Analyzing Big Data in Public Affairs Education: A Comprehensive Report

This report delves into the significant role of big data within the realm of public affairs education, highlighting the challenges and opportunities presented by its integration. It examines how big data, characterized by its high volume, velocity, and variety, is reshaping curricula and pedagogical approaches in public affairs programs. The report specifically explores the application of the PAPA model (Privacy, Accuracy, Property, and Accessibility) to address ethical considerations, technological advancements, process integrations, organizational adaptations, and analytical dimensions associated with big data. The discussion encompasses the ethical implications, technological requirements, process-oriented considerations, organizational adjustments, and analytical capabilities required for effective data management and interpretation within the public sector, ultimately contributing to the development of future public administrators. The conclusion emphasizes the need for practitioners to effectively analyze and interpret social media data.

Running head: BIG DATA AND PUBLIC AFFAIRS EDUCATION
Relationship between Big Data and Public Affairs Education
Name of the Student
Name of the University
Author’s Note:

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BIG DATA AND PUBLIC AFFAIRS EDUCATION
Introduction
The public affairs schools often undergo the specific challenge to include various
emergent topics within the curricula for the significant preparation of students for public
sector jobs (Mergel, 2016). The creation of big data helps in the utilization of newer
technologies as well as the amalgamation of the collected data with the respective online
based data. The following essay outlines a brief discussion on the big data, which extends the
PAPA model of Mason for several ethical considerations.
Discussion
Development of Big Data within Public Sector
The big data provides major challenge for the computer systems and the data set is
extremely large for the remote disks. It is majorly generated as the higher volume, higher
variety as well as higher velocity informational asset, which demands for the cost-effective
and innovative form of data processing (Mergel, 2016). The articles of social science is
reviewed for collection of data, analytical technique and the requirement of existing research
methods by generating the big data. Thus, the development of the big data is checked within
public sector.
Big Data within Public Affair Education
The technological advance for the Internet technology and the shifts from the offline
to the respective online interactions amongst respective citizens. Within public sector, this
requirement of using the big data is for designing projects and delivering innovative insights
for concerning the big data. These data types are those specified data sets that are eventually
created by active utilization of Internet technologies.

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BIG DATA AND PUBLIC AFFAIRS EDUCATION
PAPA Model: Ethical, Technological, Process, Organizational and Analytical
Dimensions
The PAPA model is the full form of Privacy, Accuracy, Property and Accessibility
(Mergel, 2016). This particular model substantially considers the issues, which mostly
comprise to do with all the information attributes. The five critical dimensions while dealing
with the big data are as follows:
i) Ethical Dimension: The proponents of big data help in the prediction of the
inevitable or frequently advantageous impacts on the technological world or even on the
public health. Similarly, the collected data of individual health could also generate value
within the form of the organization.
ii) Technological Dimensions: The technological dimensions of the big data includes
the developing topics for stimulating every investment decision regarding principal
technology (Mergel, 2016). The use of the new technologies help in combining the data
collected from sources.
iii) Process Dimension: It involves the incorporation of citizen feedbacks. The new
technologies like crowdsourcing platforms and political changes could directly interact online
with the government companies.
iv) Organizational Dimension: The organizational dimension includes the
government building for accommodating the major advances in big data.
v) Analytical Dimension: This specific dimension includes the ability in creating the
predictive insights for interpreting the inflowing data in real time (Mergel, 2016).

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BIG DATA AND PUBLIC AFFAIRS EDUCATION
Conclusion
Therefore, from the above discussion, it can be concluded that big data within public
affairs classes is eventually derived from requirements of the practitioners as well as apparent
lacking of MPA class, which address the comparable problems. The above mentioned essay
has outlined the brief discussion on the big data provides the systematic reviewing of the five
management dimensions, by which the students could collect, analyse or interpret the data of
social media.

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BIG DATA AND PUBLIC AFFAIRS EDUCATION
References
Mergel, I. (2016). Big data in public affairs education. Journal of Public Affairs
Education, 22(2), 231-248.