| Abstract: | Putting practitioners into the classroom to teach graduate public administration courses is a practice about which surprisingly little has been written. The issues raised in this article are the practitioners role in teaching MPA courses. The author examines three important considerations when practitioners become teachers. First, the method of teaching is explored with special attention being given to case-study type approaches. Next, the authority worlds of academics and practitioners are compared with several differences being highlighted. Finally, the image world of practitioners is examined with a keen eye being placed on critical analysis. |
