sustainability
Article
Future Online Learning for Public Administration
Ani Matei and Dragos Valentin Dinca *
Citation: Matei, A.; Dinca, D.V.
Future Online Learning for Public
Administration. Sustainability 2022,
14, 11540. https://doi.org/10.3390/
su141811540
Academic Editors: Ahmed Tlili,
Nian-Shing Chen, Fahriye Altınay
and Ramesh Chander Sharma
Received: 30 June 2022
Accepted: 12 September 2022
Published: 14 September 2022
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Copyright: © 2022 by the authors.
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Attribution (CC BY) license (https://
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4.0/).
Sustainability 2022, 14, 11540. https://doi.org/10.3390/su141811540
Faculty of Public Administration, National School of Political and Administrative Studies (SNSPA),
012244 Bucharest, Romania
* Correspondence: dragos.dinca@administratiepublica.eu
Abstract: In this article, we analyze the perspectives of professional training for public administration
workers, starting from the insights gained from online courses run during the past two years in the
context of the SARS-CoV-2 pandemic. In order to understand the nature, type, and magnitude of the
changes brought by the COVID-19 pandemic in the field of continuous professional training for public
administration, we carried out a systematic bibliographic analysis, as well as questionnaire-based
empirical research conducted among public institution employees in Romania. This article was
conducted based on the hypothesis that the professional training activities over the past two years
have been organized predominantly online, and we aim to analyze the sustainability of these new
teaching systems/methods. The limitations of the study are due to the fact that each administrative
system has structural particularities and its own legal framework regarding the professional training
of public administration workers; for this reason, the proposed model may not be successfully applied
in all countries. We provide a model of online professional training for public administration workers
that includes sustainability criteria and is based on experience accumulated over the past two years.
Keywords: professional development and continuous training; online learning; public administration;
sustainability; the SARS-CoV-2 pandemic
1. Introduction
This article aims to substantiate and synthesize the main trends regarding the contents,
forms of organization and development, and sustainability of future professional develop-
ment and continuous training programs designed for public administration workers.
The SARS-CoV-2 pandemic has had a major impact on the manner in which such
programs are designed and organized. Capitalizing on this impact from the perspectives of
usefulness and sustainability represents, in both our opinion and that of other researchers, a
necessity as well as an opportunity in the field of continuous training for public administra-
tion workers. As such, our study encompasses both systematic bibliographic research and
sociological, statistical conclusions arising from empirical research based on a questionnaire
carried out among a representative sample of employees of public institutions in Romania
who have attended professional development and continuous training programs over the
past few years.
Education, along with professional training, represents a fundamental right. Thus,
the EU Charter of Fundamental Rights mentions (at [1], art.14(1)) that “everyone has the
right to education and to have access to vocational and continuing training.” This article
is inspired both by the constitutional traditions common to EU member states and by
the Additional Protocol to the ECHR [2] (art.2). According to [3], the extension of this
article regarding access to vocational and continuous training was considered in agreement
with the Social Charter [4] (art.10). These documents have been ratified by the member
states of the European Union, with certain adequate provisions being also included in
the constitutions of the respective states, as well as in other organic documents. In this
context, the Constitution of Romania has established that “the right to education is ensured
through compulsory general education, as well as by means of other forms of education
https://www.mdpi.com/journal/sustainability
Sustainability 2022, 14, 11540 2 of 20

and training” [5] (art.52). We can find similar provisions in the Constitutions of Bulgaria,
Moldova, Albania, Slovenia, and other European states.
For public servants, there are special mentions which—apart from their right to
access continuous professional training—also provide their obligation to undertake such
training. The Administrative Code of Romania stipulates that “public servants have
the right and obligation to continuously improve their skills and professional training.
Public authorities and institutions have the obligation to ensure the participation of every
public servant to at least one professional training and improvement program once every
two years” [6] (art.458).
Special laws or documents designed for public administration workers can also be
found in Serbia, Moldova, Slovenia, Bulgaria, and so on.
The counterpart to the right to the professional training of public servants [7] (p. 5) is
the obligation of the state and the local collectivities to establish the associated legal and insti-
tutional framework and to provide the resources necessary for its materialization [8] (p. 78).
Additionally, unlike an employee whose employment is regulated by the Labour Law,
a public servant also has an obligation to perfect their professional training, an obligation
deriving from the fact that they exercise prerogatives of public power, such that their actions
are a subject of general interest. In this context, the public servant has an obligation to follow
training programs organized at the initiative or in the interest of the public institution [9]
(p. 2), [10] (p. 110).
Generally, professional development and continuous training represent an ensemble of
processes, by means of which—after attending specialized programs—employees develop
the skills, knowledge, competencies, behaviors, and work techniques they already have a
basic qualification in, with a view to achieving a higher level of efficiency in their objectives
and tasks. Such training aims to improve already existing professional abilities [11] (p. 24).
The professional development and continuous training process include six stages:
analyzing needs, designing the training program, developing training materials, select-
ing/calling the participants, delivering the programs, and monitoring/evaluating the
training programs [12] (pp. 28–42).
For the training to be significant and efficient, the program organization method-
ology must be established by taking into account both the needs of the organization
and the specific needs of each participant, adapted to the context and influences of the
external environment.
The SARS-CoV-2 pandemic has offered an additional incentive to adapt to the new
context, taking into account the specific influences affecting professional development
and continuous training programs. The future of online education in the field of public
administration has become a topic of great interest.
The reputed academic Bruce McDonald III—concluded that, with regard to “the future
of public administration education,” “it is unlikely that all education will be offered lately
online at any point in the near future. Instead, the traditional classroom experience will
continue to dominate public administration classes.” [13] (p. 4).
Without being directly related to the present context—which is implicitly due to
the SARS-CoV-2 pandemic and the recent geopolitical situation—older publications [14]
have presented the results of a survey carried out in 96 institutions within the National
Association of Schools of Public Affairs and Administration (NASPAA), which included
“the rationales for offering or not offering online education, concerns with technology, made
of online instruction, student services, faculty and staff demands, and enrolment patterns.”
The authors concluded that “apprehension about the quality and effectiveness of online
education persists in the field of public affairs, as well concerns about faculty and staff
workloads in online education.” [14] (p. 247)
All these arguments have established continuous training as both a right and an
obligation, complemented by considerations regarding the current state of online education
and its pace in the current pandemic context, representing the topicality and opportunity
of the present study.
Sustainability 2022, 14, 11540 3 of 20

Uncertainties regarding the effectiveness of online teaching methodologies and the

persistence of the impact of the SARS-CoV-2 pandemic must be accompanied by consider-
ations and assessments regarding the sustainability of continuing training programs, in
accord with the general developments of education at all levels and the specificities of
training programs for public administration.

2. Extensive Bibliographic Context

The present chapter extends the bibliographic research with a focus on the tech-
nological and organizational support of online learning, as well as the foundations of
sustainable approaches.
In the field of public administration, digital teaching methods have been an impor-
tant subject for longer than the past two years. There have been previous attempts to
precisely define and conceptually outline distance learning in public administration. Thus,
Kern Dieter [15] (p. 19) considers “e-learning as the approach using different internet and
web technologies to enable, to evoke, to promote and/or to present learning processes and
the development of competencies.”
There have also been studies analyzing relevant technology, existing platforms, and the
use thereof [16,17], highlighting their adaptability, accessibility, and use costs. Comparisons
have been made between face-to-face learning and online education, as well as hybrid
models [18].
Numerous studies have highlighted the benefits of online training in the field of
public administration [19] in terms of financial resources, time saved, and adaptation to
the learning pace of every participant [20], thus encouraging public institutions to access
distance learning programs for their own employees.
Options for integrating the new technologies in the training process for public admin-
istration have been analyzed from the viewpoint of the existing barriers [21], ascertaining
that resistance to change or technological gaps [22] are factors limiting the development of
this type of professional training.
There has also been interest with regard to the manner in which the introduction of
the Moodle e-learning platform [23], or other technical supports/instruments as part of the
teaching process, is related. Moreover, the perception and level of acceptance of continuous
online training by public administration employees have also been analyzed [24,25].
Thus, we can surmise that relevant studies have mainly focused on the following directions:
• Defining online learning in the field of public administration;
• Existing technologies, facilities, and their flexibility;
• Comparison with classical models and the benefits of online learning;
• Integration barriers and elimination methods;
• Perception/degree of acceptance towards online learning by public institution employees;
• Identifying methods to support the future development of online learning in the field
of public administration.
All of these considered aspects reflected the practice of online learning for public
administration, especially encouraged by the existing technologies and emphasized benefits.
However, these practices have been conditioned by the access to technology on the part
of public institutions, for which reason they are much more developed in Western Europe
and North America. Eastern Europe was also experiencing new learning models; however,
they have not yet become a frequent practice.
The past two years have led to significant changes in public institutions caused by the
SARS-CoV-2 pandemic. These changes can be grouped into five categories, all leading to
physical distancing:
- Re-organization of the workspace;
- Use of new technologies and their diversification;
- Relationship with the public;
- Review of certain work instruments and remote work;
- Medical protection of the staff.
Sustainability 2022, 14, 11540 4 of 20

In this new context, professional development and continuous training activities for
public administration have also been transformed, with classical courses being replaced
by online training. Implicitly, the specialized literature is rich in studies and analyses
regarding this new context.
Thus, the impact of the pandemic on public administration [26]; digitalization [27]; the
training/learning process, with a view to rethink, reposition, and adapt to the pandemic
situation [28]; existing technologies, aiming to integrate them in training processes [29];
and the transformations caused [30] or projections for the future of professional training
for public administration have been studied.
A temporary but not yet fully accepted conclusion is that existing research emphasizes
a wide-scale evolution and use of online training for public administration, benefiting from
previous experiences and the existing technology, which, nonetheless, can be viewed as an
evolution mainly imposed by the pandemic context.
The fact that the SARS-CoV-2 pandemic seems to be coming to an end and people
and institutions are returning to normality has given rise to opportunities for capitalizing
on the outstanding experience gained under the effects of the pandemic, as well as the
sustainability of the continued training model [31].
Starting from this conclusion, we must also acknowledge that the interaction between
sustainability and public administration has been the object of numerous studies and
analyses examining sustainability as a conceptual focus for public administration [32] and
as an integral part of public administration processes [33] or as a concern [34]. From the
viewpoint of continuous training, sustainability is viewed as a “subject which must be
integrated to the greatest extent possible in the learning process” [35] (p. 9).
From this perspective, a potential model framework could be put forth by the German
Sustainability Code [36], which contains 20 criteria. These will also be included in the
Romanian Sustainability Code, which is currently being elaborated on and can be grouped
into four categories: strategy (significance, vision, and objectives), process management
(rules and structures), environment (ecological sustainability aspects), and society (so-
cial sustainability aspects). Criteria 1–10 refer to the sustainability policy, while criteria
11–20 refer to sustainability aspects (i.e., the use of natural resources).
The application of criteria 1–4 (strategic analysis and action, materiality, objectives,
and depth of the value chain) involves the elaboration and implementation by the public
organizations of sustainability strategies, including the professional training component.
On the one hand, the topic of sustainability should be a training subject, although it has not
been identified in the training topics taught in the last two years, nor in the ones desired
for the future. On the other hand, the training component can be specifically focused on
methods for developing and applying sustainability strategies. At the national level, in
Romania, considering that the Sustainability code is currently being elaborated, training
on this subject must become a national priority, being integrated into the training plans of
every public institution.
For the “Materiality” criterion, digitalization brings opportunities and options, con-
tributing to the elimination of carbon emissions and the preservation of resources, leading
to a need to continue and develop professional training in public administration in the
online format.
Consideration of the “Objectives” criterion requires clear formulation in matters of
sustainability in the organizational strategy, including the establishment of monitoring and
reporting responsibilities. The objective of increasing the training level of employees is a
sustainable development criterion that must be included in the strategy.
From the perspective of the value chain, the sustainability criteria therein are to be
verified. From the viewpoint of the professional training process in public institutions,
the process itself can be considered along with the integration of certain training topics
regarding the development of employee competencies to analyze the depth of the value
chain, such as “Green purchasing”.
Sustainability 2022, 14, 11540 5 of 20

Process management (criteria 5–10) requires the clear establishment of responsibilities,

which in the field of professional training involves establishing the person responsible for
the process, with the role of analyzing and integrating the sustainability elements. Further-
more, public organizations must review their own procedures and processes in order to
integrate sustainability aspects. Applying these criteria at the organizational or administra-
tive level involves including course topics such as “Sustainable processes” or “Elaboration
of sustainable operational and system procedures.” The “Control” criterion requires the
establishment of sustainability-focused performance indicators in the periodical planning
and control internal processes; that is, professional training must focus on learning how to
formulate sustainability-related performance indicators. The ”Stimulation systems” crite-
rion focuses on increasing employee motivation to apply the sustainability criteria, which
requires public organizations to review their motivation plans/methods and integrate
components related to sustainability, which can serve as a professional training topic.
Integration of the “Involvement of interested parties” criterion requires the public
administration to identify such parties and ensure their involvement in the sustainability
process. By means of professional training, employees can be taught methods for iden-
tifying and involving interested parties, together with the elaboration of risk matrixes,
influence maps, and so on.
In professional training, “Innovation” (sustainability criterion) refers to an orientation
towards activities contributing to reducing negative impacts on the environment, which
targets both the training process itself and the promoted topics, as well as the training
subjects, aspects which must also be considered when applying the environmental criteria
(the ecological sustainability aspect; criteria 11–13). The environmental aspects impose
reductions in natural resource consumption, which naturally leads to the option of online
courses, which are optimized in terms of duration and period.
The criteria focusing on society (14–20) take into account the manner in which the
employee’s rights are observed (in this case, the right to professional training), the applica-
tion of the equal chances principle, and the increase in qualification level, as well as the
manner in which the involvement of the staff in society and in sustainability management
is encouraged, which also involves improving the awareness and adhesion of the staff to
sustainability values by means of training. This category also includes the measures, stan-
dards, systems, and processes targeting the prevention of illegal behaviors and corruption
(e.g., elements such as anti-corruption training).

3. Methodology
As noted in the pre-amble of this article, in order to fulfill the proposed research
objective, we opted for an appropriate theoretical–empirical methodology, which includes
both systematic bibliographic research, as well as empirical social statistical research,
implemented through a questionnaire, addressed to a representative sample of individuals
employed by public institutions of Romania, who have attended professional development
and continuous training programs in the past few years.
In addition, the sample also included stakeholders from central public administration
institutions, who have been assigned to design and organize the programs mentioned
above, as well as professors and specialized trainers from relevant universities in Romania.
The systematic bibliographic research was based on important works and documents
regarding the right and obligation of civil servants to professional development and con-
tinuous training, technological support, and the new methods of organization under the
conditions imposed by the SARS-CoV-2 pandemic, foreshadowing the future of training
programs under the conditions of capitalizing on the practices necessitated by the pandemic
and ensuring the sustainability of the mentioned programs.
The structure and content of the questionnaire are presented in Appendix A.
The questionnaire begins with five questions aimed at the content of and identifying
the manners in which training had been carried out in the past two years. The first question
was designed to identify the percentage of respondents who had attended training pro-
Sustainability 2022, 14, 11540 6 of 20

grams in the last two years. Those who attended such programs were asked to indicate the
associated topics, being provided with a pre-defined list (also including the option ”other”)
comprising: Bases of public administration, Strategic management, Public function man-
agement, Communication, Performance management, Use of new technologies—ECDL,
Quality management, Public procurement, Material resource management, Document man-
agement, Project management, E-government/e-administration, Decisional transparency,
Management of classified information, and Organizing and archiving. This list was de-
signed and perfected through the contributions of stakeholders from training institutions
and universities.
Furthermore, the respondents who attended training activities indicated whether
these had been held in the traditional format, face-to-face, online, or blended learning
(both online and face-to-face modules). For online courses, they were asked to mention the
platform used: Zoom, Webex, Google meet, Microsoft Teams, or others.
Next, by means of an open question, the participants indicated the advantages and
disadvantages of the online courses, as per their own opinions and experiences.
The fifth question in the first part targeted the evaluation of online training activities
from a qualitative point of view through scoring (on a scale from 1 to 5) the quality of the
agenda, the content, the support materials, the platform used, the discussion management
methods, the objectives of the sessions, the interactivity, and the course duration.
The second part aimed to identify the intentions of respondents with respect to online
training activities in the future. Thus, participants were asked for their opinion regarding
the quality of the programs offered through the online methodologies, their impact on the
future development of their institution, the contents of the annual training plans/strategies
of the public institutions, the optimal duration, participation, and method of organization
in the future.
In this context, we assessed training models/instruments from the viewpoint of their
utility in continuous training.
The last question, designed in an open format, invited the participants to identify
the manners in which the disadvantages of online training (which they had previously
indicated) could be eliminated.
The third part of the questionnaire comprised identification elements for the tar-
get group, including their level of education, seniority in administration, function level
(management/operations), and the type of institution the respondents worked in.
The sample was composed of 95 representatives of public institutions, along with
15 stakeholders from national and regional institutions acting in the professional devel-
opment and continuous training of public administration workers (Ministry of Regional
Development and Public Administration, National Institute of Administration, Regional
Continuing Education Centres for Public Administration), as well as universities offering
relevant training programs in the field of public administration.
Of the 95 representatives of public institutions, 56 were from local public institutions,
22 from decentralized institutions, and 17 from central public institutions.
The questionnaire response rate was 94.7%.
Data were collected by means of a platform specialized in taking surveys. The platform
centralized the data and generated the graphs.

4. Results
The results of the present study arise, on the one hand, from social–empirical research
and, on the other hand, from analysis of the bibliographic context mentioned above.
For a clearer understanding, with the aim of outlining the future of online learning
in the field of public administration, we present these results according to certain criteria
specific to the design and implementation of the future programs, including the content of
the programs, forms of organization, and their implementation

Sustainability 2022, 14, 11540
The results of the present study arise, on the one hand, from social–empirical research
and, on the other hand, from analysis of the bibliographic context mentioned above.
For a clearer understanding, with the aim of outlining the future of online learning
in the field of public administration, we present these results according to certain criteria
specific to the design and implementation of the future programs, including the 7 ofcontent
20
of the programs, forms of organization, and their implementation

4.1. Content of the Programs

4.1. Content of the Programs
Thetopics
The topicsononwhich
which the
the respondents
respondents were
were questioned
questioned werewere established
established by analyzing
by analyzing
those which were relevant over the past few years and by consulting the
those which were relevant over the past few years and by consulting the stakeholders stakeholders
mentioned in the previous chapter. The levels of interest expressed by the
mentioned in the previous chapter. The levels of interest expressed by the participants participants
and
andneed
the the for
need for training
training withinwithin public institutions
public institutions are depicted
are depicted in Figurein
1. Figure 1.

40.00%

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%

Figure1.1.Topics
Figure Topicsofof the
the training
training programs
programs (Q1).
(Q1). Source:
Source: Authors.
Authors.

ItItcan
canbebenoted
notedthat
thatthe
themost
mostfrequently
frequentlychosen
chosenoptions
options(≥(≥10%)
10%) referred to:to:
referred Bases
Bases of
of public administration, Public procurement, Decisional transparency,
public administration, Public procurement, Decisional transparency, and Use of new and Use of tech-
new technologies.
nologies.
Based
Basedon onthese
thesedata,
data, wewemay
may design a curriculum
design adapted
a curriculum to the
adapted to interests and train-
the interests and train-
ing needs of public institutions, classifying certain topics, according to the practices
ing needs of public institutions, classifying certain topics, according to the practices for for
designing academic curriculums, as: fundamental (≥10%), complementary (≥5%, <10%),
designing academic curriculums, as: fundamental (≥10%), complementary (≥5%, <10%),
or optional (<5%).
or optional (<5%).
Thus, we arrive at the following classification (Table 1):
Thus, we arrive at the following classification (Table 1):
Table 1. Classification of topics from a curricular perspective. Source: Authors.
Table 1. Classification of topics from a curricular perspective. Source: Authors.
Category
Topic Category
Topic Fundamental Complementary Optional
Fundamental Complementary Optional
Bases of public administration X
Bases of public administration
Strategic management ✓ X
Strategic managementPolitic function management ✓ X
Politic function management Communication ✓ X
Performance management X
Communication Use of new technologies X ✓
Quality management X
Public procurement X
Sustainability 2022, 14, x FOR PEER REVIEW 8 of 20

Sustainability 2022, 14, 11540 8 of 20

Performance management ✓
Use of new technologies ✓
Quality management Table 1. Cont. ✓
Public procurement ✓
Category
Material resource management Topic ✓
Document management Fundamental Complementary Optional
✓
Urbanism Material resource management ✓ X
Document management X
Social assistance ✓
Urbanism X
Project management Social assistance ✓ X
Financial/budgetary managementProject management ✓ X
Decisional transparencyFinancial/budgetary management
✓ X
Decisional transparency X
Organizing and archiving Organizing and archiving ✓ X

As evidenced by the socio-empirical research, in the topics above or independently

As evidenced by the socio-empirical research, in the topics above or independently
from
fromthem,
them, other trainingtopics/chapters
other training topics/chapters areare considered
considered useful
useful fordevelopment
for the the development
of the of
the public institution in terms of organization and systems, development
public institution in terms of organization and systems, development and implementation and implemen-
tation of public
of public policies
policies and affairs,and affairs,
strategicstrategic
planningplanning and management,
and management, and so on,and so on,
should
should be introduced.
be introduced.
Their
Theirimpacts
impacts could
could be presented andconsidered
presented and consideredininrelation
relationtoto the
the statistical
statistical averages
averages
ofofvariable
variableQ6Q6(q6i,
(q6i, ii == 1,13)
1,13)
For
Forthis
thispurpose,
purpose, we prepared Figure2.2.
prepared Figure

Business analyss in the public sector

Activity planning and running

Communication/debate moderation

Decisional practices in the public administration

Elaboration and implementation of public policies

Decisional transparency and confidentiality

Elaboration of operational and system procedures

Strategic management – Balanced Scorecard

CAF (functioning self-assessment framework for public

institutions)

Risk management

Integrity management in the public administration

Strategic planning

Leadership

2.8 2.9 3 3.1 3.2 3.3 3.4

Figure
Figure2.2.Future
Futuretopics/chapters
topics/chaptersfor
for institutional development.Source:
institutional development. Source:Authors.
Authors.

This
Thisfigure
figure indicates StrategicPlanning
indicates that Strategic Planning(3.37)
(3.37)and
andActivity
Activity Planning
Planning (3.34)
(3.34) hadhad
the highest levels
the highest levels of of interest. In fact,
fact, the high statistical average values for most the
the high statistical average values for most of of the
topics/themessuggest
topics/themes suggesttheir
their absence
absence oror the
the sporadic
sporadicapproach
approachofofthe
theprograms
programsorganized
organized
sosofar,
far,thus
thusoffering
offering aa useful
useful perspective
perspectivefor forthe
thefuture.
future.
Sustainability 2022, 14, x FOR PEER REVIEW 9 of 2

Sustainability 2022, 14, 11540 9 of 20

4.2. Forms of Organization and Technological Support

4.2. Forms
Overof the
Organization
past fewand Technological
decades, Support development and continuous training pro
professional
gramsOver have
the been carried
past few out in
decades, the classical
professional face-to-faceand
development format, with online
continuous modules
training pro- bein
grams
few and haveinfrequent.
been carried out in the classical face-to-face format, with online modules being
few and Theinfrequent.
SARS-CoV-2 pandemic has led to a radical change in this balance, despite th
The SARS-CoV-2 pandemic has led to a radical change in this balance, despite the fact
fact that many or most of the public institutions did not benefit from the technologica
that many or most of the public institutions did not benefit from the technological support
support required for an online organization in its entirety.
required for an online organization in its entirety.
InInthis
this context,
context, in terms
in terms of form
of the the form of organization
of organization applied
applied over
over the pastthe
twopast two years
years,
programs
programs were
were held held predominantly
predominantly onlinein(64.1%),
online (64.1%), in learning
the blended the blended learning forma
format (10.26%),
or—despite the existing restrictions—in the classical face-to-face format (25.64%), as shown forma
(10.26%), or—despite the existing restrictions—in the classical face-to-face
(25.64%),
in Figure 3. as shown in Figure 3.

70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
in classic format, face online; blended learning
to face; (online and face to
face modules)

Figure3.3.Forms
Figure Forms under
under which
which training
training programs
programs were organized
were organized and
and held heldthe
during during the pandemic.
pandemic.

Among
Among thethe
advantages
advantages identified, the participants
identified, in the online
the participants in the courses mentioned
online courses mentione
their flexible schedule, the possibility of attending the course regardless of their work
their flexible schedule, the possibility of attending the course regardless of their wor
schedule, the availability of teaching materials, the possibility to learn at their own pace,
schedule, the availability of teaching materials, the possibility to learn at their own pace
time saved, the comfort of their own space, the ease of monitoring the contribution of each
time saved,the
participant, the comfort to
possibility of attend
their own fromspace, the easelow
any location, of cost,
monitoring the contribution
and personal protection of eac
participant, the
against the pandemic.possibility to attend from any location, low cost, and personal protectio
against the pandemic.
The disadvantages/weaknesses of online training, in the opinion of the respondents,
were aThelackdisadvantages/weaknesses
of physical interaction and socialization, low support
of online training, in clarifying
in the opinion certain
of the respondents
subjects, the inadequate training of lecturers in such teaching methods, low-quality
were a lack of physical interaction and socialization, low support in clarifying certain sub inter-
net connections,
jects, the high
the inadequate numberofoflecturers
training hours spent in front
in such of the methods,
teaching computer, low-quality
the fact that interne
information is presented more briefly, the lower level of interactivity, deficient evaluation
connections, the high number of hours spent in front of the computer, the fact that infor
(especially in case of group projects), and the lack of IT abilities of certain participants.
mation is presented more briefly, the lower level of interactivity, deficient evaluation (es
Capitalizing on the experience gained from organizing continuous training programs
pecially
in the last in
fewcase of different
years, group projects), and the lackare
forms of organization of intended
IT abilities
for of
thecertain
future. participants.
Although
Capitalizing on the experience gained from organizing continuous
the intention of attending online programs—regardless of the pandemic context—was training program
in the last
80.36% few years,
(according to thedifferent
responsesforms
to Q9),ofthe
organization
optimal methodare intended for the
for organizing future. Althoug
continuous
training programs
the intention of isattending
presented online
in Figure 4.
programs—regardless of the pandemic context—wa
80.36% (according to the responses to Q9), the optimal method for organizing continuou
training programs is presented in Figure 4.
Sustainability
Sustainability2022,
2022,14,
14, x11540
FOR PEER REVIEW 10 of 20 10 of 2

50.00%

40.00%

30.00%

20.00%

10.00%

0.00%
in classic format, online; blended learning
face to face; (online and face to
face modules)

Figure4.4.The
Figure The optimal
optimal method
method for organizing
for organizing continuous
continuous training
training programs.
programs.

The
Thesituation presented
situation in Figure
presented 4 expresses
in Figure the habituality
4 expresses and conservatism
the habituality of the
and conservatism of th
participants, ignoring many of the previously mentioned advantages/disadvantages.
participants, ignoring many of the previously mentioned advantages/disadvantages.
This is further confirmed by the fact that the majority of the respondents opting for
This is further confirmed by the fact that the majority of the respondents opting fo
programs in the classical face-to-face format were over 35 years old.
programs in the classical face-to-face format were over 35 years old.
More objective information on this situation can be obtained by performing correlation
More objective
and regression analysesinformation on this
using the results fromsituation
Q8, Q1, andcanQ9.
be obtained by performing correla
tionAs
and regression analyses using the results from
the options expressed by respondents for the various Q8, Q1,approaches
and Q9. of blended
Asinthe
learning options
relation expressed
to the by respondents
majority, minority, or balanced forweights
the various
of onlineapproaches
modules, wereof blende
roughly
learningequivalent, in to
in relation order
theto simplify minority,
majority, the statistical
or analysis,
balancedwe use a variable
weights thatmodules,
of online sums wer
the three according to the formula:
roughly equivalent, in order to simplify the statistical analysis, we use a variable that sum
the three according to the formula:
qi.b = qi.2 + qi.3 + qi.4; i = 2.8.
qi.b = qi.2 + qi.3 + qi.4; i = 2.8.
In this context, for the mentioned sample, the obtained Pearson linear correlation
In this
coefficients context,
were for the
as follows mentioned
(Table 2): sample, the obtained Pearson linear correlation co
efficients were as follows (Table 2):
Table 2. Pearson correlation coefficients for the variables related to the form of organization.
Source: Authors.
Table 2. Pearson correlation coefficients for the variables related to the form of organization. Source
Authors. q8.1 q8.2 q8.5
Pearson Correlation 1 −0.697 ** −0.381 **
q8.1 q8.2 q8.5
q8.1 Sig (2-tailed) 0.031 0.046
Pearson N Correlation 1051 −0.697 **
105 105 −0.381 **
q8.1 Pearson
SigCorrelation
(2-tailed) −0.697 ** 1 0.031 −0.373 ** 0.046
q8.2 Sig (2-tailed) 0.031 0.041
N
N 105
105 105
105 105
105
Pearson
Pearson Correlation
Correlation −−0.697
0.381 ** ** −0.373 ** 1 −0.373 **
q8.5
q8.2 Sig (2-tailed)
Sig (2-tailed) 0.046
0.031 0.041 0.041
N 105 105
N 105 105 105
** Correlation is significant at the 0.05 level (2-tailed).
Pearson Correlation −0.381 ** −0.373 **
Asq8.5
is well-known,Sigthe(2-tailed)
statistical correlation0.046
indicates the intensity
0.041and direction of a
statistical relationship between
N variables. 105 105
The negative value of all correlation coefficients can be interpreted as an inverse
** Correlation is significant at the 0.05 level (2-tailed).
variation of the variables, defined in terms of their intensities (i.e., the absolute values of
the coefficients).
As is
This well-known,
finding the statistical
corresponds correlation
to reality and the manner indicates
in whichthe
theintensity and direction
questionnaire was of
statisticalwhich
designed, relationship
required between
respondents variables.
to choose a single response option. The significance
The negative value of all correlation coefficients
of the correlation was close to zero for both levels: 0.01 and can
0.05,be interpreted as an inverse var
respectively.
iation of the variables, defined in terms of their intensities (i.e., the absolute values of th
coefficients).
This finding corresponds to reality and the manner in which the questionnaire wa
designed, which required respondents to choose a single response option. The signifi
Sustainability 2022, 14, 11540 11 of 20

An interesting statistical link was achieved by performing a regression analysis be-

tween the variables already mentioned and the participation in (or intention to take part in)
professional development and continuous training programs. The empirical data offered by
Q1 and Q9 were non-variable; which, when used in the regression, were used to calculate:

1
Qp = (Q1 + Q9).
2
The regression coefficients are presented in Table 3.

Table 3. Regression coefficients for Qp dependent variables. Source: Authors.

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig
1 (Constant) 0.586 0.434 1.352 0.079
q8.1 0.209 0.429 0.247 0.488 0.027
q8.6 0.205 0.429 0.24 0.477 0.034
q8.5 0.061 0.446 0.053 0.137 0.092

If we associate the coefficients in Table 3 with the ANOVA results, we find that the F
statistic has a value of 0.661, and the overall significance of the model was 0.078; this means
that the independent variables had an influence on the dependent variable, at various
levels but not to a complete extent. Therefore, adding a few more different variables in the
regression analysis is expected to be beneficial and will allow for more rigorous modeling
of the level of participation in the mentioned programs.
This observation was further confirmed by the high level of residuals in the statistical
model (r = 18.158).
However, even in the statistical context detailed above, we can note that the influence
of the manner in which programs are organized is directly proportional to the intention
to participate, the greatest influence belonging to the classical (face-to-face) and blended
learning formats.

4.3. Sustainability of Continued Training Programs

Due to its complexity, the concept of sustainability requires specific approaches, from
at least two perspectives, in the context of the present research.
The first aims to integrate the contents of continuous training program elements with
sustainable, economic, and social development in compliance with the objectives promoted
by the UN, UNESCO, European Union, national and regional strategies and programs, and
so on.
The second perspective relates to designing, promoting, and organizing the programs
we refer to through means that provide them the necessary consistency for their permanence
and strategic evolution, thus ensuring their quality, modern and effective methods of
implementation, optimal duration and participation, in accordance with the continuous
improvement and training needs in the public administration field.
Separation of these two perspectives—even if only for academic reasons—is difficult to
achieve. This is due to the existence of vast specialized literature, the conceptual complexity
previously mentioned, and the limitations this research is subject to.
Therefore, the results of the investigation carried out focus on a specific and non-
exhaustive framework that can substantiate—from a strategic and operational point of
view—the context in which continuous training programs are designed and organized. We
seek to correlate this framework with a few empirical aspects regarding the existence of
professional development and continuous training strategies/plans within public institu-
tions, the optimal duration and number of attendants, and the quality and modernity of the
methodology, resulting from the empirical research carried out and presented in this paper.
Sustainability 2022, 14, 11540 12 of 20

Inspired by the German Sustainability Code [36], with specific reference to continuous
training as an integral part of the sustainable approach to economic and social processes
specific to the beginning of the millennium, we establish below (see Table 4) the appropriate
measures that can be associated with the sustainability criteria described in [36].

Table 4. Measures ensuring a sustainable framework for professional development and continuous
training. Source: Authors.

No. Criteria Measures

1 Strategy
- The development, implementation, and application of sustainability
2 Materiality
strategies in public institutions, including the professional
3 Objectives
training component;
4 Depth of the value chain - Promoting forms of continuous training that are appropriate, in
terms of organization and contents;
5 Responsibility - Reviewing training procedures and processes;- Establishing who is
6 Rules and Processes responsible for the process;
7 Control - Developing training performance indicators;- Revising incentive
8 Incentive Schemes plans/methods and integrating certain sustainability components;
9 Stakeholder Engagement - Identifying and involving stakeholders in the training process;
10 Innovation and Product Management - Focusing on activities that contribute to reducing the negative impact
11 Usage of Natural Resources on the environment;
12 Resource Management - Rational, limited use of natural resources in the training process (e.g.,
13 Climate-Relevant Emissions environmentally friendly supplies, natural light);
14 Employee Rights - Observing the rights of employees (in the case at hand, the right to
15 Equal Opportunities professional training);
16 Qualifications - Equal opportunity, accessibility to training processes for employees;
17 Human Rights - Raising awareness through training and supporting employees in
18 Corporate Citizenship adhering to the values of sustainability;
19 Political Influence - Limiting political influence on decisions related to training topics and
the development of professional development and training programs;
Conduct that Complies with the Law
20 - Measures, standards, systems, and processes aimed at preventing
and Policy
illegal behaviour and corruption.

The implementation of these measures may be achieved through the development of

concrete institutional approaches, through which public institutions must place professional
development and continuous training among the most important pillars of their own
sustainable evolution.
In the context provided by this sustainable framework of professional development
and continuous training, we provide some the results from the empirical research below.
With regard to the modernity and methodological adequacy of the implementation of
the programs under discussion, an empirically fundamental opinion is provided by the
results to question Q12 (Figure 5):
According to most of the respondents, interactive presentations and practical applica-
tions integrated into the programs can lead to more efficient development.
Along with concerns for modernity and methodological adequacy, another important
element of sustainability is represented, in our opinion, by the optimal duration (D. opt.) of
and participation (P. opt.) in the programs (Q10 and Q11, respectively).
These can be statistically estimated using the following formulas:

D. opt. = 1.5 × m (q10.1) + 3.5 × m (q10.2) + 5.5 × m (q10.3) + 6 × m (q10.4),

P. opt. = 10 × m (q11.1) + 12.5 × m (q11.2) + 18 × m (q11.3) + 20 × m (q11.4),

where m (qi.j) is the average value of the variable qi.j; i = 11, 12, j = 1, 2, 3, 4.
 professional development and continuous training among the most important pillars of
their own sustainable evolution.
In the context provided by this sustainable framework of professional development
and continuous training, we provide some the results from the empirical research below.
With regard to the modernity and methodological adequacy of the implementation
Sustainability 2022, 14, 11540 13 of 20
of the programs under discussion, an empirically fundamental opinion is provided by the
results to question Q12 (Figure 5):

Other (please specify)

Brainstorming

Facilitated group discussion

Individual and team projects

Simulation / practical scenarios

Case studies

Practical applications

Role-play

Working in teams, in small groups and individually

Presentations, interactive presentations

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Figure
Figure5.5.Methodological
Methodological methods/instruments preferredby
methods/instruments preferred bythe
theparticipants.
participants.Source:
Source: Authors.
Authors.

According
Based on theto most of the
empirical respondents,
results and usinginteractive presentations
the two equations andcan
above, we practical appli-
infer that:
cations integrated into the programs can lead to more efficient development.
Along with concerns forD.modernity
opt. = 3.35; and
P. opt.methodological
= 13.27. adequacy, another im-
portant element of sustainability is represented, in our opinion, by the optimal duration
Therefore, through integer approximation, we can state that D. opt. = 3–4 h and
(D. opt.) of and participation (P. opt.) in the programs (Q10 and Q11, respectively).
P. opt. = 15–16 attendants.
These can bethese
Integrating statistically estimated
empirically derivedusing the
results, wefollowing formulas:
can provide conclusions regarding an
ty 2022, 14, x FOR PEER REVIEW 14 of 20
essential D.
criterion
opt. =of
1.5the
×msustainability
(q10.1) + 3.5of×continuous
m (q10.2) +development and +training
5.5 × m (q10.3) programs—
6 × m (q10.4),
their quality—through the results shown in Figure 6.
P. opt. = 10 × m (q11.1) + 12.5 × m (q11.2) + 18 × m (q11.3) + 20 × m (q11.4),
where m (qi.j) is the average value of the variable qi.j; i = 11, 12, j = 1, 2, 3, 4.
TheBased
course length
on thewasempirical
adequate results and using the two equations above, we can infer that:

The trainer encouraged the involvement of the D. opt. = 3.35; P. opt. = 13.27.
participants
Therefore, through integer approximation, we can state that D. opt. = 3–4 h and P.
The course was interactive
opt. = 15–16 attendants.
Integrating these empirically derived results, we can provide conclusions regarding
The objectives of the training session were reached
an essential criterion of the sustainability of continuous development and training pro-
grams—their
The discussion management methodsquality—through
were efficient the results shown in Figure 6.

The platform used was technically adequate

The support materials were well documented and

useful

The key-concepts were sufficiently explained

The content of the training session was well

structured
The agenda of the training session was clearly
presented

2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7

Figure 6. Assessments
Figureregarding the quality
6. Assessments of professional
regarding development
the quality of professional and continuous
development andtraining
continuous training
programs. Source: Authors.
programs. Source: Authors.

In conclusion, in this chapter, we presented the most important results that can be
inferred from the empirical research, interpreted in relation to the sustainability criteria
specific to the programs mentioned.
Sustainability 2022, 14, 11540 14 of 20

In conclusion, in this chapter, we presented the most important results that can be
inferred from the empirical research, interpreted in relation to the sustainability criteria
specific to the programs mentioned.

5. Conclusions
The present work is part of a large context, highlighted by rich literature, regarding
the re-valuation of the methods, forms of organization, and content of professional devel-
opment and continuous training programs intended for public administration workers as a
result of the impact of the SARS-CoV-2 pandemic.
The major and complex impact of this pandemic has caused the transfer of a great
majority of these programs into the online context. Naturally, this is not limited to these
particular programs.
In most European states, education has experienced such a reality at every level.
As has been shown by specialized studies, some of which were mentioned in this
paper, the context of the new forms of organization for the training and development
process is controversial and uncertain.
For this reason, we can state and support the necessity of such a study.
However, given the provisions, methods, and organizational practices, we cannot state
that the results of this study are fully applicable to public institutions from other states;
however, they may be fundamental to a new argument with the purpose of designing a
regional or European approach.
In Romania, professional development and continuous training are both rights and
obligations. This is not limited to employers but also to the public institution, which should
ensure both access and the necessary material and financial means, all of which are inte-
grated into the training strategies/plans designed and implemented at the mentioned level.
This is precisely the perspective from which the empirical research associated with
this paper highlights a major lack of involvement on the part of public institutions. In
particular, both the level of participation in the programs in question and the existence of
training strategies/plans were found to be inadequate.
A more detailed analysis arising from informal discussions with the participants
further highlighted the great level of diversity in terms of strategic provisions (where they
exist), as well as a fundamental lack of strategic and content convergence, even within
public institutions at the same level of public administration.
This reality has led us to introduce, through this paper, the idea of a curriculum
providing a classification of programs according to criteria similar to those applicable in
Bachelor- or Master-level higher education.
Such a curriculum can guide officials from public institutions, becoming an important
element in ensuring the compatibility of these programs and the convergence of existing
strategies/plans.
It is also worth noting that (see Figure 1) 38% of the respondents stated that, in the
past two years, they have also taken part in other programs that, when analyzed, were
determined by singular educational programs which do not fit into an in-depth vision in
agreement with their well-defined training needs.
Furthermore, we also identified differences between the strategic provisions and those
applicable in reality, as assessed through the empirical research, in terms of the forms of
organization chosen for the programs.
As can be noted from Section 4.2, the respondents mostly opted for the classical
face-to-face and blended learning forms of organization.
At the same time, our empirical analysis showed that, even in terms of correlation and
regression, the variables that describe the participation and various forms of organization
were significant and 2-tailed, indicating that, in addition to the forms of organization of the
programs mentioned above, we must also take into account other variables, whose identifi-
cation should be the object of continuous training strategies/plans at the institutional level.
Sustainability 2022, 14, 11540 15 of 20

Another objective of the present paper was to integrate the methodology and contents
into the general context of sustainability, with specific reference to the sustainability of
professional development and continuing training programs.
The final approach from this perspective provided conclusions arising from both the
documents of international and national bodies and from the specialized literature, as well
as the results of the empirical research attached to this paper, regarding the intention to
attend, the program optimization, scheduling and grouping of participants, and the quality
of the mentioned programs.
The sustainability framework proposed in the present work may also be viewed as an
important tool for designing and implementing continuous training strategies/plans at the
institutional level.
From the perspective of this paper’s general objective regarding future online educa-
tion for public administration, the conclusions were not in perfect harmony.
On the one hand, the past two years have been dominated by online forms of
learning, while options for the future are mostly oriented towards classical or blended
learning programs.
As such, despite the advantages of online learning, in terms of accessibility, com-
patibility with work schedules in public institutions, and/or lower costs, its formative
effectiveness has been judged to be lower, and, therefore, the options expressed above are
expected to be maintained.
Over the past decade, the training of public administration workers has also been
supported by European programs facilitated by structural funds related to the development
of human resources and human capital, the increase in an administrative capacity, and
so on.
In addition to these, the digitalization of public administration is currently being
systematically implemented.
All of these processes, which complement professional development and continuous
training programs, will have an influence on and ensure the effective development of
online learning, the value of which will increase with the improved structure of current
and future programs.
However, this is an issue that must be assessed in terms of its medium- or even
long-term evolution.

Author Contributions: Conceptualization, A.M. and D.V.D.; methodology, A.M. and D.V.D.; soft-
ware, A.M. and D.V.D.; validation, A.M. and D.V.D.; formal analysis, A.M. and D.V.D.; investigation,
A.M. and D.V.D.; resources, A.M. and D.V.D.; data curation, A.M. and D.V.D.; writing—original draft
preparation, A.M. and D.V.D.; funding acquisition, A.M. and D.V.D. All authors have read and agreed
to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Informed consent was obtained from all subjects involved in the study.
Data Availability Statement: A questionnaire through the www.surveymonkey.com (accessed on 11
April 2022) platform was used to collect the data. The database can be made available to the publisher.
Conflicts of Interest: The authors declare no conflict of interest.

Appendix A. Questionnaire on the Use of Online Methodology for the Continuous

Training of Civil Servants
You are invited to participate in empirical research on the use of online methodology
in future continuous training programs for civil servants and elected politicians.
The research refers both to the current and future content of such training, as well as
to the most appropriate method of organization, under the conditions of the COVID-19
pandemic, the crisis, and the European geopolitical situation.
Sustainability 2022, 14, 11540 16 of 20

The empirical research tool is the questionnaire provided to you hereinafter, and
which was formulated based on the study of the curriculum of Master’s degree programs,
of the experiences and good practices of the European states, as well as by consulting a
representative group of teachers, trainers and stakeholders from the central and local public
administration in Romania.
Responses will be processed anonymously and only in aggregated form.
Thank you for taking part in this research!
Q1. Have you attended long or short-term training programmes in the last 2 years?
YES [ ] NO [ ].
If yes, what topic did the attended training programme have:
Name. YES. If YES, Duration..
Bases of public administration.. . ..
Strategic Management.. . ..
Public function management.. . ..
Communication.. . ..
Performance management.. . ..
Use of new technologies—ECDL.. . ..
Quality management.. . ..
Public Procurement.. . ..
Material resources management.. . ..
Document management.. . ..
Project Management . ..
E-government/e-administration.. . ..
Decisional transparency.. . ..
Management of classified information.. . ..
Organizing and archiving.. . ..
Others.. . ..

Q2. If you have attended in the last 2 years long or short-term training programmes, they
were:
q.2.1. in classic, face-to-face format. [ ]...
q.2.2. blended learning, mainly face-to-face. [ ]...
q.2.3. blended learning, face-to-face and online balanced. [ ]...
q.2.4. blended learning, mainly online. [ ]...
q.2.5. online. [ ]...

Q3. If you attended online courses, they were held on the platform:
a. Zoom.
b. Webex.
c. Google meet.
d. Microsoft Teams.
e. other.
Q4. List 3 advantages and 3 disadvantages of online courses:
Advantages:.
1...................
2...................
3...................
Disadvantages.
1...................
2...................
3...................
Sustainability 2022, 14, 11540 17 of 20

Q5. How would you evaluate the quality of the online courses attended?

Partial Partial Total

Statements. Total Agreement. Ordinary.
Agreement. Disagreement. Disagreement...

1. The training agenda was

clearly presented. 1. 2. 3. 4. 5...

2. The content of the training

session was well structured. 1. 2. 3. 4. 5...

3. The key notions have been

sufficiently explained. 1. 2. 3. 4. 5...

4. Supporting materials were well

documented and useful. 1. 2. 3. 4. 5...

5. The platform used was

technically appropriate. 1. 2. 3. 4. 5...

6. Methods of conducting
discussions were effective. 1. 2. 3. 4. 5...

7. Training objectives reached. 1. 2. 3. 4. 5...

8. Course was interactive. 1. 2. 3. 4. 5...
9. The trainer encouraged the
participants’ activism. 1. 2. 3. 4. 5...

10. The duration of the course

was adequate. 1. 2. 3. 4. 5...

Q6. Please select the training topics you consider useful for the future development of the
institution:
Topic:. Institutional Utility
To a Very To a Small To a Large To a Very
The Same
Small Extent Extent Extent Large Extent
q.6.1 Leadership 1 2 3 4 5
q.6.2. Strategic planning 1 2 3 4 5
q.6.3. Integrity management in
1 2 3 4 5
public administration
q.6.4. Risk management 1 2 3 4 5
q.6.5. CAF (Common
1 2 3 4 5
Assessment Framework)
q.6.6. Strategic management –
1 2 3 4 5
Balanced Scorecard
q.6.7. Development of operational and
1 2 3 4 5
system procedures
q.6.8. Decisional transparency
1 2 3 4 5
and confidentiality
q.6.9. Developing and implementing
1 2 3 4 5
public policies
Sustainability 2022, 14, 11540 18 of 20

Topic:. Institutional Utility

To a Very To a Small To a Large To a Very
The Same
Small Extent Extent Extent Large Extent
q.6.10. Decision-making practices in
1 2 3 4 5
public administration
q.6.11. Communication/moderation
1 2 3 4 5
of debates
q.6.12. Planning and carrying
1 2 3 4 5
out activities
q.6.13. Business analysis in the
1 2 3 4 5
public sector
Other (please specify).

Q7. The annual training plans of the institution also include the following types of courses:
q.7.1.online YES [ ] NO [ ]
q.7.2. in blended-learning system YES [ ] NO [ ]
Q8. What do you think is the best way to conduct the courses for public institutions:
q.8.1. In classical, face-to-face format []
q.8.2. blended learning, mainly face-to-face []
q.8.3. blended learning, face-to-face and online balanced []
q.8.4. blended learning, mainly online []
q.8.5. online []

Q9. In the future, regardless of the pandemic context, do you intend to participate in
online courses?
YES [ ] NO [ ]
Q10. What would be the optimal duration of an online course/day?
q.10.1. 1–2 h
q.10.2. 3–4 h
q.10.3. 5–6 h
q.10.4. over 6 h
Q11. What would be the optimal number of participants in an online course?
q.11.1. less than 10
q.11.2. 10–15
q.11.3. 16–20
q.11.4. more than 20

Q12. What training methods/tools should be used in online courses:

To a Very To a Small To a Large To a Very
Methods/Tools Balanced
Small Extent Extent Extent Large Extent
q.12.1 Presentations,
1 2 3 4 5
interactive presentations;
q.12.2 Teamwork, in small groups
1 2 3 4 5
and individually;
q.12.3 Role play; 1 2 3 4 5
q.12.4 Practical applications; 1 2 3 4 5
q.12.5 Case study; 1 2 3 4 5
q.12.6 Simulation /practical scenarios; 1 2 3 4 5
q.12.7 Individual and group projects; 1 2 3 4 5
q.12.8 Facilitated group discussion; 1 2 3 4 5
q.12.9 Brainstorming; 1 2 3 4 5
Other (please specify).
Sustainability 2022, 14, 11540 19 of 20

Q13. How should online courses be conducted in order to eliminate the disadvantages
mentioned in question no. Q4?

Biographical data
Age in completed years [ ]
The last school graduated
1. high school []
2. post-secondary school [ ]
3. university studies []
4. postgraduate studies []
5. doctoral studies []
Position in public administration
Leadership [ ] Operations [ ]
Seniority in public administration . . . . . . . . . . . . .
Institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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