A note from the editors of teaching public administration

Abstract

The start of a new year, or in TPA’s case a new volume (41) is always a moment to pause and reflect.

The start of a new year or in TPA’s case a new volume (41) is always a moment to pause and reflect. As we start volume 41 it is significant to observe that since Sage and the UK Public Administration association become publishing partners this year will mark 33 issues of TPA. Re-launched with Sage in 2012 the new editorial team aimed not only to produce an international peer reviewed journal but also one which was read internationally and reflected through the papers published an international set of perspectives. On the basis of the metrics collected and, as significantly, the papers published and the workplaces and practice of the contributors these primary goals have been met. And there does remain much more to do . Working with an expanded and more diverse Editorial Advisory Board the editors can plan and develop TPA so that it continues to reflect the experience and voice of colleagues working with practitioners as well as preparing the next generation of public administrators. Combing the highest pedagogical scholarship and research with anticipating new questions TPA will remain committed to its international mission. 2023 sees changes too at TPA: John Diamond is stepping down and we are delighted to welcome Dr. Leigh Hersey (Louisiana Monroe University) as the new co-editor with Catherine Farrell.

In 2021 together with the editors of the Journal of Public Affairs Education we launched the Annual Award for an Outstanding Contribution to Pedagogical Scholarship and Research Leadership in the field of Public Administration. The 2021 award went to Professor Mary Guy (University Colorado Denver). The 2022 Award has gone to Christoph Reichard (Emeritus Professor of Public Management at Potsdam University). The citation announcing his award is included in this issue .

TPA has supported the Teaching and Learning Panel at the annual EGPA Conference and we are pleased to include the best paper from that panel in this special issue which is focussed on the impact of COVID 19. TPA invited papers and think pieces on the lessons of COVID 19 and we publish a wide range of papers and articles which explore the impact of COVID on teaching and ways of learning through to more speculative reflections on what we might consider to immediate issues of curriculum design and development.

Finally, as we start a new year, a new volume and a new editorial leadership we would like to thank not only those who have contributed to TPA but also those who review papers, are members of the Board, and support the journal in many ways. Your support is hugely appreciated.