David Eaves
Biographic Data
| ID | 5796736 |
|---|---|
| NAME | David Eaves |
| GIVEN NAMES | David |
| FAMILY NAME | Eaves |
| SIGNATURE | EAVES D |
| AFFILIATIONS | University College London |
| ORCID | 0000-0001-8951-2149 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching Public Service in the Digital Age
Public administration educators typically fail to incorporate evidence-based or even hypothesized guidance on the necessary digital competencies needed by public leaders and how they should be taught. Recognizing this gap, we apply participatory action research to derive eight competences and supporting teaching tools for digital government teachers. This involved convening focus groups of academics and practitioners to collect data, interviews, …
Seeing the Glass Half Full
John W. Holmes, optimism, and making of Canadian foreign policyOptimism is an instrument of policy.John W Holmes, 1983'In an age in which Canadian foreign policy appears to be increasingly defined by pessimism, it is nice to hear voice of optimism, all more so when this voice represents some of finest traditions in practice of Canadian foreign policy. There will always be those (and there is strong vein of them here in Canada) who believe that op…
No prominent works on this page.
Seeing the Glass Half Full
John W. Holmes, optimism, and making of Canadian foreign policyOptimism is an instrument of policy.John W Holmes, 1983'In an age in which Canadian foreign policy appears to be increasingly defined by pessimism, it is nice to hear voice of optimism, all more so when this voice represents some of finest traditions in practice of Canadian foreign policy. There will always be those (and there is strong vein of them here in Canada) who believe that op…
Teaching Public Service in the Digital Age
Public administration educators typically fail to incorporate evidence-based or even hypothesized guidance on the necessary digital competencies needed by public leaders and how they should be taught. Recognizing this gap, we apply participatory action research to derive eight competences and supporting teaching tools for digital government teachers. This involved convening focus groups of academics and practitioners to collect data, interviews, …
Government (linguistics (2 works) · Action research (1 works) · Canadian Policy and Governance (1 works) · Certification (1 works) · Citizen journalism (1 works) · Curriculum (1 works) · Curriculum development (1 works) · E-Government and Public Services (1 works) · Economics (1 works) · Epistemology (1 works)