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Review of: Doctoral Education in Public Administration at the Washington Public Affairs Center: 28 Years (1973-2001) as an Outpost of the University of Southern California lack of program graduates in the conversation about public administration, about praxis, and about effective education in public administration doctoral programs meant that it was up to the faculty on loan to the WPAC to return to their home programs and implement the program characteristics. This has not happened to any real degree, indicating either that the faculty did not find the structure as valuable as the graduates, or that there was significant resistance to changing program structures in doctoral programs in public administration. Throughout the book, Sherwood discusses the importance of the publicservice focus of public administration programs, and the importance of a doctoral degree for practitioners of public administration. Other faculty mourn the loss of the public-service focus of USC and the treatment of its School of Public Affairs — and the WPAC in particular. The D.P.A. essayists in this work share a great deal in common with current and recent D.P.A. and Ph.D. graduates in public administration programs around the country. Most doctoral students want a deep understanding of the main theories of public administration gained through rigorous individual and group learning, to have their beliefs and experiences questioned, and to learn, and later work, among a community of learners while maintaining individual interests. Students at this high level would benefit from having a plan that evaluated their strengths and weaknesses in coming to the terminal degree, and a plan for the degree’s completion. Further, whether experienced or not, all students would benefit from andragogically competent teaching methods and the development of ongoing feedback from faculty and students in a constructive way. This alignment of values and education goals between Ph.D. and D.P.A. students further blurs the distinctions between the degrees, which is noted in other discussions in this journal (e.g., Brewer, Facer, O’Toole & Douglas, 1999), and is noted by Sherwood — along with increased focus on research in public universities — as a cause of the decline of the D.P.A. In the end, then, this work is valuable less as a celebration of the degrees conferred by the WPAC, or the contributions to public service of the graduates, and more as a celebration that the WPAC was able to create, for however short a time, a learning community that met the personal and academic needs of its students in a way that made a real contribution to their success. Perhaps a change in focus by the WPAC to research-oriented degrees would have kept the program alive, perhaps resources for a small program thousands of miles from its sponsoring university never would have been adequate. At any rate, the book serves as an inspiration to educators and practitioners that creating an excellent learning community in a rigorous public administration program that is accessible to adult learners is not only possible, but also valuable to its faculty, to its students, and to society as a whole. 556 Journal of Public Affairs Education
Review of: Doctoral Education in Public Administration at the Washington Public Affairs Center: 28 Years (1973-2001) as an Outpost of the University of Southern California REFERENCES Brewer, G.A., Facer, R.L. II, O’Toole, L.J., Jr., & Douglas, J.W. (1999). What’s in a name? Comparing D.P.A. and Ph.D. programs. Journal of Public Affairs Education, 5(4), 309-317. Knowles, M.S. (1980/1970). The modern practice of adult education. Andragogy versus pedagogy. Englewood Cliffs: Prentice Hall/Cambridge. Sherwood, F.P. (Ed.).(2008). Doctoral education in public administration at the Washington Public Affairs Center: 28 years (1973-2001) as an outpost of the University of Southern California. Bloomington, IN: iUniverse. Mark Speicher, Ph.D., is Associate Dean for Academic Affairs at the Arizona College of Osteopathic Medicine, Midwestern University, in Glendale, AZ. He received his Ph.D. in Public Administration from the School of Public Affairs at Arizona State University in 2009. Journal of Public Affairs Education 557
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