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

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Nadia Rubaii to discuss what I see as the most important areas of activity for the coming year to build upon the work of my predecessors and to help the Association realize its full potential in this ever-changing environment. I have identified six guiding principles for my year as NASPAA president. They are (1) Walk the Walk; (2) Diversity and Social Equity Matter; (3) Global Leadership and Partnership; (4) Our Work Doesn’t End at the University Doors; (5) United We Stand; Divided We Fall; and (6) The Whole Is Greater than the Sum of the Parts. These will be my mantras; I will repeat them often, to others and to myself. Before I explain each of these principles and describe how they will guide my activities in the coming year, let me share my thoughts on the context in which our profession and Association currently operate. I stand before you at a time when our Association is strong—yet all around us there are reasons to be frustrated, disillusioned, pessimistic, and downright depressed. In newspapers, on television, and via the Internet, we are bombarded with accounts of the collapse of markets, high rates of unemployment, environmental degradation, unsustainable levels of consumption, incompetent and unethical conduct, and bankrupt pension funds. Public life in the United States is characterized by intense partisan divides and the erosion of civility within much of the political discourse. Financial resources are being expended on wars while other forms of international and domestic aid are being slashed. Environmental resources are being depleted through unsustainable levels of consumption by individuals and societies that value consumption and shortterm gains above all else. On many of our campuses, public affairs programs are increasingly being pressured to justify their existence in terms of net revenue without consideration for public good. It can feel overwhelming when our universities, community organizations, local governments, states, and nations are all struggling, and many people are living or, tragically, in some cases dying in hunger and abject poverty. Despite those circumstances, I view the coming year with tremendous hope and optimism, and this is how I will approach my role as NASPAA president. I would ask you to consider: How can we not be optimistic when witnessing democratic uprisings in nations with long-standing repressive dictatorships as we have seen in a host of countries as part of what has been labeled the Arab Spring? How can we not be hopeful when we see how well people around the world can mobilize to help distant neighbors when natural disasters bring destruction to entire communities? How can we not feel a sense of the possible when we see the peaceful and practical ways that the Occupy Wall Street protesters have organized and how their message has resonated elsewhere in the nation and world? And, how can we not be excited about the future when we experience the creative energies and intense levels of commitment to public service that our students bring into our classes every day? The need for highly competent public service professionals has never been greater. By that I mean that we need public administrators who are passionate 2 Journal of Public Affairs Education
Leading by Example: Modeling Global Public Service Excellence about helping to improve the lives of all people and especially of those who are disadvantaged by social, political, and economic systems. We need public service professionals who view global interdependencies, cultural and linguistic diversity, and technology as opportunities to be embraced rather than as changes to be feared or avoided. We need a generation of leaders who are well equipped to engage in ethical, competent, innovative, and compassionate public service. So what better time to be in this profession and in a position to help prepare that next generation of leaders or to help the current generation retool? The blurring of lines—across sectors, across levels of government, and across international boundaries—is indisputable. The next generation will not only sector shift, but break down traditional borders, and will utilize technology in new and exciting ways. Many of our students feel the kinship of “friends” around the globe whom they may never have met in person. They accept that knowledge can be generated from the masses through open-source processes. And they do not expect to operate in the narrow confines of an organization, city, state, or nation. The graduates of our programs work in organizations, agencies, or departments; but it is not where they work that defines them, it is the work that they do. And the work they do influences the world. Increasingly, we are preparing the global citizen and the global public administration professional. We need to ask ourselves, are we doing this well? Are we doing this competently? As programs and as an association, how can we expect our students and graduates to grapple with and respond competently to the tough questions of diversity, internationalization, and inter-organizational collaboration, unless we are ready and able to do it ourselves? Earlier, I mentioned six guiding principles. Let me now explain what they mean and how they shape my goals for the year. WALK THE WALK. By this I mean that NASPAA has a responsibility to model what it expects of accredited programs. That is, NASPAA must be mission-driven, grounded in public service values, and accountable to its stakeholders. The Association must collect, analyze, and use data to evaluate its effectiveness and to inform its decisions. And it must be transparent in its decision-making and assessment processes and outcomes. This coming spring, I will lead the Executive Council in a strategic planning session that will evaluate NASPAA’s accomplishments and prioritize its goals for the next 5 years. The overarching framework for this is NASPAA’s twofold stated mission of (1) ensuring excellence in education and training for public service and (2) promoting the ideal of public service. Like programs preparing their accreditation self-study reports, NASPAA will be forced to systematically assess its actions and its outcomes in the context of its mission and the changing environment in which it operates. Journal of Public Affairs Education 3
Page 1 and 2: JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Page 5 and 6: FROM THE EDITOR In the symposium in
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Page 15 and 16: FROM THE GUEST EDITOR FROM THE GUES
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Page 19 and 20: on other fronts, certainly it can h
Page 21 and 22: Picasso, P. (1937). Guernica. Pictu
Page 23 and 24: A View from the 50th Street Gate on
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Page 35 and 36: Class Rooms Kenneth Oldfield Univer
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Page 43 and 44: Class Rooms The Great Leveler, too
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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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Stories from Local Public Managers
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and writing the proposal for the co
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Another echoes: Stories from Local
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I think communication is one of the
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Creating Quality Online Course Desi
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it was achieved. The assessment of
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Fulbright Program for Foreign Stude
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Review of Moral Controversies in Am
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application of those foundations to
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Journal of Public Affairs Education
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Information for Contributors The Jo
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