Educating local government managers: a national survey of MPA programs

This article reports the findings of a national survey of masters degree programs in public administration. The goal of this study was to assess the effectiveness of efforts to educate local government managers. The findings suggest that programs with an overall focus on local government management or a specialized concentration are distinctly different from generalist programs. Furthermore, they indicate that internship programs may suffer from some serious shortcomings and that they may not offer an effective content supplement for generalist programs.     

Competency-based Curriculum Mapping as a Tool for Continuous Improvement for Master of Public Administration (MPA) Programs

Curriculum mapping (CM) is an assessment tool used to articulate and revise an academic curriculum. Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited graduate programs in public policy, public affairs, and public administration are required to demonstrate a competency-based curriculum development and assessment methods. This article provides the rationale and approach used to generate a competency-based Master of Public Administration (MPA) curriculum and describes a systematic approach to incorporating program learning objectives, stakeholder engagement, competency development or revisions by faculty, into competency-based CM. The competency-based curriculum is relatively new for MPA programs. While there are many potential benefits and challenges, this article focuses on the utility of flexible mission-oriented curriculum design and its ability to link competencies to assessment strategies for MPA programs.     

Internships and the State Government Human Resources Crisis

State governments face massive retirements over the next few years. Since internships have been a significant source of bright new blood, we examine what all fifty states are doing with internships. Some exemplary programs were found, but the typical state intern program serves only a few unpaid students, supervisors receive no special training, and no tracking is done to see whether interns stay in state service or what their contributions are. While many states blame stringencies, the budgets involved are comparatively modest and potential benefits significant. We propose an action agenda for state governments and the public administration community.     

EXECUTIVE EDUCATION FOR STATE AND LOCAL GOVERNMENT: A SURVEY

ABSTRACT

Executive education is a growth industry in the United States. Executive education programs and, more particularly, the variety of teaching techniques they use, promise to be key issues in the field of public administration in as much as they may be precursors of techniques and technology that will be used in more traditional teaching venues. This study reports the results of a survey of executive education programs conducted in 1998 under the auspices of the South Carolina Executive Institute. The survey covered four areas – curriculum, participants, faculty, and program administration. We conclude that the immediate future of executive education likely will be marked by a continuing emphasis on customization, experimental learning, and rigorous evaluation of the results. Two areas in which there are likely to be more significant departures from existing practices in public sector executive education are program alliances and the use of new communications and information technology.     

Case Study of Management Internships: Eastern Europeans in America

Abstract

A great Eastern European shortfall is in trained managers for free market operations. While many management training programs have been offered for former communist countries, some of the most effective have been internships that immerse managers in the business environments of free market countries. This article examines the effects of an internship program on fifty-three managers from Romania who were interns in the United States and compares their experience with undergraduate student interns from Bulgaria who had a somewhat similar internship.     

A difference that is not a difference

This symposium illustrates a serious problem. There has been a great deal of fragmentation in the field of public administration in the last two decades. For three decades, from the 40's through some of the 70's, public administration was able to encompass many diverse approaches within its boundaries. However, dissatisfaction with traditional public administration content, methodology, incrementalism, and administrative management led to divisions in the field of public policy and public management that have separated themselves from public administration. The desire for separateness is seen in changed names of academic programs and degrees, different course content and separate professional associations. The symposium was designed to try to stimulate debate and discussion of the ties rather than differences in the field.

This article discusses the differences from the standpoint of the students, the practitioners of public administration, the faculty and the public. The conclusion is that there is much more which should join these programs than separate them and that the need to produce leaders for the public service requires strong places in the academic world for these programs. The field would be stronger if those who argue for public policy, public management and public affairs separate and unequal from public administration would engage in dialogue to take the best of all these approaches and merge into a stronger whole. The common concern with the public nature of the profession and the need to educate public leaders overrides most of the perceived differences. The weakness in the perception of the field generally and in the academic world caused by these splits will continue until more common efforts are undertaken.

Public policy has contributed a great deal to improving methodological rigor in the field. Public management has been important in making the leap from policy to implementation. These differences have changed public administration considerably. But the parts of the field are not sufficiently aware of each other. Analysis of all the programs finds more in common than is acknowledged and finds that these differences do not make a real difference.

It is time to begin discussion of how to make all parts of this field stronger, to improve the academic training, to increase the link between theory and practice, and to work together to improve the public image of public service. To do this, these divisions must be acknowledged and brought together into a stronger professional program for the public service.     

Integrated written and oral assignments for the MPA curriculum

The article describes an integrated approach to written and oral assignments throughout the MPA curriculum. Beginning with the program orientation and the lead course in the MPA program, a series of written assignments that blend theory and practice are used as the basis for later advanced work and special projects such as internships, major papers, or theses. A three-part assignment in the first course, an assessment center for developing interviewing and other skills, and a conscious attempt to develop linkages across courses in the MPA curriculum are the keys to implementation of the model.

The integrated writing and speaking model introduces students to research through preparation of an article review essay on some aspect of public policy or management. Another paper requires field work to analyze a particular aspect of the policy or management process. The third assignment produces a “usable product” for a level of government or public agency, such as a policy or management options paper. Written assignments are coupled with a formal assessment center conducted outside of regular classroom time. The field work helps students begin a networking process for obtaining clients for other projects in other courses and for internships, field papers, and jobs. Presentations of the final course “product” are via a poster session format that includes written, graphic, and oral presentations open to faculty and students, as well as the public agencies and/or governmental units for whom products are prepared.     

Pi Alpha Alpha activities and effectiveness: results from a national survey of chapter advisors

Pi Alpha Alpha (PAA) is the national academic honor society for public administration. This study presents the results of a comprehensive survey of PAA Chapter advisors focusing on inductee characteristics, induction requirements, chapter activities, chapter officers, and suggestions for improving PAA chapter effectiveness. NASPAA sponsored the survey and provided relevant logistical support. The results indicate that PAA is meeting its major objectives, but several areas require attention including enhancing the activity mix, improving recruitment practices for chapter officers, and a dedicated means for disseminating information on chapter activities through a newsletter and a chapter directory.     

SHIFTING SANDS: TEACHING PUBLIC ADMINISTRATION IN A CLIMATE OF CHANGE

This article analyses influences which in recent decades have changed the way in which public administration has been taught in British higher education. Focusing mainly on the former polytechnics, the article argues that a curriculum shift away from the social sciences and towards management, and changes in the nature of the British public sector, have profoundly influenced approaches to teaching public administration. It suggests that learning strategies are closely related to debate about the nature of the discipline and its location within the academic spectrum. The article also raises questions about the extent to which public administration teachers in British universities are equipped to present the more applied and skills-based teaching which has often been adopted in recent years, and the tensions which this might pose particularly in the‘new’universities with the increasing emphasis upon academic research.     

Process Tracing in Public Administration: The Implications of Practitioner Insights for Methods of Inquiry

The field of public administration is often seen as a late adopter of cutting-edge research methods. Related disciplines like political science use more advanced research methods for single or small-n case studies including techniques like process tracing. Many elements of process tracing are analogous to investigations. To inform process tracing practices, political scientists looked at Sherlock Holmes novels. We draw on the experiences of a police inspector and a former soldier who worked with intelligence to offer insights on the implementation of process tracing, bridge the academic–practitioner gap, and increase the methodological rigor in public administration research.     

Public administrators and policy legitimization: Policy analysis,politics and power

This article discusses the factors public administration faculty should incorporate into the curriculum in order to equip students to engage in the policy legitimization process. In order to produce leaders, public administration programs should emphasize the nature of the political system, an understanding of the legitimacy of subgovernments, the importance of coalition building and the psychological factors associated with policy choices.

Integration of policy analysis into the public administration curriculum requires that students be equipped with an in-depth understanding of both the political environment and the political process. This is true because public administrators are deeply involved in the stages of policy development, adoption, and implementation; activities which reach beyond the narrow confines of program management and into the realm of politics. Consequently, public administrators serve in a variety of capacities: as policy advocates, program champions, or as defenders of client interests. It is in these roles that public administrators move into the political arena. Policy analysis activities provide the discipline with the opportunity to move beyond an emphasis on a narrow concern with simply “managing” government and into the realm of policy choice, policy advocacy, political power and the exercise of leadership.

Public administration as a discipline, and teaching faculty in particular, face the challenge of increasing the relevance of the master's degree to policy leadership. Astrid Merget, past president of the National Association of Schools of Public Affairs and Administration, expressed this need for increased emphasis on policy leadership training quite eloquently in 1991:

“Our vision of the holder of a master's degree in our field is that of a leader, not merely a manager or an analyst. But we have not been marketing that vision.”⁽¹⁾

Merget attributes partial responsibility for the low public esteem of government service to the attitudes, teaching, and research activities of public administration faculty who have failed to link the “lofty” activities of government (environmental protection, health care, the promotion of citizen equality) with public administration. Accordingly, the academic standard of “neutrality” governing teaching and research acts as an obstacle to teaching the fundamentals of the goals of public policy. This professional commitment to neutrality places an emphasis on administrative efficiency at the expense of policy advocacy. The need, according to Merget, is to reestablish the linkage between policy formulation and policy management. Such a teaching strategy will enhance the purposefulness of public administration as a career. Failure to do so will relegate public administration programs to the continued production of governmental managers, not administrative leaders.

The integration of policy analysis into the public administration curriculum affords the discipline with the opportunity to focus on policy leadership and escape the limitation associated with an emphasis on program management. Teaching policy analysis skills cannot, and should not, be divorced from the study of politics and the exercise of political power. This is true because politics involves the struggle over the allocation of resources, and public policy is a manifestation of the outcome of that political struggle. Public policy choices reflect, to some degree, the political power of the “winners” and the relative lack of power by “losers.” The study of public policy involves the study of conflict and the exercise of power.

Teaching public administration students about the exercise of power cannot be limited to a discussion of partisan political activities. Public administrators serve in an environment steeped in the exercise of partisan and bureaucratic power.⁽²⁾ It is practitioners of public administration who formulate, modify and implement public policy choices. Such bureaucratic activity is appropriate, provided that it is legitimated by the political system. Legitimacy can be provided to public administrators only by political institutions through the political process.

Teaching public administration students about policy analysis and policy advocacy necessitates an understanding of the complexities associated with the concepts of policy legitimacy and policy legitimization.     

Professionalism,Responsiveness, and Representation: What do They Mean for City Managers?

The literature in public administration advances three important values for public administrators. In their roles as technical experts, public administrators are professionals whose decisions are guided by the norms and principles of the public administration profession. In their roles as appointed officials, public administrators are expected to be responsive to their elected superiors. As representatives of the community, they are expected to voice the concerns and demands of citizens. Professionalism, responsiveness, and representation all are considered fundamental values that must be reflected in administrative decisions and actions. Despite the importance of these three values for public administration, insufficient empirical research has been done to examine what these values mean for public administrators. That is, the critical question that remains unanswered is: “What activities of public administrators are associated with these three values?” Based on a nationwide survey of city managers, this article identifies critical activities in which public administrators get involved, then reduces these activities into factors (dimensions), and finally examines the correlation of these factors with attitudes of city managers towards professionalism, responsiveness, and representation. The findings of this research help make these three values more concrete by associating them with major policy and political activities of city managers.     

PUBLIC LAW

Traditionally, both the academic study and the practice of UK public administration have drawn very little inspiration from the discipline of public law. In contrast to most other European countries, in which public services are subject to extensive administrative-legal codes, and in which administrative disputes fall under the jurisdiction of separate and specialized administrative courts, UK administrative law remains – recent reforms notwithstanding – significantly undeveloped. There is a marked contrast also with the United States, where the founding scholars of the discipline of public administration saw it as being firmly rooted in public law. There is no codified British constitution and no counterpart of the US Supreme Court; and there is no British counterpart of the US Administrative Procedure Act 1946. However, there are three factors which underline the urgent need in the UK for greater collaboration and convergence between the disciplines of public law and public administration: first, the accumulation in recent years of a substantial body of research-based, academic literature on public law, which provides important insights into the changing landscape of UK public administration; secondly, the continuing development of machinery for the redress of citizens’grievances against the state – in particular, the substantial growth of judicial review proceedings and the development of ombudsman systems; thirdly, the continuing transformation of the agenda of UK law and politics by developments in the European Union.     

The status of small mpa programs: A commitment to quality,diversity, and uniqueness

Smaller graduate programs in public administration and public affairs represent a significant portion of NASPAA member programs. As a result, decisions by leaders of the profession concerning these small programs must be guided by a comprehensive assessment of their needs as is done with larger MPA programs. The purpose of this research effort is to identify the needs of the small MPA program constituency. A survey of 84 directors of small MPA programs was conducted to define small programs, review NASPAA guidelines and standards and their application to smaller programs, and to address small program involvement in NASPAA governance. The results show a commitment to quality, from these directors, for all programs regardless of size or reputation, and the findings indicate diversity and uniqueness among small MPA programs.     

The graduate record examination and master of public administration programs

The Graduate Record Examination is probably the most celebrated and controversial element of all entrance requirements to graduate school. Yet little is known about how test scores are used. This study reports the findings from a national survey of Master of Public Administration programs. Following a discussion dealing with the evolution of and literature on standardized testing, the extent, rationale, and role of the test in admissions procedures are explored. The analysis closes with a brief commentary on the part that objective examinations can play in public administration programs.     

From London to Beijing: Training and Development as an Agent of Policy Learning in Public Management

The education and training of international public managers is a powerful mechanism for policy learning and transfer. In a way similar to the globalization of MBA studies, which has contributed to the international diffusion of Western derived management concepts, a number of countries are investing in overseas training programs for their public servants to bring back international “know how” and good practice. Although this practice has been coterminous with the expansion of relatively easier and affordable international travel, policy learning activity in the area of administrative reform appears to have intensified.

Though largely undocumented, the UK has witnessed a sharp increase in the number of cohorts of Chinese civil servants arriving to enroll in short courses. Many of these courses are conducted outside the University system and are arranged and hosted by independent organizations. Despite this being a growth industry, the impacts are unclear and raise a number of questions, such as, what is being learned about UK public administration and how much of it is being transferred back to China? What is it about UK public administration that has particular appeal to China? Although training and development may have a multiple agenda, the assumption is that its primary purpose is to facilitate knowledge transfer. This article sets out to understand whether this recent trend constitutes an agent of international policy transfer between Britain and China. To do this, the article analyses the nature of policy learning from the UK within a cohort of senior Chinese public servants.     

University Matters: Early Institutional Development of Public Administration Education in Québec

What role do universities play in the early institutional development of public administration education? While related literature aptly describes the role of external influences and demands, universities' influence remains largely unexplored. Using the theory of fields, this article analyzes the role universities of the province of Québec, Canada, had in the early institutional development of public administration education during the 1960s and 1970s. The article shows universities had an impact through academic structures, their positions in different fields of activities, and the profiles of their faculty members. The conclusions of the article are a first step toward an understanding of what universities can do, rather than what they should do, when it comes to educating public servants.     

The economic perspective on public administration

Public administration as a body of thought and field of study is changing from a paradigm dominated by political science to an eclectic array of theoretical contributions from all of the social sciences, particularly economics. Basic education and training in economics is essential to an effective contemporary public administration. Without a fundamental understanding of economics the “do-it-yourself-economics” which is practiced in policy-making contributes to basic errors in policy.

As the size and significance of the public sector has grown, increased attention has been paid to the discipline of public administration. What began as a structured way of describing the operation and structure of public management and public organizations has evolved into a discipline that has a much broader scope—the analysis of policy making in the public and not-for-profit sectors. In addition, employment in the public administration profession is more likely to be viewed as a vocation rather than as an avocation, in contrast to the past.

Once the repository of generalists in the areas of public management and organizational behavior, public administration has become a hodgepodge of individuals with varied backgrounds and training. This has resulted in a discipline that has notable strengths and weaknesses. A major weakness, and source of criticism from outsiders, is the discipline's lack of a paradigm—there is no easily identifiable intellectual structure. Its strength lies in the diverse theoretical, conceptual, and methodological contributions borrowed from other disciplines.

The most prominent contributor has been political science, where the discipline of public administration had its origins. Political science's influence on public administration still is evident: numerous public administration programs are located in political science departments; a large number of faculty in public administration programs are political scientists by training; and public administration professional societies and publications are dominated by political scientists.

Economics has made forays into public administration and established garrisons in some of the larger and more prominent programs. But, economics has failed to have a distinct impact on everyday public policy making. This is evident in many policy decisions that lack much semblance of basic economic understanding on the part of decision makers. Recent examples include the handling of the federal deficit, solutions to airway and airport congestion, the war on poverty, housing programs, dealings with international trading partners, proposed solutions to the third world debt crisis, resolution of the acid rain problem, and so forth.

Although other explanations can be offered for the absence of good economic reasoning in many policy decisions, a lot of the blame lies with public administration's failure to adequately integrate economics. Economics does not wield substantial influence in either the discipline's curricular matter or administrative structure. This failure partially can be attributed to a lack of understanding of what economics has to offer the discipline and partially can be attributed to the insolent demeanor of many economists.

This paper proposes to discuss what role economics can and should play in public administration. First, the relationship between public administration and economics is discussed. Second, deficiencies within the economics discipline that keep it from becoming an integral component of everyday policy making are discussed. Finally, ways to better blend economics into public policy making are proposed.     

LEARNING FROM SUCCESS: ARE SUCCESSFUL GOVERNMENTS ROLE MODELS?

Do local governments learn from their successful peers when designing public policies? In spite of extensive research on policy diffusion and learning, there is still a lack of studies on how success relates to learning patterns. We address this deficiency by examining which other governments local administrative units draw lessons from. More precisely, we investigate whether public managers learn from the experiences of local governments whose citizens are satisfied with government services. Using a large dyadic dataset on all Swedish municipalities from 2010, we find that senior public managers in local administrations learn from similar local governments and from neighbours. But we also find clear evidence that they learn from local governments whose citizens are pleased with local public services. This indicates that best practices are spread among local governments.     

POLICY AND ADMINISTRATION: ONE MORE TIME IN THE FRYING PAN

As an academic discipline, public administration has reached yet another fork in its evolutionary road. Earlier milestones have posed choices during the discipline's unfolding. In this century emphases have shifted in turn from civil service reform to scientific management, then to human relations and decision making. As the century closes, the discipline acknowledges some intellectual debt to each of these foci. The traditional debate about what kinds of ties suffuse policy/politics and administration now reflects a new uncertainty—the meaning of administration itself. Is there anything analogous among the public, private, and not-for-profit contexts in which administration transpires? Are there substantive or procedural considerations within these various contexts of policy making that influence, and in turn are influenced by, administrative participation in the policy process? If so, what is the nature of such influence, and what are its consequences?