on qualitative attributes or quantitative variables that are key to our business and public administration research. Apart from summoning basic systems thinking principles, the paper draws on reverse engineering comments compiled from examiners’ reports[1] and consequent discussions with colleagues and students through devising seminars. We believe that the approach we have proposed in this paper will guide business and public administration research students and novices on how they should interrogate literature on attributes or variables that are key to the research that they are pursuing. If they get this right, it would contribute to robustness of their conceptual framework and, therefore, the research report. Before then, it will also empower us to answer the research proposal presentation or assessment panels and ethics assessment committees on why we have included certain questions in our data or information collection instruments and why we think such questions will allow us to achieve our research objectives. [1]Examiner’s reports of some WITS Graduate School of Governance and WITS Graduate School of Business Administration students.
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Coker, David. "A Mission Statement Does Not a Mission Make: A Mixed Methods Investigation in Public Education." International Education Studies 15, no. 1 (January 26, 2022): 210. http://dx.doi.org/10.5539/ies.v15n1p210.

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Public schools widely use mission statements, and many educational administration programs teach mission statements as a necessary lever for school improvement. A mixed methods investigation examined three levels. An experiential phenomenological analysis examined graduate students’ experiences with mission statements within their own schools and professional life. A thematic analysis examined 80 schools in the Midwestern United States, broken down by high and low performance on state academic testing, ecological differences, quantitative structures of the mission statement, and qualitative themes and dimensions. A meta-synthesis compared findings with previous research. There were structural differences in mission statements, but the conclusion was mission statements were a legacy practice which served the political spectacle, and practitioners adopted the practice out of conformity. There was no direct evidence mission statements achieved the stated purpose. Recommendations were made to refashion mission statements and the school improvement process around four factors.
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Haesoo Kwon. "Development of Korean Public Administration and Graduate School of Public Administration in Seoul National University - Critical Review regarding It's Role and Function -." Korean Governance Review 17, no. 2 (August 2010): 189–204. http://dx.doi.org/10.17089/kgr.2010.17.2.009.

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Kim, Eunbee, and Kyungran Roh. "A Study on the Priority Analysis of Employment Support Policy for High School Graduates." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 549–63. http://dx.doi.org/10.33645/cnc.2022.9.44.9.549.

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This study is aimed to draw the priority of employment support policy for high school graduate youths. To this end, an analysis on the present employment support policies for unemployed high school graduate youths was conducted to draw the issues related to the policies. Based on this, this study intended to seek political directions for unemployed high school graduate youths. The study results are as follows. First, the current employment support policies for Korean youths were designed for high school graduates to participate, but there was a need for a specialized employment support policy with consideration for the characteristics of high school graduates. Second, according to the analysis on the priority of employment support policies for high school graduates from the perspective of importance and feasibility, it was found that employment—linked policies such as the Employment Success Package and SME Long-service Incentives had the highest priority. Last, as a result of deriving the priority of employment support policies for high school graduates based on the overall results with an analysis using Borich Priority Formula, visualized with Hershkowitz threshold function graph, the Employment Success Package and the Work and Learning Dual System were included in a top-priority group. This study has a practical meaning in that it sought ways to effectively achieve political objectives within a limited budget by identifying the employment support policies necessary for high school graduates and prioritizing the policies.
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Dissertations / Theses on the topic "Graduate School of Public Administration"

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Hoefelmeyer, Karla Sue. "Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2399.

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Colleges and schools in today??s competitive marketplace must not only be cognizant of student and faculty recruitment, but also of their positioning in rankings. This thesis seeks to determine how the use of strategic communications can play a role in increasing student applications, the quality of student applications and funding resources; thereby, increasing their rank as determined by the U.S. News and World Report. It is believed that an in-depth strategic communications plan committed to paper, and resourced properly, can increase each of these areas. Specifically, this research examined the top 50 ranked schools in public affairs to determine the relationship between top ranked schools and their communications departments and each of their uses of strategic communications as defined as the long-term planning, implementation and research of the use of public relations, marketing, and advertising.
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Zhang, Biao. "Academic information-seeking behavior of graduate students in educational administration /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Bales, Jon R. Pancrazio Sally B. "Graduate preparation in educational administration among high school principals and its relationship to school effectiveness." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803719.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 1, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 172-186) and abstract. Also available in print.
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Hanson, Jana Marie. "Understanding graduate school aspirations: The effect of good teaching practices." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2513.

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This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.
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Perdue, John S. Pancrazio Sally B. "Graduate preparation in educational administration among elementary principals and its relationship to school effectiveness." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803733.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 7, 2006. Dissertation Committee: Sally B. Pancrazio (chair), Ronald S. Halinski, Dianne E. Ashby, Ramesh Chaudhari, Robert F. Hall. Includes bibliographical references (leaves 137-152) and abstract. Also available in print.
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Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.
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Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.

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An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

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Jennings, Gilbert P. (Gilbert Paul). "Perceptions of the Public School Elementary Principal's Role as Perceived by Elementary Public School Principals, Public School Board Members and Business Representatives." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330782/.

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This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.
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Davey, Diane F. "Perceptions of Graduate Courses and Competencies Associated with High School and Junior College Athletic Administration." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500291/.

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Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.
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Thompson, Janet. "Admission Members' Perceptions of Predictive Validity of the Graduate Record Examinations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6381.

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Disparate student academic outcomes and program access is a problem at Master of Public Administration (MPA) programs in the Northeast United States The current admission committee members at the case university did not know institution leaders' rationale for eliminating the Graduate Records Examination (GRE) criterion. The decision to exclude the GRE as an MPA admission requirement was enacted prior to their respective tenures. The program leadership expressed interest in exploring research-based admission criteria to enhance student access and predictive outcomes. Supported by critical pedagogy and humanist theories, the purpose of this case study was to investigate admission committee members' viewpoints about the GRE's predictive efficacy for MPA applicants. Two MPA admission committee members were purposefully selected to be study participants. Data were collected via semi structured individual and focus group interviews. Data were analyzed using thematic analysis for emergent themes. The study findings were: (a) GRE scores reduce applicant access to MPA programs; (b) student access to MPA programs may improve should universities use a broader array of non-cognitive admission assessments; (c) students with low GRE scores may still attain the MPA; and (d) the GRE Quantitative section is not relevant to assess the soft skills MPA graduates will need in the public sector. These findings can be used by the case university MPA stakeholders to implement a model of varied non-cognitive admission methods. This study may promote social change by providing MPA admission stakeholders with a broader selection of non-cognitive assessments to support increased rates of applicant access and program completion outcomes.
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Books on the topic "Graduate School of Public Administration"

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Levey, Samuel. A half century of innovation: Health management and policy at Iowa. Iowa City, IA: Dept. of Health Management and Policy, College of Public Health, University of Iowa, 2000.

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John F. Kennedy School of Government., ed. The John F. Kennedy School of Government: The first fifty years. Cambridge, Mass: Ballinger Pub. Co., 1986.

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Houben, Guido. Leadership as a vocation: Celebrating the 25th anniversary of the McCloy Program at Harvard University. Baden-Baden: Nomos, 2008.

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Bratanovsky, Sergey, Yuliya Kapitanec, and Mihail Vulah. Administrative Law of Russia, 2nd edition. 2nd ed. ru: Publishing Center RIOR, 2024. http://dx.doi.org/10.29039/01927-6.

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In accordance with the Federal State Educational Standard of Higher Education and the course program, the textbook systematically outlines administrative and legal institutions, as well as problems in the theory and practice of organizing and exercising executive power in Russia. In the second edition, the authors took into account the changes that have occurred in recent years in the public administration system and in the field of administrative legislation. Addressed to students, graduate students, teachers of law schools and other higher educational institutions. The textbook can also be recommended to employees of state authorities and local self-government if questions arise related to the application of administrative law in practice.
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National Center for Education Statistics, ed. Characteristics of base year ineligible students: Changes in eligibility status after four years. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1996.

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1930-, Jordan K. Forbis, ed. School business administration. Beverly Hills [Calif.]: Sage Publications, 1985.

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Len'kov, Roman. Higher education as a resource management socio-cultural modernization of regions. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084388.

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The monograph examines the actual theoretical and applied aspects of institutional and regulatory support for social and cultural modernization of regions, including the specification of higher education as a resource and the conditions of modernization, periodization and content of practice of management reform of higher education, the evolution of the role of forecasting in public administration the graduate school. The analysis of resource and policy support socio-cultural modernization of the regions population with higher education through the explication of the problem of the "Assembly" of the future intelligentsia as a socio-cultural potential of modernization, the role of the Institute of higher education in the solution of problems of modernization. The empirical study support a highly skilled regional population policy of modernization in four regions: Moscow region, Bashkortostan, Belgorod region and the Republic of Kalmykia. Proposals for processing of the array data of the respondents with higher education, complemented by social and cultural portraits and information card regions. For professionals and experts on issues of science, higher education and public administration. Will be sought after by post-graduate students, teachers and scientific employees of educational and academic institutions.
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Donovan, Craig Poulenez. The guide to graduate education in public affairs and public administration, 1997-1999. Washington, D.C: National Association of Schools of Public Affairs and Administration, 1997.

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Educational Resources Information Center (U.S.) and National Center for Education Statistics., eds. Public school student, staff, and graduate counts by state, school year 1994-95. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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National Center for Education Statistics, ed. Public school student, staff, and graduate counts by State: School year 1992-93. Washington, D.C.?]: National Center for Education Statistics, 1994.

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Book chapters on the topic "Graduate School of Public Administration"

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Reding, Colleen. "Yale School of Public Health." In Grad's Guide to Graduate Admissions Essays, 127–30. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-32.

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Ertas, Nevbahar. "School Bureaucracy." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31816-5_3645-1.

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Ertas, Nevbahar. "School Bureaucracy." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 11813–18. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_3645.

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Kennedy, Sheila Suess. "School Voucher Programs." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31816-5_3622-1.

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Kennedy, Sheila Suess. "School Voucher Programs." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 11841–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_3622.

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Allende, Claudio, Rocío Díaz, and Juan Pablo Valenzuela. "School Segregation in Chile." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 5544–54. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_3327.

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Allende, Claudio, Rocío Díaz, and Juan Pablo Valenzuela. "School Segregation in Chile." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_3327-1.

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Allende, Claudio, Rocío Díaz, and Juan Pablo Valenzuela. "School Segregation in Chile." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 11831–41. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_3327.

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Arkorful, Vincent Ekow. "School Feeding and SDG Implications: A Stakeholder-Based Study." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-31816-5_4258-1.

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Arkorful, Vincent Ekow. "School Feeding and SDG Implications: A Stakeholder-Based Study." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 11818–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_4258.

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Conference papers on the topic "Graduate School of Public Administration"

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Tierney, Barbara G., and Corinne Bishop. "Dual-Campus Subject Librarians at University of Central Florida." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317186.

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A new dual-campus subject librarian program is being rolled out at the University of Central Florida (UCF) whereby several subject librarians divide their time between two campuses, the legacy main campus in East Orlando and the new Downtown Orlando Campus. As of Fall 2019, four UCF subject librarians regularly travel to the new Downtown Campus to provide library support for academic programs, faculty, and students who recently relocated to the new facility. Dual-campus subject librarians are also maintaining support services for their assigned academic programs that remain at the UCF Main Campus. This article provides information and reflections about how the dual-campus subject librarian model operates and how it impacts staff duties from two perspectives. The first perspective is from the UCF Social Sciences subject librarian, who supports graduate and undergraduate programs in The School of Public Administration and Public Affairs graduate programs at the Downtown Campus, as well as graduate and undergraduate programs in Politics, Security & International Affairs and Criminal Justice at the Main Campus. The second perspective is from the Main Campus Head of the Research and Information Services Department, who supervises the dual-campus subject librarians.
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Djum Djum Noor Benty, Djum, and Achmad Achmad Supriyanto. "Implementation of School-Based Management Program in Public Elementary School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.23.

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Amin, Zakki Nurul, Mulawarman Mulawarman, Edwindha Prafitra Nugraheni, and Carti Carti. "Counsellors' Personal Quality in Public Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.91.

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Mahyani, Esti Rokhima, Rutiana Dwi Wahyunengseh, and Rina Herlina Haryanti. "Public Perception of Zoning School Policy in Surakarta Public Senior High Schools." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.56.

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Dila, Falen Twinka, and Wiwik Wijayanti. "Management of Inclusion Curriculum in Public Elementary School, Giwangan." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.019.

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Rusdinal and Hade Afriansyah. "Teamwork Climate of Teacher in Public Senior High School." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.43.

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Ghunu, Novtryananda. "Comparison of Principal Public and Private High School Performance." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.69.

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Lestari, Delfiazi Puji, Endang Larasati, Sundarso, and Ida Hayu Dwimawanti. "Influencing Factors of Vocational High School Revitalization Policy Implementation." In 3rd Annual International Conference on Public and Business Administration (AICoBPA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210928.096.

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Shidiq, Gema Muhammad, and Endang Herawan. "Adaptation to New Habits: School-Based Financing Strategies for Public High School During the Covid-19 Pandemic." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.051.

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Fathurrahman, Fathurrahman, Asmoni Asmoni, and Achmad Sidi. "The Entrepreneurial Leadership of Headmaster in Realizing Achievement School: Case Study at Public Junior High School 1 Lamongan East Java Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.6.

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Reports on the topic "Graduate School of Public Administration"

1

Brook, Douglas A., and Shu S. Liao. Summary of Research 2001, Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada409971.

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Calcagno, Juan Carlos, and Mariana Alfonso. Minority Enrollments at Public Universities of Diverse Selectivity Levels under Different Admission Regimes: The Case of Texas. Inter-American Development Bank, October 2007. http://dx.doi.org/10.18235/0010878.

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This study describes how minority enrollment probabilities respond to changes in admission policies from affirmative-action to merit-only programs and then to percentage plans when the demographic composition of the potential pool of applicants is also shifting. It takes advantage of admission policy changes that occurred in the state of Texas with the Hopwood and HB588 decisions and of a unique administrative dataset that includes applications, admissions, and enrollments for three public universities of different selectivity levels. The findings suggest that the elimination of affirmative action and the introduction of the Top 10% plan had differential effects on minority enrollment probabilities as well as on application behavior depending on the selectivity level of the postsecondary institution. In particular, Hopwood is related to shifts in minority enrollments from selective institutions to less selective ones as the cascading hypothesis predicts. And although the Top 10% plan seems to have helped increased minority enrollment probabilities at the selective college as the upgrading hypothesis predicts, once the increases in minority shares among high-school graduates are taken into account, we find that the Top 10% plan can no longer be related to improvements in minority representation at selective universities.
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McGowan, Dennis M. Marketing the Joint Naval Postgraduate School of Business and Public Policy and University of Maryland, Robert H. Smith School of Business, Defense Focused Masters in Business Administration To Active Duty Military Officers. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada429314.

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Burman, Rex, and Anthony R. Coca. Benchmarks for Enhanced Network Performance: Hands-On Testing of Operating System Solutions to Identify the Optimal Application Server Platform for the Graduate School of Business and Public Policy. Fort Belvoir, VA: Defense Technical Information Center, September 2010. http://dx.doi.org/10.21236/ada531473.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Huq, Aurin. Accountability and Responsiveness in the Covid-19 Response in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.005.

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This research briefing summarises priority areas for future research and stakeholders with whom to engage as identified in the scoping paper "Accountability and Responsiveness in the Covid-19 Response in Bangladesh" by Shuvra Chowdhury, Department of Public Administration, University of Rajshahi and Naomi Hossain, Accountability Research Center, School of International Service, American University. The paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Bolton, Laura. The Economic Impact of COVID-19 in Colombia. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.073.

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Available data provide a picture for the macro-economy of Colombia, agriculture, and infrastructure. Recent data on trends on public procurement were difficult to find within the scope of this rapid review. In 2020, macro-level employment figures show a large drop between February and April when COVID-19 lockdown measures were first introduced, followed by a gradual upward trend. In December 2020, the employment rate was 4.09 percentage points lower than the employment rate in December 2019. Macro-level figures from the National Administrative Department of Statistics (DANE) show that a higher percentage of men experienced job losses than women in November 2020. However, the evidence presented by the Universidad Nacional de Colombia based on the DANE great integrated house survey shows that a higher proportion of all jobs lost were lost by women in the second quarter. It may be that the imbalance shifted over time, but it is not possible to directly compare the data. Evidence suggests that women were disproportionately more burdened by home activities due to the closure of schools and childcare. There is also a suggestion that women who have lost out where jobs able to function during lockdowns with technology are more likely to be held by men. Literature also shows that women have lower levels of technology literacy. There is a lack of reliable data for understanding the economic impacts of COVID-19 for people living with disabilities. A report on the COVID-19 response and disability for the Latin America region recommends improving collaboration between policymakers and non-governmental organisations. Younger people experienced greater job losses. Data for November 2020 show 3.3 percent of the population aged under 25 lost their job compared to 1.8 percent of those employed between 24 and 54. Agriculture, livestock, and fishing increased by 2.8% in 2020 compared to 2019. And the sector as a whole grew 3.4% between the third and fourth quarters of 2020. In terms of sector differences, construction was harder hit by the initial mobility restrictions than agriculture. Construction contracted by 30.5% in the second quarter of 2020. It is making a relatively healthy recovery with reports that 84% of projects being reactivated following return to work. The President of the Colombian Chamber of Construction predicting an 8.4% growth in the construction of housing and other buildings in 2021.
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