Increasing Complexities: Teaching Public Policy in the Age of Discontent

Autor/in	Haigh, Yvonne
Titel	Increasing Complexities: Teaching Public Policy in the Age of Discontent
Quelle	In: Teaching Public Administration, 38 (2020) 1, S.24-45 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haigh, Yvonne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739419879483
Schlagwörter	Foreign Countries; Undergraduate Students; Public Policy; Public Administration Education; Student Attitudes; Introductory Courses; Course Evaluation; Discussion (Teaching Technique); Teaching Styles; Teacher Student Relationship; Australia + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Ordnung; Schülerverhalten; Einführungskurs; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Australien
Abstract	This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students' perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01