Abstract
The international accrediting organization for public service pedagogy, the Network of Schools of Public Policy, Affairs, and Administration, has established and adopted “universal competencies” that Master of Public Administration degree programs are expected to develop to establish a “global standard in public service education” ( http://www.naspaa.org/ ). This lofty goal suggests that there is one best way to prepare public administration students to: (a) lead and manage in public governance; (b) participate in and contribute to the policy process; (c) analyze, synthesize, think critically, solve problems, and make decisions; (d) articulate and apply a public service perspective; and (e) communicate and interact productively with a diverse and changing workforce and citizenry. While the universality of these competencies is not disputed, there are definitely competing ways to approach these various tasks. There are many different theories of leadership and management. Differing roles for public administrators in the policy process are each considered legitimate. Based on these differences, what can be articulated and successfully applied as a public service perspective will also differ situationally, particularly when considering the dynamic and diverse global context. This article explores this challenge and the implications it represents for instructors seeking to socialize students into the profession of public service and build their capacity “to articulate and apply a public service perspective” in consideration of “a diverse and changing workforce and citizenry.” Successful pedagogical approaches to this conundrum are explored and the article concludes with discussion of the potential usefulness of this approach in the global context, given the diversity of public service contexts in which graduates may find themselves.
Published Version
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