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The Return of Public Relations to the Public Administration Curriculum? 8. Increasing the Utilization of Services and Products Targeted communications programs can help potential clients know about the services that an agency offers, and if they qualify. 9. Public Education and Public Service Campaigns Wholesale is cheaper than retail. Convincing the public-at-large on the desirability of certain behaviors (e.g., stay in school, prevent forest fires, etc.) can reduce the costs of one-on-one services. 10. Seeking Voluntary Public Compliance with Laws and Regulations Ignorance of the law is no excuse, but a pragmatic public administrator understands that disseminating helpful information to appropriate audiences on laws and regulations can increase voluntary compliance and reduce regulatory and enforcement costs. 11. Using the Public as the Eyes and Ears of an Agency Typified by 911 systems, citizens can co-produce agency services. This is not limited to emergency services. Other agencies can similarly benefit from mechanisms for the public to submit relevant information, such as by reporting pothole sites, or using an elder-abuse hotline. Part III. Stepping Cautiously into the Political Minefield 12. Increasing Public Support Good public relations can have the effect of increasing an agency’s popularity. This, in turn, increases the agency’s autonomy from political oversight. However, overt efforts to generate public support can trigger criticism from politicians (always welcome by the news media) that the agency is engaging in propaganda and wasting tax dollars. 13. Legislative Relations This is a specialized form of external communications, given that the legislative branch controls the purse strings. Agencies must try their best to cater to legislators’ interests and concerns, while taking care not to become susceptible to improper political meddling. Part IV. Summary and Conclusions 14. Summary How can a government agency benefit from public relations? What approaches can a public administrator adopt to engage in successful external relations? What approaches should be adopted? Why? What approaches should not be adopted? Why? 15. Semester review Journal of Public Affairs Education 533
Putting Yourself in Their Shoes: The Analysis of Real-World Disputes Through Group Field Projects Putting Yourself in Their Shoes: The Analysis of Real-World Disputes Through Group Field Projects Roger E. Hartley University of Arizona ABSTRACT This article explains the development and use of group field projects to analyze real-world public policy disputes in a course on conflict management. In the process of learning about the evolution of disputes, their management, and techniques for resolving them, students are assigned to groups and required to analyze a local public dispute involving multiple parties. Using Carpenter and Kennedy’s (2001) book, Managing Public Disputes, and other course material, students provide a detailed analysis of the conflict’s history, identify stakeholders, and learn about the positions and interests of the disputants. After extensive analysis, students recommend a conflict management program for the dispute. During the semester, this project provides a capstone of sorts to the MPA program. Students get a firsthand look at the complexity of policy disputes, how individuals and groups approach public problems, and why some policy solutions lead to successes and failures. INTRODUCTION Courses on conflict management, alternative dispute resolution, and negotiation techniques are being taught around the world in programs that focus on peace studies, and in other traditional academic disciplines such as communications and psychology. More-applied courses on managing conflict are commonly taught in professional degree programs such as law, business, and public administration. Most courses employ a variety of traditional pedagogical techniques that use a combination of textbook reading, lectures, experts as guest speakers, and discussion of what we know from theory and research (Lewicki, 1986, 1997). However, research shows that learning is often enhanced when students work together to solve problems and teach each other (Bok, 2007). Courses on conflict resolution often provide student interaction by combining traditional pedagogy with the simulated practice of conflict resolution techniques. Most instructors then integrate experiential learning techniques such JPAE 15(4): 535–552 Journal of Public Affairs Education 535
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