The mission of the Journal of Public Affairs Education is to serve the fields of public administration, public affairs, and public policy through the publication of impactful research on the scholarship of teaching and learning and the management of public affairs programs. We are excited for this issue because it serves as an immediate representation of that mission. Not only are we able to recognize the 2019 recipients of awards from the Network of Schools of Public Policy, Affairs, and Administration (see McDonald & Hatcher, 2019), but we are also able to engage with the broader community of public administrators with the publication of Gerton and Mitchell’s (2019) editorial. In their editorial “Grand challenges in public administration: Implications for public service education, training, and research,” Gerton and Mitchell (2019) connect the National Academy of Public Administration’s (NAPA) work on establishing the definitive list of the grand challenges for public administration with the curriculum and focus of public administration education. Over the past several years, NAPA has been hard at work establishing what challenges the field is faced with and how the government must work to address those challenges. While NAPA only recently announced their list of challenges, we are excited to have partnered with the academy on the publication of the editorial about how these challenges can be incorporated into the public affairs classroom. We are also happy to present several new pieces of research in this issue. In the first research article, Slagle and Williams (2019) provide a discussion on the training and education of Ph.D. students in public administration has changed over the past two decades. Their findings show that from 2000 to 2015 there was a significant increase in doctoral dissertations being completed from online, for profit institutions, with approximately 36% of all public administration doctorates being awarded by online institutions. At the same time, there has been a decrease in the overall number of public administration doctorates being awarded. Denison and Kim’s (2019) article continues the discussion of public affairs education forward by focusing on the nonprofit financial management coursework of MPA and MPP programs. There has been a growing focus on the

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问题介绍

《公共事务教育杂志》的使命是通过发表有关教学奖学金和公共事务项目管理的有影响力的研究，为公共行政、公共事务和公共政策领域提供服务。我们对这个问题感到兴奋，因为它是该使命的直接代表。我们不仅能够表彰 2019 年公共政策、事务和管​​理学院网络的奖项获得者（参见 McDonald & Hatcher，2019 年），而且我们还能够与更广泛的公共管理人员社区互动Gerton 和 Mitchell (2019) 社论的出版。在他们的社论“公共行政的巨大挑战：对公共服务教育、培训和研究的影响”中，” Gerton 和 Mitchell（2019 年）将美国国家公共行政学院 (NAPA) 的工作与公共行政教育的课程和重点联系起来，建立公共行政面临的重大挑战的最终清单。在过去几年中，NAPA 一直在努力确定该领域面临的挑战以及政府必须如何应对这些挑战。虽然 NAPA 最近才公布了他们的挑战清单，但我们很高兴与学院合作出版社论，讨论如何将这些挑战纳入公共事务课堂。我们也很高兴在这个问题上介绍几项新的研究。在第一篇研究文章中，Slagle 和 Williams (2019) 对博士的培训和教育进行了讨论。公共管理专业的学生在过去二十年发生了变化。他们的研究结果表明，从 2000 年到 2015 年，从在线盈利机构完成的博士论文显着增加，大约 36% 的公共管理博士学位是由在线机构授予的。与此同时，获得公共管理博士学位的总数有所减少。Denison 和 Kim (2019) 的文章通过关注 MPA 和 MPP 项目的非营利财务管理课程继续讨论公共事务教育。人们越来越关注 对于盈利机构，大约 36% 的公共管理博士学位是由在线机构授予的。与此同时，获得公共管理博士学位的总数有所减少。Denison 和 Kim (2019) 的文章通过关注 MPA 和 MPP 项目的非营利财务管理课程继续讨论公共事务教育。人们越来越关注 对于盈利机构，大约 36% 的公共管理博士学位是由在线机构授予的。与此同时，获得公共管理博士学位的总数有所减少。Denison 和 Kim (2019) 的文章通过关注 MPA 和 MPP 项目的非营利财务管理课程继续讨论公共事务教育。人们越来越关注 Denison 和 Kim (2019) 的文章通过关注 MPA 和 MPP 项目的非营利财务管理课程继续讨论公共事务教育。人们越来越关注 Denison 和 Kim (2019) 的文章通过关注 MPA 和 MPP 项目的非营利财务管理课程继续讨论公共事务教育。人们越来越关注