JOURNAL OF PUBLIC AFFAIRS EDUCATION - National ...

More documents

Recommendations

Info

MPA vs. MPP: A Distinction Without a Difference? courses is different, depending on whether they are for MPA or MPP programs. As seen in Table 1, overall comparison shows that the curriculum emphasis of MPP programs was significantly different from that of MPA programs, except in policy process and research method courses. Further analysis reveals that MPA programs put more emphasis on “finance & budgeting,” public management, and “organization & human resource management,” while MPP programs placed more stress on “economics & policy analysis.” However, no curriculum composition differences were found when we compared MPA and MPP programs within schools that offer both MPA and MPP programs (N = 12). In sum, the results do not support Hypothesis 1, which was based on extant empirical results, but support theoretical arguments that curricula are different between policy-focused and administration-oriented programs. (See Table 1.) Assessment 2: The Impact of Faculty Academic Disciplines As seen in Appendix D, schools offering only MPA programs appear to have more core faculty members with doctorates in public administration, and fewer core faculty members with doctorates in economics, than schools offering only MPP programs, or those offering both MPA and MPP programs. However, we did not observe any obvious differences between MPA and MPP programs in the share of the faculty that hold Ph.D.s in political science. (See Appendix D.) Following Roeder and Whitaker’s (1993, p. 524) and Denhardt’s (2001, p. 531) arguments about faculty’s influence on course structure in their programs, we posited a hypothesis about the association between core faculty’s academic backgrounds, and course composition in their core curriculum: Hypothesis 2: Core courses of MPA and MPP programs are associated with their core faculty members’ academic backgrounds. To test this hypothesis in a comprehensive manner, we ran an ANOVA in different school categories — such as schools overall, schools offering MPAs, and schools offering MPPs. We also checked for any correlations between core courses and core faculty disciplines, in order to understand how faculty disciplines could be associated with core course emphases (correlation results not shown). For example, positive correlations would indicate more emphasis on the core courses when an ANOVA shows significant results. In the overall comparison of Table 2, programs with more faculty members who have doctorates in economics are likely to put more emphasis on “economics & policy analysis” and less emphasis on “organization & human resource management.” However, we found that, in the overall comparison, programs with more faculty members with doctorates in public administration are more likely to stress “organization & human resource management.” When we examined schools offering only the MPA compared to dual-membership schools, we observe that programs with more doctorates in political science or Journal of Public Affairs Education 403
MPA vs. MPP: A Distinction Without a Difference? Table 1. ANOVA Results for Core Courses in MPA and MPP Programs Core Course Areas (F-Statistics) Research Methods Organization & HRMb Public Mngt Policy Process Finance & Budgeting Economics & Policy Analysis Comparison MPA (74) a vs. MPP (21) 30.60*** 12.02*** 2.79 8.02** 15.85*** 0.06 Overall Comparison MPA-Only (32) vs. MPP-Only (9) 19.21*** 5.24* 0.26 12.79** 3.06 0.96 0.33 0.41 1.64 0.27 0.00 0.08 MPA of Both MPA- & MPP-Offered (12) vs. MPP of Both MPA- & MPP-Offered (12) Among Dual-Membership Schools 404 Journal of Public Affairs Education 62.63*** 13.08*** 12.32** 6.57* 34.03*** 0.00 MPA-Only of NASPAA-Only Members (30) vs. MPP of Dual Members (21) MPA-Only of NASPAA-Only Members (30) vs. MPP of Both MPA- & MPP-Offered of Dual Members (12) NASPAA-Only Members vs. Dual- Membership Schools 41.36*** 10.57** 9.40** 1.98 34.59*** 0.40 Note. *p < 0.05 **p < 0.01 ***p < 0.001 a. Number of schools analyzed b. “HRM” is Human Resources Management
Page 1 and 2: Journal of Public Affairs Education
Page 3 and 4: Journal of Public Affairs Education
Page 5 and 6: Hard as it is to believe, with this
Page 7 and 8: MPA vs. MPP: A Distinction Without
Page 11: MPA vs. MPP: A Distinction Without
Page 35 and 36: What Impacts the Learning in Servic
Page 55 and 56: The Value of Capstone Projects to P
Page 63 and 64:
The Value of Capstone Projects to P
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Indirect Giving to Nonprofit Organi
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Cognitive Styles Matching: Expandin
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
The Return of Public Relations to t
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Putting Yourself in Their Shoes: Th
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Review of: Doctoral Education in Pu
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Information for Contributors The Jo
show all

JOURNAL OF PUBLIC AFFAIRS EDUCATION - National ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?