E-Govemment and Public Affairs Education

Abstract

This article examines three fundamental questions with respect to the place of e-government in graduate education for cancers in public service. First, where does e-govemment fit in the curriculum of graduate programs in public policy and administration? Second, might we expect the answer to this question to vary depending on the institutional home and type of public affaire degree? Third, should we expect programs to offer a required course on e-government or should we aim to integrate material on e-govemment throughout the curriculum? These questions are approached through standards developed for public affairs education in the United States. hut they are examined in the context of international variations in governance, technology, and education.

The article first traces the development of e-government across the globe, summarizing important issues and considerations that governments must answer as they pursue e-government initiatives. It then reviews standards that have been developed for public affairs education in the United States and turns to the question of how in incorporate e-government in the curricalum.

E-government involves much more than technological and information management questions. Thus, it has implications for the entire public affairs curriculum. It is unlikely that a single course can successfully covers technical, managerial, and policy dimensions of e-government. For must programs, it will be more productive to explore e-government across a range of courses in the existing curriculum. The approach that is taken is likely to be affected by institutional setting, resources, and faculty competencies. It is also likely to be shaped by the broader social, economic, and political environments in which programs operate. Although the stage of e-government development in the country is likely to make a difference, although we can also hope that our training will also shape e-government's development.