Abstract
Computer-based simulations in public affairs curricula are thought to better prepare graduates for responding to an increasingly complex public policy environment upon entering into or advancing within public sector careers. Using survey results from 221 participants in the 2021 NASPAA-Batten Pandemic 2.0 simulation competition, the authors analyze the extent to which participants reported skill-improvement across constructs that align with the Network of Schools of Public Policy, Affairs, and Administration’s (NASPAA) Universal Competencies. A factor analysis suggests a relationship between students’ participation in the simulation and their perceived improvement of important practical skills relevant to NASPAA’s universal competencies.
| Original language | English |
|---|---|
| Pages (from-to) | 182-210 |
| Number of pages | 29 |
| Journal | Journal of Public Affairs Education |
| Volume | 28 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2022 |
Funding
The authors acknowledge Andy Ortiz (Systems Analyst) and Adam Roux (Center Coordinator and Writer), Center for Leadership, Simulation and Gaming at the Frank Batten School of Leadership and Public Policy, University of Virginia for their roles in modeling, designing, and implementing the Pandemic 2.0 simulation. The authors also thank Chuck Harris, Systems Administrator, Social Science Research Laboratory at the University of Montana for his expertise and assistance with the analysis and interpretation of data.
Keywords
- COVID-19
- NASPAA universal competencies
- Simulations
- experiential learning
- pandemic