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"'Why? Why? Why?' Is the Question of the Course": Master's of Public Administration Students' Perspectives on Their Learning in a Standalone Ethics Course and the Implications for Ethics Education throughout the Curriculum
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Stefan A. Perun – Teaching Public Administration, 2024
This paper reported the findings from 18 qualitative interviews of students across two sections of an elective, standalone ethics course in a Network of Schools of Public Policy, Affairs and Administration (NASPAA) accredited Master's of Public Administration (MPA) program at a northeast university. The findings suggested that a survey of…
Descriptors: Public Administration Education, Masters Programs, Graduate Students, Student Attitudes
Another Look at Research
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Oldfield, Chrissie – Teaching Public Administration, 2016
The traditional academic view of research is to derive new knowledge, generally involving studious inquiry and a search for new theories in order to contribute to an existing academic wealth of knowledge. This is alongside the primary objective of publishing peer reviewed articles in academic journals and the publication of relevant texts.
Descriptors: Educational Research, Writing for Publication, Periodicals, Peer Evaluation
Bridging Management Practice and Theory: New York State's Public Service Training Program.
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Faerman, Sue R.; And Others – Public Administration Review, 1987
Describes development and implementation of a theoretically organized, skill-based curriculum developed for practicing managers in public service in New York and delivered by 15 different postsecondary institutions. (Author/CH)
Descriptors: Adult Education, Curriculum Development, Management Development, Public Administration Education
The Relevance Question Revisited: A Mid-Careerist Perspective on Public Service Education.
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Durant, Robert F.; And Others – Public Personnel Management, 1986
Reports on a survey of 183 midcareer Master of Public Administration students to determine their perceptions of the content, effect, and curriculum development needs of their educational experience. Argues for the adoption of a service delivery ethic stressing knowledge coproduction in the educational process. (Author/CH)
Descriptors: Course Content, Curriculum Development, Graduate Students, Outcomes of Education