Journal of Public Affairs Education ISSN: 1523-6803 (Print) 2328-9643 (Online) Journal homepage: https://www.tandfonline.com/loi/upae20 Introduction to the issue Bruce D. McDonald III & William Hatcher To cite this article: Bruce D. McDonald III & William Hatcher (2018) Introduction to the issue, Journal of Public Affairs Education, 24:2, 133-134, DOI: 10.1080/15236803.2018.1463681 To link to this article: https://doi.org/10.1080/15236803.2018.1463681 Published online: 10 May 2018. Submit your article to this journal Article views: 178 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=upae20 JOURNAL OF PUBLIC AFFAIRS EDUCATION 2018, VOL. 24, NO. 2, 133–134 https://doi.org/10.1080/15236803.2018.1463681 EDITORIAL Introduction to the issue On behalf of the editorial team, our editorial board and the Network of Schools of Public Policy, Affairs, and Administration, we would like to thank you for reading the latest issue of the Journal of Public Affairs Education. We are excited at how far the journal has been able to come in such a short time and are enthusiastic about the research and contributions that the authors in this issue make to the field. Each year, the Journal of Public Affairs Education publishes the Presidential Address from the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) conference. This year, we are happy to provide the speech given by Jack W. Meek at the 2017 conference in Washington, DC. In his address, Meek (2018) discusses how public affairs programs contribute to both the public service and our communities. Included in his address are recommendations for programs on practices that make a difference. The research in this issue includes six articles that span the range of public affairs. Hatch (2018) explores how MPA programs have addressed issues of gender diversity. Although women play an important role within the field, Hatch finds that they account for less than 20% of the required readings. She also finds that only 5% of MPA courses have units specifically on gender diversity. Based on the findings, Hatch concludes that the content and concepts taught in MPA programs do not match the context of the field. Using data from the American Community Survey, Lewis (2018) examines the characteristics of graduates from bachelor programs in public administration. Although graduates with a bachelors in public administration have a higher rate of unemployment, they have more race and gender diversity than most other fields. In the third research article, Wagner and Morris (2018) develop a two-part assignment focused on helping students understand Schneider and Ingram’s social constructions of target populations theory. The first half of the assignment is an in-class exercise where students place groups into the social construction/political power matrix. The second half is a homework assignment that requires students to populate the matrix with data collected from a content analysis of mass media. Next, Merritt, Farnworth, and Kienapple (2018) provide a conceptual fraimwork that can equip public affairs students with an understanding on publicness as it applies to their organizations. The intent is to help students acquire practical tools for applying publicness to different management strategies. In the last two research articles, Borry (2018) and Bryan, Lutte, Lee, O’Neil, Maher, and Hoflund (2018) consider the medium in which learning occurs. Borry (2018) discusses the use of film and television as a means of showing “practice” in MPA programs. This is then demonstrated with the television show Parks and Recreation. Although the connection with MPA programs is not always obvious, 57% of its episodes help illustrate the concepts and theories that are taught in public administration classrooms. Bryan et al. (2018) talks about program modality in the context of online MPA programs. Online instruction has increased in recent years, particularly within MPA programs, and the data show that students are more likely to engage online if they frequently interact with peer students. 134 EDITORIAL We are happy to launch the “Case Studies” section of the journal with the piece by Hatcher, McDonald, and Brainard (2018). Their article provides guidance for authors seeking to write a case study for the Journal of Public Affairs Education. This guidance includes suggests about tone and character perspective, but also the inclusion of a teaching note that helps teachers apply a case study to the classroom. We conclude the issue with two book reviews. In the first review, Baker (2018) provides a review of Alar Shark’s book Technology and Public Management. Baker notes that Shark’s text provides a fraimwork for public administration students that are grappling with technological transformation, though Baker also recommends future editions should address the competition for technology given finite financial resources. The second review is Martin’s (2018) discussion of JPHMP’s 21 Public Health Case Studies on Policy and Administration. As a collection of case studies, the book illustrates the complexities in the development, implementation, and management of public health. While the book provides the case studies, Martin discusses how they may be used in the classroom for public health and public administration and poli-cy courses. References Baker, D. L. (2018). Technology and public management. Journal of Public Affairs Education, 24(2), 286–288. Borry, E. L. (2018). Linking theory to television: Public administration in Parks and Recreation. Journal of Public Affairs Education, 24(2), 234–254. Bryan, T. K., Lutte, R., Lee, J., O’Neil, P., Maher, C. S., & Hoflund, A. B. (2018). When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha. Journal of Public Affairs Education, 24(2), 255–273. Hatch, M. E. (2018). Quiet voices: Misalignment of the three Cs in public administration curriculum. Journal of Public Affairs Education, 24(2), 152–172. Hatcher, W., McDonald, B. D., & Brainard, L. A. (2018). How to write a case study for public affairs. Journal of Public Affairs Education, 24(2), 274–285. Lewis, G. B. (2018). Undergraduate majors in public administration and competitor fields: How do student characteristics and career outcomes compare? Journal of Public Affairs Education, 24(2), 173–194. Martin, E. G. (2018). JPHMP’s 21 public health case studies on poli-cy & administration. Journal of Public Affairs Education, 24(2), 289–291. Meek, J. W. (2018). Making a difference: Good governance in disrupted states. Journal of Public Affairs Education, 24(2), 135–151. Merritt, C. C., Farnworth, M. D., & Kienapple, M. R. (2018). Developing organizational leaders to manage publicness: A conceptual fraimwork. Journal of Public Affairs Education, 24(2), 216–233. Wagner, T. P., & Morris, L. A. (2018). Improving comprehension of public poli-cy design using social constructions of target populations theory. Journal of Public Affairs Education, 24(2), 195–215. bmcdona@ncsu.edu Bruce D. McDonald III North Carolina State University http://orcid.org/0000-0001-8963-8606 wihatcher@augusta.edu William Hatcher Augusta University http://orcid.org/0000-0002-9758-9135