Abstract
Data generated by focus groups and stakeholder surveys indicated that revisions were necessary in three components of the MPA curriculum at Western Michigan University. Due to the strong support accorded to written and oral presentation skills, their prominence in MPA courses has been enhanced. Research design and statistics generated the lowest survey scores, while strategies for locating information and best practices garnered stronger support. These results, in conjunction with focus group feedback and informal discussions, revealed a disconnect between quantitative skills as taught by academics, and the time constraints under which administrators function. Consequently, the quantitative courses have changed to incorporate a scientific method that can be accomplished within the time constraints of agency personnel. The surveys also suggested that diversity and the related topics of group dynamics, consensus-building, and negotiation will require additional attention in the MPA curriculum.
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