Improving Competency-Based Education through Empirical Evaluation: A Mixed Methods Study of A Masters of Public Administration Program

ABSTRACT

This study is focused on the problem of the mismatch of competencies of Masters of Public Administration (MPA) graduates in Russia and current Russian public servants. A mixed methods approach was used to analyze quantitative (n = 734) and qualitative data about the real-world competencies of local, regional, and federal government officials in comparison to what MPA graduates get from their education. The comparison of competency models of MPA graduates and government officials indicated that the most of the competencies are useful in public administration practice, but there is still lot to change in the approach of compiling the content of MPA educational standards and educational programs.     

Improving Public Service Education Programs through Assessing the Performance of MPA Alumni

Educational outcomes assessment can improve public service education programs. This article applies the Model of Learning Outcomes for Public Service Education which suggest that enabling characteristics—factors that mediate the relationship among immediate, intermediate, and longer term outcomes—can improve our understanding of public service education. A survey was conducted of alumni at The George Washington University in Washington, DC, and the American University in Cairo in Cairo, Egypt. The responses from the two groups of MPA program alumni were striking: curriculum understanding and application were markedly similar, suggesting that this model is appropriate for use in different contexts.     

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.     

Public Administration Education and Europeanization: Prospects for the Emancipation of a Discipline?

The twin processes of Europeanization and Transition provide significant opportunities for the development of Public Administration education in Europe and provide a possibility to further the 'emancipation' of the discipline. In terms of Europeanization, the increasing challenges of politico-administrative interaction between national administrations and the institutions of the European Union illustrate that it is essential for Public Administration graduates to acquire an informed understanding of both the European context of policy-making and of the administrative organization and culture of other member states and countries associated with the EU. As a second element, the transition process in Central and Eastern European states could provide the discipline with further impetus to search for its own identity and approach in a European context. This article reviews the key findings of the results of the comprehensive inventories undertaken by the SOCRATES Thematic Network in Public Administration with regard to the current direction in which Public Administration education in Europe is moving. It addresses whether attention to European issues is reflected in the curriculum as well as links with the profession and whether cross-fertilization between the development of new programmes in the transition states and PA academic programmes in the EU member states has actually occurred.     

MPA as management education

The central theme of this article is that we have not adequately addressed the question of teaching management. The academic community has done a better job of preparing persons for technical/professional positions in personnel, budgeting and policy analysis. This failure to address the problem of teaching management leaves students (particularly mid-career students) without a foundation for understanding their role as managers. Given that so many MPA students aspire to be managers, it is time we faced this failure and sought means to correct it.

The article suggests a framework to understand and promote public management education. The central argument is to direct management education toward those factors which reflect the public values which underlie the concept of governance. Toward that end public management education must reflect three elements:

1) the political and ethical foundations of publicness,

2) the examination of the practice of management in public organizations, and

3) the skills needed to accomplish the task of management.

An MPA program should reflect all three of these elements if it is to provide an adequate management education. Nevertheless, it must also be recognized that career-long learning is the ultimate goal. Further, management education is but one task of an MPA program. The development of technical competencies in the other aspects of government, such as in budgeting and policy analysis are similarly important goals for MPA programs. A curriculum that accommodates both the management skills and technical competencies needs of students should be our goal.     

Developing Business Education Infrastructure in Eastern Europe: Albanian Experience

Abstract

Because of its unique characteristics, Albania is faced with severe challenges. Business education is no exception. The baggage of its tragic past, under a ruthless communist dictatorship, especially the isolation of its people from free thought for almost 50 years, still lingers in people's thinking and behaviors. Generally, the Albanian schools system is well developed and there is a tradition of sound education. However, Albanian institutions of higher education are ill prepared to provide modern business education to the future leaders. The University of Nebraska—Lincoln (UNL), under the leadership of the first author, has helped modernize business education infrastructure in Albania through multiyear funding from the United States Agency for International Development and Soros Foundation. This article reports several important initiatives for business education launched by UNL: (1) the first ever MBA and MPA (Master of Public Administration) programs in Albania at the University of Tirana; (2) training more than 5000 university faculty, entrepreneurs, and government officials; (3) establishment of Business Assistance Centers at four universities; (4) development of Students in Free Enterprise (SIFE) chapters at most universities in Albania; and (5) focused training for faculty research, teaching methods, teaching evaluations, curriculum development, and outreach services.     

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.     

In search of identity: Public administration education in taiwan

Education program plays an important part in transmitting public administration knowledge to future administrators. What constitutes the “core” knowledge is presumably determined by societal expectations. Using Public Administration education in Taiwan as an example, this study finds that there exists a “crisis of identity” which concerns the proper role of administrators -- generalists vs. specialists. Public Administration education program in Taiwan, oriented toward a liberal arts education, has failed, according to some, to provide well trained and qualified students for the public services. The current education programs have resulted in a disjointed process in which the diffusion of public administration knowledge is discontinuous.     

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.     

The new public personnel and the new public service

The New Public Administration sought a public service whose legitimacy would be based, in part, on its promotion of “social equity.” Since 1968, several personnel changes congruent with the New Public Administration have occurred: traditional managerial authority over public employees has been reduced through collective bargaining and changes in constitutional doctrines; the public service has become more socially representative; establishing a representative bureaucracy has become an important policy goal; more emphasis is now placed on employee participation in the work place; and legal changes regarding public administrators’ liability have promoted an “inner check” on their behavior. At the same time, however, broad systemic changes involving decentralization and the relationship between political officials and career civil servants have tended to undercut the impact of those changes in personnel. The theories of Minnowbrook I, therefore, have proven insufficient as a foundation for a new public service. Grounding the public service's legitimacy in the U.S. Constitution is a more promising alternative and is strongly recommended.

The New Public Administration, like other historical calls for drastic administrative change in the United States, sought to develop a new basis for public administrative legitimacy. Earlier successful movements grounded the legitimacy of the public service in high social standing and leadership, representativeness and close relationship to political parties, or in putative political neutrality and scientific managerial and technical expertise. To these bases, the New Public Administration sought to add “social equity.” As George Frederickson explained, “Administrators are not neutral. They should be committed to both good management and social equity as values, things to be achieved, or rationales. “⁽¹⁾ Social equity was defined as “includ[ing] activities designed to enhance the political power and economic well being of … [disadvantaged] minorities.” It was necessary because “the procedures of representative democracy presently operate in a way that either fails or only very gradually attempts to reverse systematic discrimination against” these groups.⁽²⁾

Like the Federalists, the Jacksonians, and the civil service reformers and progressives before it, the New Public Administration focused upon administrative reform as a means of redistributing political power.⁽³⁾ Also, like these earlier movements, the New Public Administration included a model of a new type of public servant. This article sets forth that new model and considers the extent to which the major changes that have actually taken place in public personnel administration since 1968 are congruent with it. We find that while contemporary public personnel reflects many of the values and concerns advanced by the New Public Administration, substantial changes in the political environment of public administration have frustrated the development of a new public service that would encompass the larger goals and ideals expressed at Minnowbrook I. Building on the trends of the past two decades, this article also speculates about the future. Our conclusion is that ultimately the public service's legitimacy must be grounded in the Constitution. Although its focus is on macro-level political and administrative developments, the broad changes it discusses provide the framework from which many contemporary personnel work-life issues, such as pay equity and flexitime, have emerged.     

Public administrators and policy analysis: beyond political science

This article proposes using an analytical techniques approach to teaching policy analysis in public administration programs. It is organized using questions raised by journalists: who, what, why, where, when, and how. Although most attention is devoted to the content of such an approach, the initial portion of the article provides a rationale for taking that approach. The initial portion of the article concludes with a rejoinder to those who might be tempted to dismiss the argument out of hand because the proposed view of policy analysis is not a political science one.

It is desirable to go beyond a political science view of policy analysis in teaching public policy in public administration programs to a broader conception of policy analysis. Then, public policy can be fully integrated into public administration programs.

The antithesis is heard in required statistics and research methods courses where students complain that the material is irrelevant to their degree programs and career goals when the uses of statistics and research methods are not related to the practice of public administration. Integrating public policy into a public administration curriculum is most feasible in the area of policy analysis. Presentation of this argument follows the categories journalists use to ask questions and write stories: who, what, why, where, when, and how. Most attention is directed toward what.     

Incorporating skill development into the MPA curriculum

This article recommends that MPA Programs not already doing so consider two ideas. First, explicitly include skill development as an important program objective. Second, use the strategy of incorporating skill development and reinforcement into existing courses rather than adding new courses. A process for identifying skills and deciding where to locate them in the curriculum is presented. A list often generic skills is suggested along with a discussion of how they might fit within an MPA core curriculum.     

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.     

The Study of Public Administration in Hong Kong and Macao: Evolutionary Paths and Implications

Comparatively speaking, the birth and the growth of public administration programmes, at both undergraduate and postgraduate levels, in Hong Kong and Macao have been a response to the increasing need for the training of students and civil servants in the discipline of public administration. Since the 1990s, the proliferation of Master of Public Administration (MPA) programmes in both the Hong Kong and Macao Special Administrative Regions can be explained by the demand for local people to govern the two places in accordance with the principle of ‘one country, two systems’. The content of various MPA programmes also reflects the changing political and administrative circumstances; its public administration focus has been accompanied by core courses training students from a variety of disciplines, ranging from public finance to economics, from public policy analyses to globalization, and from regional planning to a deeper understanding of mainland Chinese government and politics. In both Hong Kong and Macao, some graduates from both the Bachelor and Master programmes have joined the civil service or enhanced their skills in public sector management and governance. Although the medium of instruction varies from one university to another, their programme objective shares one thing in common: the imperative of training existing civil servants and students to join the governments of Hong Kong and Macao. This paper compares and contrasts the development of public administration programmes in Hong Kong and Macao and examines its theoretical implications for the changing relations between politics and public administration.     

Public Value Dimensions: Developing and Testing a Multi-Dimensional Classification

Further integration of the public value literature with other strands of literature within Public Administration necessitates a more specific classification of public values. This article applies a typology linked to organizational design principles, because this is useful for empirical public administration studies. Based on an existing typology of modes of governance, we develop a classification and test it empirically, using survey data from a study of the values of 501 public managers. We distinguish among seven value dimensions (the public at large, rule abidance, balancing interests, budget keeping, efficient supply, professionalism, and user focus), and we find systematic differences between organizations at different levels and with different tasks, indicating that the classification is fruitful. Our goal is to enable more precise analyses of value conflicts and improve the integration between the public value literature and other parts of the Public Administration discipline.     

The Future of Public Administration in Denmark: Projections, Prospects and High Hopes

Public Administration research in Denmark has a relatively short history. It was first initiated in the 1970s and was developed from public law. However, from an initial homogeneity it has become increasingly pluralistic in its approach due to three factors: a strong orientation towards the study of institutional reform in the public sector, inspiration from the international literature and the specific institutional set up of the academic community that divides it into separate schools. It is possible to distinguish three trends in today's Danish Public Administration research. These trends are inspired by historical institutionalism, rational choice institutionalism and sociological institutionalism, respectively. What is needed in the future is an increased dialogue between these trends. The purpose of the dialogue should not be to reach for a new homogeneity but to increase the critical debate among different schools in order to increase the general quality of public administration research in Denmark.     

Networks, Management and Institutions: Public Administration as 'Normal Science'

How does network analysis fit into the development of public administration as an academic discipline? This article tries to bridge theoretical developments in public administration between the middle of the 1970s and the first half of the 1990s. The benchmarks being used are (1) the now classical account by Vincent Ostrom of The Intellectual Crisis in (American) Public Administration - published 25 years ago this year - and (2) Christopher Hood’s reconstruction of core values in (British) new public management. Rather than representing analytical developments as an endless succession of different or even mutually exclusive approaches, this contribution tries to reconcile different foci for analysing public administration. Administrative theory provides us with a rather stable meta-theoretical framework for studying the meaning of quality in government, governance and public administration at various levels of analysis. By relating the emergence of network analysis in PA to parallel developments such as the resurgence of (neo-)managerial and (neo-)institutional analysis, it also becomes clear that network analysis is useful as an analytical device, but that it needs to be linked to theoretical perspectives that provide us with operational assumptions about ‘networks’. Network analysis in itself only provides split ground for reinventing government and refounding public administration.     

Records Management: A Key Element for Effectiveness,Accountability and Development in the Greek Public Administration

Records management is a fundamental activity of public administration. Public records are a crucial component of the most human actions. They form the basis of any political and legal system and secure human rights. Records Management Systems provide information for planning and decision making, promote the government accountability, improve servicing citizens and ensure the organizations' enactments legitimacy. This article presents and evaluates the records management practices of the core Greek Public Administration by conducting a survey concerning the Greek Ministries and trying to find out in what level the records management initiatives are embedded in the business culture and applied by the Greek Public Agencies.     

Bureaucracy,Post-Bureaucracy,or Anarchy? Evidence from the Italian Public Administration

The aim of this study is to investigate whether the features characterizing the modern public administrations, their organizational models, and the activities carried out, are still rooted in the old bureaucratic approach. The research gathered data from a questionnaire administered to 156 Italian public officers, employees, and managers. The analysis consists of a correlation test and a regression test to verify the hypotheses related to the aim of the study. The research shows that, despite the changes driven by NPM reforms, the Italian Public Administration is still linked to a bureaucratic model. Findings also show that Italian public servants are highly motivated despite the activities they carry out are strongly standardized. Additionally, it clearly emerges that in some cases Italian public administrations are perceived by their employees as pervaded by anarchy. The article has both interesting academic and practical implications for the management of public administrations.     

The national school of public administration in greece: A preliminary comparative study

This preliminary study seeks to identify some of the factors responsible for the hitherto limited success of the National School of Public Administration in Greece, which became operational in 1985. The School, modeled after the National School of Public Administration (ENA) in France, annually accepts into its four specialized tracks with their common core curriculum both civil servants and private citizens who succeed in its rigorous entrance competitions. The School represents an effort to identify administrative talent and offer specialized training in public administration toward upgrading the administrative capabilities of the Greek civil service. Some tentative conclusions point out that the limited success of the School is associated with its brief life span, its only partial acceptance by the unions of higher civil servants, its relatively legalistic program orientation, its inadequate emphasis on internships or learning by doing, the non-strategic placement of graduates, and the absence of an identifiable corps of administrative generalists readily transferable from department to department. Perhaps, the foremost constraining factors are to be found in the areas of limited resources, brief periods of experimentation, and limited adaptation of a French prototype to the current realities of the Greek civil service.