1

Self-Assessment of The Evergreen State Colleges

Master in Public Administration Program
Kathy Schmitt, Stephan Gordon, Corey Cooper
Introduction
Education programs must be conscious of the quality of education they provide and take
steps to ensure their educational offerings fulfill the needs of their stakeholders. aurence ynn
!1""#$ states that professions must %ustify their e&istence as speciali'ed fields of study or risk
being absorbed by other fields of study !p. 1()*1##$. +cademic programs that stray from the
e&pectations and desires of students, alumni, and employers ,ill become obsolete as educators
and risk the status of the discipline as a speciali'ed field of study. -he Evergreen State College.s
!-ESC$ /aster in 0ublic +dministration !/0+$ program ,ill begin a self*assessment to ensure
its program fulfills the needs of its primary stakeholders1 students, alumni, and employers.
2istorically, public administration !0+$ scholars and practitioners have struggled to
define and understand the field.s unique place and purpose in both practice and academia.
3ebate on the focus and responsibility of practice, the role and location of academia, and the
relationship bet,een practice and academia, is ,ell documented in public administration
literature. 4nstitutions of higher education must continue to evaluate, adapt, and revise public
administration curricula to reflect current theory and to properly prepare professionals for
leadership roles in the rapidly changing environment of public service.
5or several years, -ESC faculty have assessed the /0+ program using annual student surveys.
-hese survey results ,ere used to measure achievement of program goals, to improve the
curriculum, and to enhance teaching methodologies. -his year, -ESC ,ill undertake a more
comprehensive, rigorous self*study to assess the performance of the current /0+ program and to
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evaluate the feasibility of seeking 7ational +ssociation of Schools of 0ublic +ffairs and
+dministration !7+S0++$ accreditation. 7+S0++ accreditation assures a core curriculum
consistent ,ith national standards of e&cellence, stringent faculty arrangements and e&pectations8
concrete learning ob%ectives and strategies8 peer revie,, professional net,orking and program
improvement opportunities8 and tangible program prestige and respect. -he faculty is mindful
that 7+S0++ accreditation ,ill add a layer of oversight and accountability to the /0+ program
that may compromise -ESC.s approach to teaching and learning. -hrough the self*study, faculty
,ill ,eigh the advantages and disadvantages of 7+S0++ accreditation and decide if the fit is
right for -ESC.s /0+ program and its stakeholders.
4n a constantly changing ,orld ,ith debates over the role of government, government
agencies, and the administration of government, public administration programs must pay
attention to the needs of their stakeholders or risk legitimacy as an independent field of study.
5urthermore, the kno,ledge gained by any public administration program assessment aids both
the school for ,hom the assessment is completed and public administration academia. -he
academic community can gain insight and kno,ledge into paradigms, teaching methods and
stakeholders. e&pectations from each schools. assessment of their program.
4f -ESC.s /0+ program develops a reputation for failing to adequately provide
graduating students ,ith the kno,ledge and skills to be effective public administrators,
employers may stop hiring -ESC.s /0+ graduates. -his, in turn, may lead to future students
avoiding -ESC as their public administration educator and may lead to reduced enrollment, and
potentially leaded to a cancellation of the program. 4f the reputation of the program declines,
employers and fello, 0+ scholars may begin to vie, -ESC graduates as inadequately prepared
to engage the ,orld. 5urthermore, employers of public administration graduates ,ill be
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impacted by a decline in quality of /0+ programs leading to a scarcity of qualified employees.
+ decline in quality /0+ programs ,ould lead to a decline in potential employees leading to
increased ,ages9according to the economic la,s of supply and demand.
-his research ,ill facilitate -ESC.s /0+ program assessment to ensure program goals
and stakeholders. needs are being met and to evaluate the value of 7+S0++ accreditation. +
combination of critical and interpretive theoretical frame,orks ,ill provide the foundation for
this research. -he goals of this research are to provide -ESC.s /0+ program ,ith information
to foster change. -he kno,ledge gained from this research is intended to provide a deeper
understanding of 0+ education and empo,er -ESC.s /0+ program to institute any changes it
deems appropriate.

Defining Public Administration
+n assessment of an educational program must begin ,ith defining the purvie, of the
discipline being taught. 4n order for -ESC.s assessment to begin, it must identify ho, it defines
public administration. 4t is this definition that ,ill inform the evaluation portion of the
assessment pro%ect. -he follo,ing section takes stock of various perspectives on 0+, ,hat it is,
and ,here it holds speciali'ed kno,ledge.
-he domain of public administration in the :nited States ,as born of the :nited States
Constitution and the ;<great philosophical debates about the nature of the proper order of
human communities= !Kennedy, 6>>), 6?@$. +le&ander 2amilton ,as a strong supporter of
nationalism and sa, public administration as having an active role characteri'ed by leadership
and energy. 5urthermore, he believed in a unified process and centrali'ation ,ith administrators
having sufficient authority to complete their administrative duties. 2amilton favored
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professional paid administrators !:veges Ar., 1"?6, ?$. -homas Aefferson held a differing vie,
on the administration of government rooted in his belief of the positive potential of human nature
!:veges Ar., 1"?6, ?$. 2e believed in e&tensive participation by citi'ens, decentrali'ation, and
strict limits on administrators. authority and %urisdiction !:veges Ar., 1"?6, 1>$.
3,ight Baldo !1"(?$ stated the field of public administration lays ;claim upon the
e&ercise of modern governmental functions= !p. ?"$. /odern society is comple& and requires
trained e&perts to manage !Baldo, 1"(?, ">8 Shafrit', 6>>(, 6)*6($. 3onald Kettl !1"""$ stated
administrators control the resources of government and ho, effective government functions !p.
16C$. -he future of public administration lies in finding solutions to problems for government
!Kettl, 1""", 1)68 Daadschelders, 1"""$. 4t is government that comprises the field of study of
public administration !Daadschelders, 1""", 6??$.
0ublic +dministration has been labeled as having an identity crisis because of the mi& of
competing theories and paradigm !Bise, 1"">, 1@>8 Dutgers, 1""?8 Daadschelders, 1"""$. -he
identity crisis stems from the changing and competing theories on public administration and the
lack of a unifying epistemology !Daadschelders, 1""", 6?($.
7icolas 2enry !6>>($ identified several paradigms that, each in their o,n ,ay, sought to
define public administration. -he first paradigm he identified ,as the politicsEadministration
dichotomy. Boodro, Bilson, in ;-he Study of +dministration=, argued that administration ,as
separate from the ;hurry and strife of politics= !Shafrit', 6>>(, 6?$. 5rank A. Goodno,,
supporting this division, argued that politics is the ,ill of government ,hereas administration is
the e&ecution of the government.s ,ill !2enry, 6>>(, )>$. -his paradigm gave rise to the idea
that politics and administration ,ere separate from one another. -his idea implied that the
administration of government policies ,as value neutral !2enry, 6>>(, )>$.
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4n the late 1"6>.s another paradigm emerged. -he principles of administration paradigm
is based on the concept that scientific methodologies of administration e&ist, are discoverable,
and are applicable regardless of conte&t !2enry, 1"C@, )C"$. -his paradigm meshed very ,ell
,ith the politicsEadministration dichotomy !2enry, 6>>(, )($ because it sought to focus the field
on the act of doing government under the notion that a universal truth in processes, that is a
single best method for administering, e&isted.
5ollo,ing the principles of administration paradigm, came the idea of public
administration as political science. -his paradigm refocused 0+ on government and political
science, not %ust the science of administration. -his led to the gro,th in the use of case studies in
teaching and comparative administration studies. Bhile comparative studies called for practical
application, it also sought to create theories of 0+ and sought kno,ledge for the sake of kno,ing
!2enry, 6>>(, )"$. -he refocusing the field to,ard political science led to a decline in 0+ as an
individual field of study !2enry, 6>>(, )C$ and led to the rise in the public administration as
management paradigm !2enry, 6>>(, (1$.
-he public administration as management paradigm emerged in the 1"@>.s. -he concept
,as similar to public administration as administration in that conte&t did not matter ,hen
applying methods of administration. 0art of the concept ,as that public, private and non*profit
administration ,ere indistinguishable from one another9administration ,as administration
!2enry, 6>>(, (1$. -he idea ,as that ;generic management constituted a unifying epistemology
in the study of institutions and organi'ations, both public and private !2enry, 6>>(, (1$.
7icolas 2enry !6>>($ labeled the more recent paradigm1 public administration as public
administration. -his paradigm is emerging in a ,orld of globali'ation, devolution and the
redefining of government !2enry, 6>>(, ("$. Government is changing, ,orking ,ith various
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groups, including private and non*profit organi'ations to deliver public goods. -his change
requires kno,ledge about both the institution of government and net,orking !2enry, 6>>(, @>$.
Fther scholars, such as Guy +dams !1""6$, have critici'ed the above paradigms on
public administration. +dams !1""6$ argues that public administration is still seeking theories
and practices grounded in technical rationality !i.e. universal, conte&t*free truths$ and lacks
sufficient historical research !p. )#($. Charles 5o& and 2ugh /iller !1""@$ state an environment
,here politics and administration are separated is no longer an ;acceptable model of
governance= !p. )$. Get, they argue that the ;underlying assumptions endemic to most public
administration theori'ing have led to the ongoing intellectual crisis= ,ithin the field !5o& H
/iller, 1""@, ?$. 3espite this, the underlying principles of the politicsEadministration dichotomy
are still pervasive in public administration, influencing theory and practice. Camilla Stivers put
forth a feminist perspective on public administration highlighting that accountability should be
placed not only ,ith individual administrators or agency controls, but also in ;substantive
collaboration ,ith affected others= !Shafrit', 6>>(, (?6$. Stivers is calling for a more inclusive
perspective on public administration.
Iie,s on ,hat public administration encompasses have e&panded as some have accepted
that the field uses kno,ledge from many other disciplines. 5ollo,ing Borld Bar 44, public
administration determined other disciplines ;,ere relevant to its sub%ect of study=
!Daadschelders, 1""", 6?)$8 the sub%ect of study being government. 0ublic administration is a
multidiscipline field touching on ;political science, philosophy, economics, organi'ation theory,
sociology and social psychology= !5o& H /iller, 1""@, ($. -he multi and interdisciplinary
nature of public administration has led to the crisis of identity !Daadschelders, 1""", 6?@$. /ark
Dutgers !1""?$ contends that public administration.s identity crisis is its identity.
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Daadschelders !1"""$ argues that public administration must dra, on a variety of
approaches. -he field should not ;stake a claim to their sub%ect of interest,= instead it should
dra, from other disciplines to gain a greater understanding of the ;phenomenon called
government= !Daadschelders, 1""", 6""$.
Defining the Study of Public Administration
0ublic administration scholars and practitioners alike have long struggled for consensus
on a suitable ;focus and locus= for 0+ study !2enry, 1"C@, )C?$, and on a common body of
kno,ledge that legitimi'es and distinguishes 0+ study from other disciplines
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!Jreau&, 6>>),
6#6$. -he profession.s enduring ;identity crisis= has profoundly influenced the formal study of
0+. Curriculum content and organi'ational location in the university have evolved over time in
response to changes in governance !Daadschelders, 1""", 6??$, to changes in 0+ theory, and to
changes in the practice environment !4ngraham, 1""#, 1#)$.
0ublic administration as a separate study emerged in the early 1">>.s, reflective of the
neutral, apolitical frame,ork for public administration theory and practice discussed in Boodro,
Bilson.s 1??# essay, The Study of Administration !2oney, 1"#C, )>>$. -he politics*
administration dichotomy prescribed the structure of 0+ education during this time period
!Jreau&, 6>>), 6#1$. Educational emphasis ,as placed on the administrativeEmanagement
functions of government including budgeting, personnel, and programming planning. 2o,ever,
by the 1")>.s and especially post Borld Bar 44 0+ theorists ,ere challenging the dichotomy,
charging that a relationship bet,een the political and administrative domains ,as essential to
effective public service !Jreau&, 6>>), 6#1$. -he rapid gro,th in government sector
employment, a ;professionali'ation= of the ,orkforce, a gro,ing interdependence bet,een the
public and private sectors, and internationali'ation created a need for e&tensive kno,ledge and
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Specific topics for inclusion in a 0ublic +dministration program can be found in +ppendi& +.
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application of political, legislative and %udicial processes and prompted a broader, integrated,
,hole*government approach to 0+ education !2oney, 1"#C, )>#$. 2o,ever, universities ,ere
slo, to respond to these emerging economic, social, and political changes. Jy the 1"@>.s, only
1) institutions reported a,arding a /aster of 0ublic +dministration degree !4ngraham, 1""#,
1#)$. +t most universities, public administration ,as not yet a distinct program, but rather a sub*
discipline ,ithin the political science or other related programs.
Bhile the +merican Society for 0ublic +dministration !+S0+$ long conferred
professional status to individual scholars and practitioners, it ,asn.t until the formation of the
7+S0++ in 1"C> that the study of 0+ ,as ;legitimi'ed= ,ith a distinct body of speciali'ed
kno,ledge along ,ith a core curriculum and academic accreditation !5o&, 1""#$. -he purpose
and intent of 7+S0++ accreditation is to provide the study of 0+ ,ith goals and standards,
curriculum uniformity, academic accountability, and consistent quality !Jreau&, 6>>), 6@"$. -he
formation of 7+S0++ encouraged gro,th in 0+ master.s programs around the country.
Jut by the end of the 6>
th
century, a number of 0+ theorists reengaged the 0+ study
identity crisis discourse ,ith rene,ed vigor !Daadschelders, 1""", 6?)$. 3ue to the
epistemological identity crisis rooted in the multi and interdisciplinary nature of the field !p.
6?@$, Daadschelders suggests that continuous epistemological inquiry is 0+.s identity !p. 6?#$.
2e argues that the rich array of seemingly opposing theories form a comprehensive metalevel
frame,ork for the study of public administration !p. 6?#$. Daadschelders !1"""$ suggests that an
intellectually coherent study of 0+ should be organi'ed around the core functions of its purpose,
the governance of society !p. 6??$, rather than a ;distinct theoretical and methodological
approach= !p. 6"?$. 2e suggests that the study of ;0ublic +dministration is neither unified nor
fragmented. 4t is both and should be both because other,ise it ,ill never be able to make sense
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of these ever*changing !i.e., ideological, political, social, legal, economic$ environments to
,hich the practice of public administration must respond= !p. 6""$.
Bhile it may be impossible, even undesirable, to resolve the tension bet,een traditional
0+ study dichotomies or achieve consensus on an appropriate core curriculum, ;most can agree
that one of the fundamental goals of the /0+ K/aster of 0ublic +dministrationL is to prepare
students for the administrative challenges of the future= !King , Jritton H /issek, 1""#, 1()$.
Desearch indicates that a cognitive development approach, as opposed to skills development
approach, to 0+ education ,ill best prepare future administrators to navigate the changing public
service environment !King et al., 1""#, 1@#$. ;Be need an educational agenda that focuses on
the administrator as a ,hole person ,ho . . . has the ability to think and acquire kno,ledge, to
communicate, and the desire and ability to be a life*long learner= !King et al., 1""#, 1@C$.
Defining Education Program Assessment
+ccountability is a gro,ing public demand and e&pectation for public services in general
!Aennings, 1"?", ()?$. +n increasing e&pectation of public educators is the ongoing assessment
of academic programs to %udge the effectiveness of curriculum, the progress of students, and the
performance of instructional methods !0ayne, 1""(, #$. 4n particular, the 7+S0++ has increased
its e&pectations regarding assessment of /0+ programs !Billiams, 6>>6, (@$.
Comprehensive educational program assessment uses both formative and summative
evaluation approaches to evaluate the quality of education. 5ormative evaluation is used to make
continuous improvement during the development and implementation of the program based on
feedback from students, ,hereas summative evaluation is used to assess the effectiveness of the
program upon its completion, often in comparison to e&ternal standards !0ayne, 1""(, ?$.
Summative evaluation can also be described as outcome assessment. Futcome assessment
1>
entails definition of program goals and ob%ectives and identification and e&ecution of appropriate
methods to measure achievement of the goals and ob%ectives !Aennings, 1"?", ()?$. 5or /0+
programs, outcome assessment means demonstrating that the program produces ;better educated
policy analysts and administrators ,ho are more effective than they ,ould have been other,ise=
!Aennings, 1"?", ()"$.
4n the late 1"C>.s, 7+S0++ developed standards and established an accreditation process
to promote quality in /0+ education programs. -hese standards reflect a general consensus of
the skills and kno,ledge required for /0+ graduates. Since 7+S0++.s inception /0+ program
evaluation has primarily focused on the curriculum content and ,hether students actually
acquired the identified skills and kno,ledge !Aennings, 1"?", ()"$. -rue outcome assessment
moves beyond evaluation of program inputs !7+S0++ standards$ and outputs !/0+ graduates$,
to evaluation of ,hether the acquired education makes a difference in the ,orld of public
service, that is, the impact. ;Fther things being equal, are graduates of such programs K7+S0++
accredited programsL likely to be better administrators than those ,ho do not receive such an
education= !Aennings, 1"?", ((>$.
Aennings !1"?"$ identifies three outcome assessment approaches. -he value*added
approach focuses on evaluating the changes in kno,ledge, values, and skills of /0+ graduates.
-his measures the success of /0+ program instruction and if graduates learn ,hat they ,ere
e&pected to learn. -his approach is most useful to education programs. -he career success
approach evaluates changes and progress in the careers of /0+ graduates. Confounding factors
make it difficult to directly attribute career advancement to the attainment of an /0+ degree.
-he impact approach focuses on evaluating the impact /0+ graduates have in public service,
that is, ,hether they are making a difference in public service. Bhile this approach is most
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beneficial to the public, this outcome is the most difficult to measure. Desearchers rather than
individual programs !p. ((6$ usually conduct impact assessments.
+ny approach to outcome assessment involves identification of program mission, goals,
ob%ectives, and performance indicators. 4t also entails identification of valid and reliable
measurement and analysis methods and techniques. Billiams !6>>6$ suggests that 0+ programs
have long struggled to identify fla,less outcome measures, that is, measures that are meaningful,
reliable, and valid and at the same time doable and cost effective !p. (@$. 2e recommends that
programs sacrifice elusive perfection in favor of practicality by selecting measures that use
e&isting and available information, that use informed qualitative %udgments in addition to
quantitative data, and that are manageable in both time and cost !p.(#$. -he assessment process
and the kno,ledge gained must be valid, useful, cost effective, and comparable to national norms
!Aennings, 1"?", (()$. 3urant !6>>6$ suggests that outcome assessment can help programs
clarify mission and core values, develop a strategic plan, develop faculty, and revise curriculum
!p. 1"($.
esearch !uestions
-he purpose of this research is to assist -ESC.s /0+ program in its self*assessment
pro%ect. -he belo, research questions are designed to be e&ploratory in nature and provide
descriptive ans,ers. -he primary research question is1
Bhich kno,ledge, skills, and abilities !KS+.s$ do employers, students, and alumni
e&pect graduates of -he Evergreen State College.s /aster in 0ublic +dministration
program to possessM
-he phrase kno,ledge, skills, and abilities is used by the Bashington State and 5ederal
governments to identify the necessary qualifications for specific employment positions. -he
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State of Bashington uses the term competencies, defined on the 3epartment of 0ersonnel
,ebsite as1
;Competencies encompass the more familiar ;KS+s= !kno,ledge, skills and
abilities$, but are more po,erful in that they emphasi'e a person.s ability to
produce an e&pected outcome. + competency is often a set of related KS+s that
,ork together to produce key outcomes= !BS3 0ersonnel Bebsite$.
-he :.S. Fffice of 0ersonnel /anagement defined each ,ord in the phrase. Kno,ledge
is ;a body of information applied directly to the performance of a function.= Skill is ;an
observable competence to perform a learned psychomotor act.= +bility is defined as ;a
competence to perform an observable behavior or a behavior that results in an observable
product= !:S Fffice of 0ersonnel /anagement Bebsite$.
5or the purpose of this research, employers refer to Bashington State agency department
heads, managers, and those state employees ,ho are responsible for directing, supervising, and
managing the ,ork of others. -he term students includes any active, part*time and full*time,
-ESC student enrolled in the /0+ program at the time of data collection. 5ormer students ,ho
received an /0+ degree from -ESC are referred to as alumni. -he term ;possess= means, from
the stakeholder.s perspective, a graduating /0+ student has the adequate kno,ledge, skills, and
abilities to be complete the desired ,ork successfully. -hese definitions hold throughout the
research. 4n support of the primary research question, t,o secondary research questions ,ill be
investigated.
Bhich kno,ledge, skills, and abilities, identified as necessary by stakeholders, does -he
Evergreen State College.s /aster in 0ublic +dministration program not offered to
studentsM
Bhich kno,ledge, skills, and abilities, identified as necessary by stakeholders, does -he
Evergreen State College.s /aster in 0ublic +dministration program offer to studentsM
1)
-he term ;stakeholders= refers collectively to employers, students, and alumni as defined
for the primary research question.
"imitations # Assum$tions
+s ,ith all research, it is important to identify the limitations and assumptions set upon a
pro%ect to ensure clarity of understanding. -his research pro%ect assumes that public
administration is legitimately a distinct profession and a unique field of study. 4t assumes that
employers believe an advanced degree in public administration provides additional value.
5urther, it assumes that employers envision a common set of performance ma&imi'ing
kno,ledge, skills and abilities that public administration professionals may acquire from a
master of public administration program. 4t also assumes that the -ESC.s /0+ program has an
instrumental role in developing current and future public administrators by indoctrinating the
common set of performance ma&imi'ing kno,ledge, skills, and abilities. 4t is also assumed that
the data collected ,ill be useful to -ESC trustees and faculty and ,ill inform decisions about
program direction and curriculum and about 7+S0++ accreditation.
-he impact of graduate programs in public administration is visible through the effect
/0+ students have on public affairs. 4t is ackno,ledged that the primary stakeholders have the
common goal of a quality /0+ program, but no single stakeholder.s interests must be allo,ed to
dominate the pro%ect.
-his pro%ect may include the gathering of sensitive information and information that may
provide unique insight into individual participants. 4n addition, the designing of the pro%ect and
its implementation ,ill be conducted in an ethical manner respecting the rights and concerns of
participants and the pro%ects. audiences.
1(
4n any type of research, one must be cogni'ant of their biases and values. Jiases
influence the ,ho, ,hat, ,here and ho, ,e implement this pro%ect including the design,
collection, interpretation, and dissemination of the research. +ll researchers have biases and
cannot escape them. Gender, language, age, class, race, and other factors affect ho, one
conducts all forms of research. +s researchers, ,e ackno,ledge these biases and the potential
for these biases to influence surveys, focus groups, or other methodologies ,e deploy.
7euman !6>>#$ stated, ;+cademic freedom is integral to good research.= Be understand the
importance of reputation to academic institutions, yet, as researchers, ,e ,ill guard against the
potential of influence or suppression of research pro%ect designs and results by -ESC
;gatekeepers= concerned ,ith protecting the /0+ program or school from possible criticism or
embarrassment.
Bithin the conte&t of the -ESC /0+ program, ,e recogni'e the e&clusivity of the
stakeholders due to the constraints on program enrollment and occupational %urisdiction. 0eople
seeking entry into an /0+ program must hold a Jachelor.s degree, have the means to pay for the
advanced education, and time available to %oin this unique cro,d.
Stakeholder participation is critical to the success of this research pro%ect. 4n particular,
input from employers is required to form an accurate assessment of the -ESC /0+ program.
Employers in a position to provide quality input regarding the optimal traits of public
administrators and /0+ programs are e&tremely busy people. -heir interest in and ability to
contribute time to the survey and focus group processes are e&ternal factors that could %eopardi'e
the feasibility of the pro%ect and our pro%ect design ,ill seek to minimi'e this risk. 5i&ed
attitudes to,ard the -ESC in general, both positive and negative, are e&ternal factors that
threaten to bias data collection and analysis. Be ,ill be mindful to solicit a broad range of
1@
stakeholder participation in the survey design, implementation process, and in focus groups to
assuage researcher, faculty and respondent bias to,ards -ESC.
Iarious groups comprise this pro%ect.s target audience including -ESC.s Joard of
-rustees, -ESC +dvisory Joard, -ESC faculty, ne, students, current students, alumni,
employers and the citi'ens of Bashington State. +ll of the /0+.s constituencies1 program
directors, faculty, students, public employers, and the public stand to benefit from properly
developed methods of program assessment.
-his research pro%ect ,ill provide valuable e&ploratory information to its primary
audience1 -ESC. Fther stakeholders, students, alumni, and employers ,ill also benefit from this
research through improvements incorporated into -ESC.s /0+ program. 5uture students ,ill be
better equipped to tackle the ,icked problems of the past, present, and future. 4n turn, employers
,ill benefit by having employees better able to adapt and manage the challenges facing
governments and serve the public interest.
1#
A$$endi% A
Constitutional &ased Teaching
Sheila Suess Kennedy !6>>>$ argued for grounding students. 0+ education in the Constitution
and Jill of Dights. -he nation.s 5ounders made specific choices ,hen prescribing po,er to the
governments and students must understand those decisions, ,hy they ,ere made, and ,hy it.s
still important. -he Constitution establishes boundaries for developing solutions to public policy
issues and ,ithout that frame,ork the implications and impact of public policy cannot be
properly understood or discussed.
Critical Thin'ing
3avid Aohn 5armer !1""@$ believes 0+ should teach students to deal ,ith the ;super*abstract=.
-he super*abstract is a meta*theory consisting of abstractions from other disciplines that provide
information about 0+ theory !p. "1$. 5or students to be adequately prepares to operate,
intellectually, in the super*abstract, graduate programs should teach1 postmodernism, critical
thinking and creativity skills in all course,ork, and highlight the importance of long*term
perspectives !p. ">$.
(e) As$ects of *overnment
3onald 5. Kettl !6>>1$ argues that globali'ation and devolution of public services to private and
non*governmental organi'ations requires 0+ studies to update its curriculum. /anagement of
the relationships bet,een government, responsible for ensuring delivery of public services, and
those non*government organi'ations contracted to provide those services requires different tools
of management. 0+ programs must teach students ho, to maintain accountability and services
in support of the public interest through indirect management of government services.
1C
Theory
2ugh -. /iller !1""C$ argues that 0+ theory is a ;reflection on and critique of practice, and
possible more.= !p. )#($. /iller puts forth that ,hen old methods of solving situations fail
theori'ing is required to find solutions. +n education focused on a tell*me*ho,*to*do*my*%ob*
better approach implicitly legitimi'ed the current methods of practice ,ithout real attempts to
assess the validity of current practices. 0+ studies must include theory in their curriculums to
provide students ,ith the ability to think beyond current practices and ideas !/iller, 1""C$.
Curriculum Core +alues and Com$etencies
Gary E. Doberts et al !6>>6$ developed an /0+ core curriculum based on a set of core values
and competencies identified by students, alumni, employers and other key stakeholders. Core
values identified include1 democratic principles, diversity, ethical conduct, public service, and a
system perspective. Core competencies identified include1 communication skills, analytical
skills, information management skills, financial management skills, performance management,
management of change, decision making, and group interaction skills. -he core values and
competencies frame,ork seeks to equip students ,ith the requisite kno,ledge, skills, and
abilities to perform effectively in the public service environment.
Meta-Theoretical A$$roach to PA Study
Daadschedlders !1"""$ argues that 0+ curriculum should be based on the various topics relevant
to primary function of 0+* the governance of society. 2e suggests that 0+ study is a multi and
interdisciplinary body of kno,ledge, formed from multiple theories and disciplines. 2e
developed a 0+ study frame,ork that recogni'es the importance of both theory and practice and
the multi and interdisciplinary nature of 0+.
1?
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