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Enhancing Professional Socialization Through the Metaphor of TraditionTo emphasize, this article pertains only to specific elements of professionalsocialization — those which are impacted most directly by scholars. Research,theory, and pedagogy are all used to plan and implement the professionaleducation and socialization process that engenders role-taking. The focus here ispurely on the relationships among theoretical role conceptualization, pedagogy,and role-taking. For the most part, theory impacts professional education andacademic mentorship. While much of this process focuses on requisiteknowledge and skills, of key interest here are the sense of “occupational identityand internalization of occupational norms” (Moore & Rosenblum, 1970, p. 71)and the “transmission of more accepted values of the discipline or profession”(Weidman, et al., 2001, p. 18).Step 1: Practitioners Act as Role-TakersAdministrators are conceptualized as “role-takers” (Harmon & Mayer, 1986;Selznick, 1957) because they both consciously and unconsciously take on arole that has been organizationally and socially predetermined in terms of a setof expectations. Other than in rare cases of conscription, practitionersvoluntarily accept a role by entering public service. While some theories positan a priori public service motivation, socialization also can shape the meaningand value that an individual attaches to attitudes and actions (Fuller &Dornbusch, 1988). “The transformation process of a novice to a professionalis essentially an acculturation process during which the values, norms andsymbols of the profession are internalized” (du Tort, 1995, p.164). This“inculcation of motives” can occur at both pre-entry and entry stages to anorganization (Barnard, 1938, p.149). In the case of MPA curriculum,socialization efforts can be designed to change convictions and intrinsicmotivations (deCharms, 1968) through the internalization of values, norms,or morals (Etzioni, 1975; Katz & Kahn, 1966).Step 2: Role is Performed and AssessedAt the individual level of analysis, each practitioner assesses his or her ownrole performance based on a variety of factors, including how performance isjudged by fellow administrators, as well as the citizens and elected officials theyserve. This self-assessment may or may not change one’s internal roleconception. However, more important to the present discussion are the formalmethods through which empirical evidence continues to inform theory in anevolutionary manner. Research abounds on the relationships among factors ofpublic service motivation, role performance, and perceived legitimacy. Inessence, theorists seek to answer the question, “Can professionals be developedin ways that are conducive to democratic responsibility?” (Perry, 1997, p.191).292 Journal of Public Affairs Education
Enhancing Professional Socialization Through the Metaphor of TraditionThese types of inquiries find that misalignments of the three factors oftenoccur. As is evident in national opinion polls and media reports, thecontemporary perception of government legitimacy is very low (King, Stivers,et al., 1998). Based on this crisis of legitimacy, adjustments are made to theory,in hopes of developing role conceptualizations that will better meet citizenexpectations in the future. For example, if role performance is in accordancewith the prevailing role conceptualization, but still is perceived to beillegitimate by the public, then theorists may suggest a different meaning oflegitimacy and offer a new role conceptualization.Step 3: Experience Impacts Role Conception and ConceptualizationAs assessments are made of administrative performance, adjustments are madeto future action. In the case of the administrator, individual role conceptions(internal perception and motivation) may be confirmed or adjusted according toexperience. In terms of the field of study, normative theory evolves in responseto the changing conditions of role performance. Scholars assume the task ofconstructing a role conceptualization (external prescription) for the publicadministrator that will be deemed legitimate not only by practitionersthemselves, but also by the citizens they serve, including elected officials.However, there are many competing role conceptualizations in publicadministration theory that have changed over time, never completelyeliminating prior conceptualizations. This leads us back to the question ofwhich theory and which role conceptualization should prevail.Step 4: Pedagogy Transmits Role ConceptualizationsRole conceptualizations are used to socialize students into professionalidentities (De Soto, Opheim, & Tajalli, 1999; Lowery & Whitaker, 1994). Theyare imparted via the professional socialization process, much of which occursthrough the curricula of professional degree programs such as the MPA (Heck,1995; King, 1998). Graduate programs carry legitimate power to prescribebehavior and influence psychological change about a given social role or position(French & Raven, 1959). Higher education in general is imbued with culturallegitimacy, and the increasingly coveted MPA is made even more authoritative bythe legitimizing practices of NASPAA accreditation. The rationale for regulatingadmission to a profession in some way is “to protect the potentially gullible clientfrom incompetent and unscrupulous ‘experts’…” (Moore & Rosenblum, 1970,p.111). This is particularly important in public administration, because itsprofessionals operate with the power of the state behind them. Thus, in light ofthe impact public administrators have on democratic legitimacy, the pedagogicalchoices made in the reproduction of the field are important decisions.Journal of Public Affairs Education 293
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