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Journal of Public Affairs Education

The Changing Climate for

The Changing Climate for Public Affairs Education as well as our relevance to students, our universities, and our broader communities. We have to be highly accountable to a broader group of stakeholders than perhaps we have been in the past. We have a strong case to make, of course, but we are being asked to make that case more explicitly than we have in many years. NASPAA has been helping us make this case through its branding of the MPP and MPA degrees for students and potential employers. Marketing our programs on and off campus is more important than ever. We are also helping programs by organizing—through the NASPAA Data Center—program data that can show stakeholders and potential students what our programs are doing. This project began nearly a decade ago, and it is bearing fruit under the leadership of National Council member Marilou Goodyear and her dedicated data policy committee members. Accountability and data-driven decision making are core elements of how our universities are being asked to function, and we want our programs to be leaders in this effort. A sixth challenge and opportunity is keeping strong ties with practitioners and communities. It is a hallmark of public affairs education that we use conceptual and methodological skills to address applied issues that our society—and government in particular—faces. As part of our duty to work with practitioners and communities of practice, we are concerned with helping replenish the tidal wave of retirements in government service and simultaneously with ensuring that our students have access to employment opportunities at all levels of government. NASPAA’s Human Capital Campaign, ably led by Jack Knott, has involved educating the federal government on how to recruit college graduates as well as revamping both law and procedures to make recruitment, retention, and promotion as fair and transparent as possible. Connecting our students to government and nonprofit jobs, through many avenues, is an important function of each of our programs. As I conclude my talk, I want to note that I am grateful for NASPAA. It serves many purposes, but one that is important and not often mentioned is that NASPAA serves as a forum for us to listen, exchange stories, and learn from our peers. I am hopeful that each of us—along with the colleagues in our programs—will continue to be optimistic and improve in what we do and what we offer our students and our communities. I am confident that NASPAA will continue to serve us as a network in which we can grow and learn—and be of tremendous value to our students and our programs. Journal of Public Affairs Education 5

The Changing Climate for Public Affairs Education References Mazmanian, D. (2005). NASPAA in the 21st century. Washington, DC: National Association of Schools of Public Administration and Affairs. Retrieved from http://www.naspaa.org/about_naspaa/about/presidential_address/Dan_Mazmanian.pdf Teicher, P. (2010). The effects of the recession and state deficits on higher education and NASPAA member programs. NASPAA Research Paper. Washington, DC: National Association of Schools of Public Administration and Affairs. Frances Stokes Berry is the Frank Sherwood Professor of Public Administration in the Askew School of Public Administration and Policy at The Florida State University. Her research interests are innovation and diffusion, performance and strategic management, public policy, and networks and policy implementation. She is a Fellow in the National Academy of Public Administration. 6 Journal of Public Affairs Education

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