Reflections on Comparative Teaching in Public Administration

Public Administration and Development

Abstract

ABSTRACT This article integrates our scholarly experience of teaching comparative public administration. In doing so, we offer a unique perspective as the co‐authors carry several diverse attributes, among them their countries of origin, current country in which they are teaching, and their academic experience. In addition to sharing pedagogical practices that have been used successfully in diverse countries, the article touches on overarching issues related to the opportunities and challenges of teaching comparative public administration, of confronting biases in knowledge directionality, and of reinforcing and extending recent advances in theory development related to comparative public administration.

Authors 7

1. Kim Moloney

   Hamad bin Khalifa University

   Affiliation as printed

   College of Public Policy Hamad Bin Khalifa University Doha Qatar

2. Kohei Suzuki Aachen

   Leiden University

   Affiliation as printed

   Leiden University Leiden the Netherlands

3. Mehmet Akif Demircioğlu

   Carleton University

   Affiliation as printed

   Carleton University Ottawa Ontario Canada

4. Cristina M. Stanica

   Northeastern University

   Affiliation as printed

   Northeastern University Boston Massachusetts USA

5. Srinivas Yerramsetti

   KIMEP University

   Affiliation as printed

   Department of Public Administration College of Social Sciences KIMEP University Almaty Kazakhstan

6. Aroon Manoharan

   Suffolk University

   Affiliation as printed

   Department of Public Service and Healthcare Administration Suffolk University Boston Massachusetts USA

7. James L. Perry corresponding

   Indiana University Bloomington · Indiana University

   Affiliation as printed

   Paul H. O'Neill School of Public and Environmental Affairs Indiana University Bloomington Indiana USA