WINTER 2012 - National Association of Schools of Public Affairs and ...

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Mohsin Bashir medical and paramedical professions into some of the most lucrative careers in the United States was a concept quite challenging to understand for someone from Pakistan, where most doctors work several jobs to make ends meet and nurses are paid minimum wage. It should be clarified here that the virtually free medical care in Pakistan should not be confused with the universal health care systems of some European countries. While high-quality medical advice is affordable to almost everyone in Pakistan, the same cannot be said about the hospital facilities and drug availability. My conclusion was that while health care is affordable in Pakistan, public administrators need to focus their efforts toward improving the infrastructure. This observation made a significant change in my perception of exemplary public service delivery. I used to believe that effective public service is a direct product of enhanced infrastructure alone. Only after observing the American public health system did I realize the equally important role of human resource quality, cost, and availability in making high-quality public services available and affordable. CONCLUSION AND RECOMMENDATIONS While the bulk of this essay reflects on my personal experiences with the FPFS, I would now like to discuss a general aspect of the program that in my opinion warrants the highest level of attention by the students, administrators, and educators involved with it. That is, despite being a highly coveted scholarship program to pursue graduate or postgraduate studies in the United States, FPFS is not designed for people who intend to stay in the United States after completing their academic programs. The Fulbright Program requires almost all of its recipients to return to their home countries at least for a specific amount of time before they can be allowed to return to the United States for anything other than a short visit. This requirement has several implications. First of all, the students need to manage their expectations and motivations in the light of this requirement. A person who wishes to pursue a professional career in the United States should perhaps not even apply for FPFS. Similarly, educators in the United States, especially those running initiatives such as Future Faculty Preparation (FFP) programs, need to better equip themselves for providing professional counseling to FPFS recipients. Such counseling and training for Fulbright students will need to include analyses of their home-country job markets, since preparing the students for U.S. markets will most probably be a waste of their time. The FPFS administrating staff can work with Fulbright foreign offices to collect and update country-specific job market data and make it available for FFP and similar initiatives within the United States. Coming back to my area of study, I would like to conclude this essay with my final reflections on the importance of the Fulbright Program in the study and practice of public administration. In my opinion, public service infrastructure is the most significant factor that sets the “developed world” 236 Journal of Public Affairs Education
Fulbright Program for Foreign Students style of public administration in the United States to the “developing world” public administration of Pakistan. The availability of political institutions; road and railroad networks; public educational facilities such as school districts and community colleges; and law enforcement networks at city, county, state, and federal networks—in contrast to the almost nonexistence of any such infrastructure in Pakistan—results in the paradigmatic differences that sometimes makes it hard for the two nations to benefit from exchanges of expertise. The expectations of Pakistani public leadership from the United States lack the American voice, just as much as the American support programs lack the Pakistani voices in evaluating different phenomena in that volatile nation. I believe that in one way or the other, these representational gaps are likely to exist in any given transaction between two countries, resulting from differences in political, economic, or social paradigms. The existence of a program like FPFS, therefore, is very important in such situations because Fulbright exchange scholars do not just become U.S. trained teachers and professionals, but also help bridge the representational gaps between the literati of the nations. REFERENCES About Fulbright. (n.d.). Retrieved from http://foreign.fulbrightonline.org/about.html Foreign Scholarship Board (FSB). (2009). 45th Annual Report: 2008–2009. Washington, DC: J. William Fulbright Foreign Scholarship Board. Fulbright: The early years. (n.d.). Retrieved from http://fulbright.state.gov/history/fulbright-the- early-years Notable alumni. (n.d.). Retrieved from http://fulbright.state.gov/notable-alumni.html Mohsin Bashir is a Fulbright Scholar from Pakistan and a fourth-year doctoral student in Public Administration at the School of Public Affairs, Arizona State University. Journal of Public Affairs Education 237
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Analysts also determined the number
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Topical categories. As shown in Tab
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negative impact on ARP downloads (
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Knowledge and Skills for Policy Mak
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