WINTER 2012 - National Association of Schools of Public Affairs and ...

More documents

Recommendations

Info

Patricia Shields, Nandhini Rangarajan, and Lewis Stewart University ARPs by entering “link:” followed immediately by the ARP’s URL. The details of variable measurement and data sources are summarized in Table 5. The hypotheses were tested using multiple regression. RESULTS The results section is divided into two parts. First an overview of the Applied Research Projects is presented using descriptive statistics. Next the hypotheses are tested using multivariate statistics. Descriptive Statistics Level of Government. Table 5 provides descriptive statistics associated with level of government. Of all ARPs (N = 290), 49.3% examined local/regional issues, 38.3% examined state-level issues, and only 5.5% dealt with federal-level issues. The focus on state and local government among the ARPs is not surprising given the location of the MPA program and that most students work, or plan to work, in the state. However, when download activity of all ARPs was broken down by level of government, we observed that the average downloads for ARPs dealing with issues at the state level was higher (526.1 full-text downloads) than the average downloads for those at the local/regional level (465.2 full-text downloads). Table 5. Average Downloads by Government Level/Sector Level of Government/ Sector* % of 290 ARPs 170 Journal of Public Affairs Education % of 136,072 Downloads† Mean Median SD Federal government 5.5% 8.0% 677.6 478.5 479.2 State government 38.3% 42.9% 526.1 407.0 452.3 Local/regional government 49.3% 48.9% 465.2 400.0 343.8 Nonprofit 2.1% 3.0% ** ** ** Other 11.0% 9.3% 395.0 321.0 326.6 Totals 469.2 395.0 367.8 * Use of more than one is possible. † Downloads as of August 18, 2009 ** Too few downloads for meaningful averages
Topical categories. As shown in Table 6, ARPs written on topics in human resources and/ or social services accounted for 15% of all ARPS (44 out of 290). Average downloads for these ARPs were the highest by far—656.3. Program evaluation topics were the most frequently occurring, at 32%, yet placed third in average downloads (471.5). Table 6. Average Downloads by Topic Topical Categories* % of 290 ARPs % of 136,072 Downloads† Mean Median SD Policy making/ analysis 19.7% 21.6% 516.2 445.0 377.4 Management/administration 17.2% 16.8% 456.1 398.0 392.3 HR/Social services 15.2% 21.2% 656.3 527.0 485.2 Program evaluation 32.4% 32.6% 471.5 329.5 435.5 Technology applications 5.5% 5.3% 451.3 405.0 251.7 Urban economics 7.2% 6.1% 395.1 279.0 303.8 Other 6.2% 5.4% 407.4 372.0 237.3 Totals 469.2 395.0 367.8 * Use of more than one is possible. † Downloads as of August 18, 2009 ** Too few downloads for meaningful averages Sharing Student Research with the World Research method. As illustrated in Table 7, nearly 45% of ARPs employed a survey, making it the most frequently used research method. The average downloads for ARPs using surveys (451.7) had the lowest of download average (451.7). ARPs using focus groups and interviews as research methods had the top two highest download averages(531.5 and 519.1 full-text downloads, respectively). When downloads were disaggregated by research purpose, “gauging” research purpose was the one most often pursued, at 31%; but this purpose is second in average downloads (506.8). The highest download averages were recorded for the explanation/prediction research purpose (527.3). The relative importance of these highest download averages may be diminished, however, by the number of ARPs within in each group. There were nearly twice as many gauging ARPs (89) as those with an explanation/prediction purpose (48). Journal of Public Affairs Education 171
Page 1 and 2:
JPAE VOLUME 18 NUMBER 1 JOURNAL OF
Page 3 and 4:
Journal of Public Affairs Education
Page 5 and 6:
FROM THE EDITOR In the symposium in
Page 7 and 8:
NASPAA Presidential Address Annual
Page 9 and 10:
Leading by Example: Modeling Global
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
FROM THE GUEST EDITOR FROM THE GUES
Page 17 and 18:
FROM THE GUEST EDITOR A SYMPOSIUM I
Page 19 and 20:
on other fronts, certainly it can h
Page 21 and 22:
Picasso, P. (1937). Guernica. Pictu
Page 23 and 24:
A View from the 50th Street Gate on
Page 25 and 26:
Reflections of a Working-Class Acad
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Reflections of a Working Class Acad
Page 33 and 34:
Reflections of a Working Class Acad
Page 35 and 36:
Class Rooms Kenneth Oldfield Univer
Page 37 and 38:
Class Rooms although I did, but not
Page 39 and 40:
Class Rooms GRADUATE SCHOOL I was u
Page 41 and 42:
Class Rooms the odds this appointee
Page 43 and 44:
Class Rooms The Great Leveler, too
Page 45 and 46:
Class Rooms of higher learning and
Page 47 and 48:
ook (Oldfield & Johnson, 2009). The
Page 49 and 50:
Didactic Changes Class Rooms Pedago
Page 51 and 52:
Admittedly, it will be difficult to
Page 53 and 54:
hooks, b. (2000). Where we stand: C
Page 55 and 56:
Shaw, G. B. (1928). The intelligent
Page 57 and 58:
What’s a Girl Like You Doing in a
Page 59 and 60:
What’s a Girl Like You For exampl
Page 61 and 62:
What’s a Girl Like You and operat
Page 63 and 64:
What’s a Girl Like You captured t
Page 65 and 66:
What’s a Girl Like You full-blown
Page 67 and 68:
What’s a Girl Like You inside). I
Page 69 and 70:
What’s a Girl Like You and collea
Page 71 and 72:
What’s a Girl Like You toward ser
Page 73 and 74:
Blue-Collar Teaching in a White-Col
Page 75 and 76:
Blue-Collar Teaching Half of my fam
Page 77 and 78:
Blue-Collar Teaching from physics.
Page 79 and 80:
Blue-Collar Teaching lifelong dream
Page 81 and 82:
Blue-Collar Teaching Before him, in
Page 83 and 84:
Blue-Collar Teaching One may argue
Page 85 and 86:
Blue-Collar Teaching graduation in
Page 87 and 88:
Blue-Collar Teaching advantages oth
Page 89 and 90:
Carrizales, T. (2010). Exploring cu
Page 91 and 92:
Oldfield, K. (2010). Socioeconomic
Page 93 and 94:
Moving Forward by Looking Back Gary
Page 95 and 96:
Moving Forward My father married my
Page 97 and 98:
Moving Forward became apparent that
Page 99 and 100:
Moving Forward to Duane, because he
Page 101 and 102:
Moving Forward by this contaminant.
Page 103 and 104:
Moving Forward quite by chance to b
Page 105 and 106:
Moving Forward Federalist 51 detail
Page 107 and 108:
Moving Forward their profession, in
Page 109 and 110:
Moving Forward as the study shows,
Page 111 and 112:
REFERENCES Ashwander v. Tennessee V
Page 113 and 114:
Techniques in Teaching Statistics:
Page 115 and 116:
Many researchers have explored the
Page 117 and 118:
LITERATURE REVIEW Techniques in Tea
Page 119 and 120:
Techniques in Teaching Statistics b
Page 121 and 122:
Techniques in Teaching Statistics T
Page 123 and 124:
Techniques in Teaching Statistics l
Page 125 and 126: Techniques in Teaching Statistics i
Page 127 and 128: Table 1. Downloads of Papers at Sel
Page 129 and 130: Figure 2. Expanded Model of Researc
Page 131 and 132: Techniques in Teaching Statistics o
Page 133 and 134: Figure 3. Expanded Model of Researc
Page 135 and 136: Techniques in Teaching Statistics L
Page 137 and 138: Techniques in Teaching Statistics o
Page 139 and 140: Felbinger, C. L., Holzer, M., & Whi
Page 141 and 142: Snee, R. D. (1993). What’s missin
Page 143 and 144: Are They Connected? Exploring Acade
Page 145 and 146: Exploring Academic and Social Netwo
Page 151 and 152: Figure 2. Career Advice Network Fig
Page 153 and 154: Table 1. Descriptive Statistics of
Page 155 and 156: network density, and network recipr
Page 157 and 158: Figure 5. Academic, Career Advice,
Page 163 and 164: Open Access Digital Repository: Sha
Page 165 and 166: Sharing Student Research with the W
Page 167 and 168: Table 1. Downloads of Papers at Sel
Page 169 and 170: Table 2. Top 10 Most Downloaded App
Page 175: Analysts also determined the number
Page 179 and 180: negative impact on ARP downloads (
Page 189 and 190: Knowledge and Skills for Policy Mak
Page 191 and 192: Stories from Local Public Managers
Page 197 and 198: and writing the proposal for the co
Page 199 and 200: Another echoes: Stories from Local
Page 201 and 202: I think communication is one of the
Page 215 and 216: Creating Quality Online Course Desi
Page 227 and 228:
Creating Quality Online Course Desi
Page 229 and 230:
Page 231 and 232:
Page 233 and 234:
it was achieved. The assessment of
Page 235 and 236:
Fulbright Program for Foreign Stude
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Review of Moral Controversies in Am
Page 247 and 248:
application of those foundations to
Page 249 and 250:
Journal of Public Affairs Education
Page 251 and 252:
Information for Contributors The Jo
show all

WINTER 2012 - National Association of Schools of Public Affairs and ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?