journal of public affairs education - NASPAA *The Global Standard ...

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How Do We Know What They Know?Evaluating Student-Learning Outcomes in an MPA ProgramPart IFINAL SKILLS SELF-ASSESSMENTPlease indicate how much you think you know about each area.How much I already know about this area: 1 = nothing; 5 = a great dealBudgeting/Financial Mgt. 1 2 3 4 5Decision Making 1 2 3 4 5Ethics 1 2 3 4 5Oral Communications 1 2 3 4 5Organizational Behavior 1 2 3 4 5Personnel/Human Resources 1 2 3 4 5Policy Analysis 1 2 3 4 5Problem Solving 1 2 3 4 5Research/Statistics 1 2 3 4 5Working in Teams 1 2 3 4 5Written Communications 1 2 3 4 5Part IIPlease discuss your experience and/or skills in each of the followingcontent areas:Budgeting and FinanceHuman Resource ManagementOrganization TheoryPolicy AnalysisResearch MethodsPart IIIPlease reflect on how well the MPA program met your expectations.Journal of Public Affairs Education 287
Enhancing Professional SocializationThrough the Metaphor of TraditionMargaret StoutWest Virginia UniversityABSTRACTThis article explores how the metaphor of tradition can help educators fosterspecific public service attitudes in students of public administration, whilesimultaneously helping their students make sense of the diverse ideationspresented in the field’s theories. This is of particular value because publicadministration is experiencing an identity crisis related to competinginterpretations of legitimacy and associated role conceptualizations. In fact, theexplication of multiple traditions throughout the program of study could helpeducators better achieve forthcoming accreditation mandates to demonstrate firmemphasis on public values.INTRODUCTIONPublic administration education is an important element of professionalsocialization for both pre-service and in-service students. Master of PublicAdministration (MPA) programs help students form and adopt an ideation ofthe public administration role that can serve to (1) bring diverse occupationsinto a common sense of purpose, professional identity, and trust; (2) establishstandards for professional action; and (3) provide legitimacy to the public(Stever, 1988). However, the presence of multiple and distinct ideations ofpublic administration serves to intensify the ambiguity of the postmoderncondition (see for example Catlaw & Stout, 2007), and exacerbates questionsof legitimacy (see for example McSwite, 1997). For example, MPA programshave been found to instill the competing ethical standards of both thebureaucratic and the democratic ethos (Heijka-Ekins, 1988). Anotherexamination of theories that promote progressive values found there were sevendistinct approaches (Box, 2008). This sense of confusion may be mitigated inpart by helping students become clear on the theoretical choices availablewithin the field, the practical and philosophical implications of those choices,and the opportunity to identify with others who share similar beliefs and prefera similar approach to action.JPAE 15(3): 289–316 Journal of Public Affairs Education 289
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