Charting a route back to relevance? Supporting 21st century public service practitioners through action-oriented, complexity-informed, and engaged pedagogy

Melissa Hawkins; Max French; John Diamond; Rob Wilson; Hannah Hesselgreaves

doi:10.1177/01447394251359616

Charting a route back to relevance? Supporting 21st century public service practitioners through action-oriented, complexity-informed, and engaged pedagogy

Melissa Hawkins^*, Max French, John Diamond, Rob Wilson, Hannah Hesselgreaves

^*Corresponding author for this work

Research output: Contribution to journal › Editorial › peer-review

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Original language	English
Pages (from-to)	135-142
Number of pages	8
Journal	Teaching Public Administration
Volume	43
Issue number	2
Early online date	8 Jul 2025
DOIs	https://doi.org/10.1177/01447394251359616
Publication status	Published - Jul 2025

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10.1177/01447394251359616Licence: CC BY

hawkins-et-al-2025-charting-a-route-back-to-relevance-supporting-21st-century-public-service-practitioners-throughFinal published version, 519 KBLicence: CC BY

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title = "Charting a route back to relevance? Supporting 21st century public service practitioners through action-oriented, complexity-informed, and engaged pedagogy",

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AU - Diamond, John

AU - Wilson, Rob

AU - Hesselgreaves, Hannah

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Charting a route back to relevance? Supporting 21st century public service practitioners through action-oriented, complexity-informed, and engaged pedagogy

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