JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

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How Do We Know What They Know Evaluating Student-Learning Outcomes in an MPA Program Part I FINAL SKILLS SELF-ASSESSMENT Please indicate how much you think you know about each area. How much I already know about this area: 1 = nothing; 5 = a great deal Budgeting/Financial Mgt. 1 2 3 4 5 Decision Making 1 2 3 4 5 Ethics 1 2 3 4 5 Oral Communications 1 2 3 4 5 Organizational Behavior 1 2 3 4 5 Personnel/Human Resources 1 2 3 4 5 Policy Analysis 1 2 3 4 5 Problem Solving 1 2 3 4 5 Research/Statistics 1 2 3 4 5 Working in Teams 1 2 3 4 5 Written Communications 1 2 3 4 5 Part II Please discuss your experience and/or skills in each of the following content areas: Budgeting and Finance Human Resource Management Organization Theory Policy Analysis Research Methods Part III Please reflect on how well the MPA program met your expectations. Journal of Public Affairs Education 287
Enhancing Professional Socialization Through the Metaphor of Tradition Margaret Stout West Virginia University ABSTRACT This article explores how the metaphor of tradition can help educators foster specific public service attitudes in students of public administration, while simultaneously helping their students make sense of the diverse ideations presented in the field’s theories. This is of particular value because public administration is experiencing an identity crisis related to competing interpretations of legitimacy and associated role conceptualizations. In fact, the explication of multiple traditions throughout the program of study could help educators better achieve forthcoming accreditation mandates to demonstrate firm emphasis on public values. INTRODUCTION Public administration education is an important element of professional socialization for both pre-service and in-service students. Master of Public Administration (MPA) programs help students form and adopt an ideation of the public administration role that can serve to (1) bring diverse occupations into a common sense of purpose, professional identity, and trust; (2) establish standards for professional action; and (3) provide legitimacy to the public (Stever, 1988). However, the presence of multiple and distinct ideations of public administration serves to intensify the ambiguity of the postmodern condition (see for example Catlaw & Stout, 2007), and exacerbates questions of legitimacy (see for example McSwite, 1997). For example, MPA programs have been found to instill the competing ethical standards of both the bureaucratic and the democratic ethos (Heijka-Ekins, 1988). Another examination of theories that promote progressive values found there were seven distinct approaches (Box, 2008). This sense of confusion may be mitigated in part by helping students become clear on the theoretical choices available within the field, the practical and philosophical implications of those choices, and the opportunity to identify with others who share similar beliefs and prefer a similar approach to action. JPAE 15(3): 289–316 Journal of Public Affairs Education 289
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Introduction of Government Process
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