In-Service students and MPA education: notes toward an alternative paradigm

Abstract

Research in the fields of adult developmental psychology, adult education, and cognitive theory indicates that public administrationists should expect that in-service MPA students will differ decidedly from younger pre-service students in terms of the learning, attitudinal, and experiential traits they bring to the classroom. This essay reviews the literature in these fields, critically assesses the often disparate nature of the evidence and prescriptions proffered, and develops an integrative framework and research agenda for addressing the topic in future studies.