Journal of Public Affairs Education

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From the Guest Editor The national Teaching Public Administration Conference (TPAC) is dedicated to the advancement of education, training, and research in public affairs, policy, and nonprofit administration. The 2010 conference theme of “Putting the SERVICE Back Into Communities: Transformational Service” focused on how citizen-based innovations and modes of education contribute to better governance. According to King and Zanetti (2005), transformational service is the practice of public and nonprofit administration “that reconnects the knowledge of expertise with the knowledge of experience. It does so by combining technical proficiency with a normative foundation that values the wisdom gained from common sense and personalized observations” (Zanetti, 1998, p. 112; also cited in King & Zanetti, 2005, p. x). Each of the articles selected for publication in this year’s symposium highlights the manner in which the connection between practitioners and academics reinforces the education of students committed to public service. The first article, “Using Personal Learning Networks to Leverage Communities of Practice in Public Affairs Education,” by Bruce J. Neubauer, Richard W. Hug, Keith W. Hamon, and Shelley K. Stewart, discusses how public affairs education can be enriched through the inclusion of insights provided by selected practitioners through their online blogs. The authors utilize the theory of connectivism to validate the incorporation of Web 2.0 communication tools in the acquisition of individual and collective knowledge. In the second article, “Transformational Service and Action Learning: The Sustainability of Civic Engagement,” Diane M. Kimoto addresses the topic of financial solvency within service agencies. Through the application of a new tool called the Foundation Resource Outline (FRO), which is based on the tenets of transformational service and action learning, students and practitioners utilize a common set of questions as they work together to develop the monetary resources needed to sustain the missions of “real” organizations. The final article, by Ashley Nickels, Theresa Rowland, and Olubunmi Fadase, is titled “Engaging Undergraduate Students to Be Agents of Social Change: Lessons From Student Affairs Professionals.” The article reflects the growing demand for students to become both administrators of public and nonprofit services while also serving as agents of social change. Building upon student development theory, the Social Change Model of Leadership Development is presented as one means of bolstering the transformational skills of students. The three articles selected for the symposium are further interconnected by their commitment in reaffirming the necessity for inclusion of self-reflective practices and skills in preparing students for the unforeseen circumstances associated with public service. Through the dialogue that exists between questions and answers, individuals discover the power to solve their own problems—they learn by doing. Citizenship and civic engagement are the direct result of an individual’s sense of responsibility to and connection with his or her community. Greater self-knowledge generates less reliance on textbook answers and formulas in favor JPAE, 17(1), 7–8 Journal of Public Affairs Education 7
From the Guest Editor of learned practices and improvisations capable of transforming communitybased strategies into real change. One last observation regarding these articles: Each author articulates the importance of communication between those who are learning and those who serve. Too often, individuals take for granted their reliance upon communication. Yet, according to Hildebrand’s (2010) assessment of the top skills required for employment, communication ranks number one. Therefore, as we look to enrich the curricula of our future public servants, it is imperative to pay attention to this much-needed talent. One opportunity for joining in this conversation will be the upcoming 34th TPAC conference, hosted by Troy University in Williamsburg, Virginia, where we can participate in sharing “Our Historical Challenge: Administering a Government For the People, By the People” (May 17–19, 2011). — Diane M. Kimoto, PhD Grand Valley State University References Hildebrand, D. S. (2010). New college graduates and the 2010 job market: Lower starting salary, emphasis on soft skills, hiring is down. Retrieved from http://www.suite101.com/content/what-new-collegegraduates-should-expect-in-2010-a202181 King, C. S., & Zanetti, L. A. (2005). Transformational public service: Portraits of theory in practice. Armonk, NY: M. E. Sharpe Zanetti, L. A. (1998). At the nexus of state and civil society: The transformative practice of public administration. In C. S. King & C. Stivers (Eds.), Government is us: Public administration in an anti-government era (pp. 102–121). Thousand Oaks, CA: Sage. 8 Journal of Public Affairs Education
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Journal of Public Affairs Education

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