Academic literature on the topic 'Master of Public Administration (MPA)'
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Journal articles on the topic "Master of Public Administration (MPA)"
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Schachter, Hindy Lauer. "Women in Public Administration." Administration & Society 49, no. 1 (July 28, 2016): 143–58. http://dx.doi.org/10.1177/0095399715611173.
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This article explores some aspects of the place of gender in educating public administrators for leadership, an important component of re-orienting women’s public sector role. While previous research has examined the place of gender in the Master of Public Administration (MPA) diversity and core courses, this study adds to our knowledge by analyzing gender in popular introductory MPA textbooks and in leadership courses. The aim is not only to see whether these offerings cover gender issues but whether they explore such issues only through a legal lens or supplement that approach with analysis of stereotypes in the gendered workplace—what management scholars call second-generation bias issues. The research finds that introductory textbooks and most leadership courses do not include material on second-generation bias issues. This tendency is unfortunate as some feminist theorists argue that adding education in second-generation bias issues to MPA education would help increase the role of women as leaders.
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Wessels, Jacobus S. "Challenges to inform the curricula of Master of Public Administration programmes." Teaching Public Administration 38, no. 2 (July 29, 2019): 144–67. http://dx.doi.org/10.1177/0144739419864130.
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The emerging complex challenges confronting public administration (PA) leaders are used as reasons for rethinking the quality of PA education throughout the world. However, it is not clear what PA scholars mean when they use the word ‘challenge’ when rethinking the curricula of the Master of Public Administration (MPA) programmes globally. The questions this study set to answer were: what are the defining characteristics of the concept corresponding to those objects referred to as ‘challenges’ for MPA graduates to meet, and what are their implications for MPA curriculum standards? In an effort to answer these questions, a concept analysis of the concept ‘challenge’ within the context of PA and MPA curricula was done. For this purpose, three scholarly journals, as well as three operational documents, were purposefully selected for qualitative content analysis. The concept analysis showed that ‘challenge’ within the context of the MPA curriculum is characterised by being a PA task, its wickedness, and the required capabilities for public sector managers to undertake that task. The study found that due to the inherent wickedness of challenges, MPA curricula have to instil a capability in graduates for independent and autonomous thinking amidst a diversity of perspectives and settings.
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Shevchenko, Alina. "The Essence and Structure of Masters’ of Public Administration Core Competencies in the USA." Comparative Professional Pedagogy 6, no. 3 (September 1, 2016): 62–68. http://dx.doi.org/10.1515/rpp-2016-0035.
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Abstract The article deals with revealing the essence and structure of Masters’ of Public Administration professional training in the USA. It has been concluded that Public Administration studies the realization of government policies and trains future public administrators for professional activity; is guided by political science and administrative law; aims to improve the justice, equality, security and efficiency of public services. It has been indicated that the MPA degree is dedicated for those willing to work in public sector. It has been found out that MPA programs are designed to develop the abilities, skills and methods specialists use to realize policies, programs and projects as well as to resolve crucial issues within their organization and/or in society. It has been stated that in the United States of America Master of Public Administration (MPA) and Master of Business Administration programs (MBA) are quite similar, however, have certain differences. It has been defined that the MPA program focuses on different ethical and sociological criteria secondary for business administrators. Simultaneously MPA programs encompass economy courses to supply students with knowledge of microeconomic and macroeconomic issues. It has been specified that MPA programs are built on a range of core competencies defined by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA). The list of the core competencies (to lead and manage in public governance; to participate in and contribute to the public policy progress; to analyze, synthesize, think critically, solve problems and make decisions; to articulate and apply a public service perspective; to communicate and interact productively with a diverse and changing workforce and citizenry) and their detailed characteristics have been presented. It has been identified that cultural competency of future public administrators has become an essential constituent of public affairs curricula. It has been concluded that the above-mentioned positive aspects of the experience may be used to improve future public administrators’ professional training in Ukraine.
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Elias, Nicole M., and Maria J. D’Agostino. "Gender competency in public administration education." Teaching Public Administration 37, no. 2 (April 29, 2019): 218–33. http://dx.doi.org/10.1177/0144739419840766.
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Sex and gender are evolving identity categories with emergent public policy and administration needs. To respond to the diverse landscape of sex and gender issues in the public sector, greater competency is needed. This research will contribute to the body of work on sex and gender in public administration by asking the following questions: (a) what do graduate students in Master of Public Administration (MPA) programs know about gender competency, (b) have graduate students learned gender competency in their MPA coursework, and (c) how can gender competency in MPA education be further developed and promoted? This study provides a critical analysis of one MPA program, at John Jay College, City University of New York, to begin this line of research. Our e-survey results of a non-random sample of John Jay MPA students demonstrate that many students do not learn about gender competency through their MPA education and that gender competency skills otherwise obtained are limited. To address this, we emphasize the need for incorporating gender competency into MPA education as the first step in equipping future practitioners with skills to promote gender competency in public policy, administrative decision making, and workplace culture. We provide practical means of achieving greater gender competency in MPA curricula and programming and articulate the importance of expanding this research to other MPA programs, MPA faculty and directors, and geographic regions.
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Capobianco, Stephen, Ximeng Chen, Sebastián Líppez-De Castro, and Nadia Rubaii. "Enhancing global and intercultural competencies in Master of Public Administration classes." Teaching Public Administration 36, no. 2 (March 19, 2018): 178–200. http://dx.doi.org/10.1177/0144739417753031.
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In the 21st century Master of Public Administration (MPA) programs need to meet the challenge of preparing public affairs professionals for an increasingly global and interdependent world in which complex social problems often span national boundaries and cultural differences. In that context, various internationalization strategies can be helpful in developing the necessary global, international, and intercultural (GII) competencies that public affairs professionals need. In this paper, we evaluate a model known as Cultures and Languages Across the Curriculum (CLAC) as an internationalization at home tool which may have potential in public affairs programs. We describe the philosophical and pedagogical approach of CLAC, and compare our experiences with three levels of CLAC integration within graduate-level public affairs classes. Based on feedback from students and observations from faculty we are able to offer preliminary assessments on the effectiveness of the CLAC approach in MPA education, and advice for MPA programs and instructors who may be interested in using CLAC to develop GII competencies among their students.
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Carroll, Peter. "WHATEVER HAPPENED TO THE MASTER OF PUBLIC ADMINSTRATION (MPA)?" Australian Journal of Public Administration 50, no. 2 (June 1991): 199–202. http://dx.doi.org/10.1111/j.1467-8500.1991.tb02475.x.
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Kinzer, Kirsten. "Integrating professional sustainability literacy into the master of public administration curriculum." International Journal of Sustainability in Higher Education 22, no. 5 (March 26, 2021): 982–1001. http://dx.doi.org/10.1108/ijshe-07-2020-0266.
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Purpose Public administration, or the implementation of public policies by civil servants, will be central to implementing the Agenda 2030 Sustainable Development Goals. And yet, few American master of public administration (MPA) programs explicitly focus on sustainable development or sustainability literacy. This study asks whether it is possible to build professional sustainability literacy within a general MPA course, specifically in a course on quantitative methods. Design/methodology/approach Through a natural experiment conducted in three sections of the graduate course Quantitative Methods in Public Administration at UNC Wilmington, the study explores the relationship between student growth in professional sustainability literacy and a student’s level of foundational sustainability literacy, pro-environmental behavior, background knowledge in statistics and their interest in sustainable development within public administration. Findings The study finds that there is a statistically significant relationship between growth in a student’s professional sustainability literacy and two variables: above average foundational sustainability literacy and a high level of interest in sustainability policies and programs. Originality/value This study is the first to consider an embedded approach to sustainability education in the field of public administration.
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van der Meer, Frans-Bauke, and Peter Marks. "An agenda for rethinking mid-career master programs in public administration." Teaching Public Administration 36, no. 2 (April 5, 2018): 126–42. http://dx.doi.org/10.1177/0144739418764530.
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The pace of societal change and the development of societal challenges have speeded up considerably during the last couple of decades, with substantial impact on different levels, i.e. ranging from global to local, or from business to government. When focusing on the public domain, these changes and challenges have had a major impact on public professionals, who face different and frequently changing questions. Mid-career programs in Public Administration (MPA) have the mission to support enrolled professionals in dealing with these changes and challenges. This article is about the development of such MPAs. Both substantive and didactic development is needed. To counter institutional inertia it seems vital to institutionalize a regular rethinking and adaptation of curricula and didactic strategies. This article identified some important points of attention and some options to deal with these in order to continuously improve the contribution of MPA programs to relevant and effective professional development and ongoing professional learning.
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McQuiston, James M., and Aroon P. Manoharan. "Developing E-Government Coursework through the NASPAA Competencies Framework." Teaching Public Administration 35, no. 2 (March 1, 2017): 173–89. http://dx.doi.org/10.1177/0144739417690582.
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Information technology (IT) is often less emphasized in coursework related to public administration education, despite the growing need for technological capabilities in those joining the public sector workforce. This coupled with a lesser emphasis on e-government/IT skills by accreditation standards adds to the widening gap between theory and practice in the field. This study examines the emphasis placed on e-government/IT concepts in Master of Public Administration (MPA) and Master of Public Policy (MPP) programs, either through complete course offerings or through related courses such as public management, strategic planning, performance measurement and organization theory. Based on a content analysis of their syllabi, the paper analyzes the extent to which the IT/e-government courses in MPA/Master of Public Policy programs address the Network of Schools of Public Policy, Affairs, and Administration competency standards, and further discuss the orientation of the courses with two of the competencies: management and policy. Specifically, are e-government/IT courses more management-oriented or policy-oriented? Do public management, strategic planning, performance measurement, and organization theory courses address IT concerns?
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Hendrickse, Rozenda. "The use of theoretical frameworks by Master of Public Administration (MPA) graduates at a selected South African university of technology." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 9 (December 25, 2022): 328–42. http://dx.doi.org/10.20525/ijrbs.v11i9.2178.
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Scholars contend that public administration, as a discipline, is still in its infancy and, more often than not, fumbles for its own identity. It is generally regarded as an amalgamation of various disciplines. It is therefore no wonder that scholars in public administration, more often than not, fail to locate their empirical research, in sound theoretical frameworks for research in public administration, in general. The core objective of the study was to determine whether Master of Public Administration (MPA) graduates, from a selected university of technology in South Africa, grounded their research in theoretical frameworks, rooted in the identified public administration domains. Desktop research was employed where purposely selected MPA dissertations were scrutinised, using content analysis. MPA qualifications generally comprise a range of modules in conjunction with the production of a mini-thesis. This has not been the case at the Cape Peninsula University of Technology (CPUT) since 2016. MPA graduates are required to produce a full dissertation only. The study intended to highlight the importance of conducting research that contributes to public administration theory development, especially at universities of technology. The study found that if CPUT wants to acquire a competitive edge in the international higher education landscape in general and in the field of public administration in particular, it must aspire to deliver MPA graduates who demonstrate the ability to grow the mass of theoretical knowledge in the discipline. The study recommends that theoretical frameworks, in the study domains associated with research in public administration be taught explicitly in the form of seminars in the absence of teaching them in formal credit-bearing modules, which is the case at CPUT.
Dissertations / Theses on the topic "Master of Public Administration (MPA)"
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Lefébure, Alessia. "Transformer la culture administrative par les marges : l’introduction en Chine du Master in Public Administration (MPA)." Thesis, Paris, Institut d'études politiques, 2016. http://www.theses.fr/2016IEPP0011/document.
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Au sortir de l'époque maoïste, le Parti communiste chinois a cherché à s’appuyer sur une bureaucratie plus compétente pour réussir le développement économique dans un contexte de stabilité politique. Les réformes ont concerné le recrutement, la gestion et l'organisation d’encadrement des fonctionnaires, mais aussi leur formation, dans l’objectif de renforcer leurs compétences. L'introduction en 1999 du Master in Public Administration (MPA) en milieu universitaire valorise la scientificité du savoir administratif, sans abandonner les dispositifs et les critères de sélection préexistants. À la lumière d’une mise en perspective historique, de l’analyse de la circulation transnationale de modèle éducatif et de l’étude de la modernisation de la bureaucratie, le MPA se révèle être l’instrument d’une double transformation, celle de l’enseignement supérieur et celle de l’administration chinoise contemporaine. Le MPA accompagne et rend possible la modernisation du pays, en permettant à l’enseignement supérieur d’introduire de nouvelles pratiques, à l'État-Parti de réformer l’administration sans rupture et aux agents du secteur public d’acquérir des ressources valorisables, quel que soit le scénario de transformationChanging nothing to change everything: innovation and continuity in the reforms of Chinese administrative training — At the end of the Maoist era, the Communist Party of China (CPC) attempted to create a more highly‑skilled bureaucracy to achieve economic development in a stable political context. Reforms concerned not just recruitment, management and civil service organization, but also the training of officials in order to improve their skills. The introduction of the Master of Public Administration (MPA) in 1999 enhanced the scientific character of administrative knowledge while pre‑existing selective mechanisms were retained. The MPA supports the country’s modernization by enabling the State‑Party to undertake continuous reform of public administration. It allows as well the emergence of a new ethos and a community of vision among the new generation of civil servants, whose competences are adjustable to several possible political scenarios
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Perry, Susan White. "Social Equity for the Long Haul: Preparing Culturally Competent Public Administrators." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29767.
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Each year, over 6,000 students complete Master of Public Administration (MPA) degrees in over 200 university accredited programs. Many of these graduates commit to a career in the public service in one of thousands of public sector organizations at all levels of government or in the non-profit sector. Are students qualified to work successfully with multiple "publics" and to work towards achieving the goals of social equity? The core curricula of 123 National Association of School's of Public Affairs and Administration (NASPAA) accredited MPA programs were examined and the analysis focused on the following question: To what extent do NASPAA accredited programs provide cultural competency training to MPA students through their curricula? This dissertation assesses the current state of the field and recommends cultural competency standards to be adopted by public administration programs.Ph. D.
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Thompson, Janet. "Admission Members' Perceptions of Predictive Validity of the Graduate Record Examinations." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6381.
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Disparate student academic outcomes and program access is a problem at Master of Public Administration (MPA) programs in the Northeast United States The current admission committee members at the case university did not know institution leaders' rationale for eliminating the Graduate Records Examination (GRE) criterion. The decision to exclude the GRE as an MPA admission requirement was enacted prior to their respective tenures. The program leadership expressed interest in exploring research-based admission criteria to enhance student access and predictive outcomes. Supported by critical pedagogy and humanist theories, the purpose of this case study was to investigate admission committee members' viewpoints about the GRE's predictive efficacy for MPA applicants. Two MPA admission committee members were purposefully selected to be study participants. Data were collected via semi structured individual and focus group interviews. Data were analyzed using thematic analysis for emergent themes. The study findings were: (a) GRE scores reduce applicant access to MPA programs; (b) student access to MPA programs may improve should universities use a broader array of non-cognitive admission assessments; (c) students with low GRE scores may still attain the MPA; and (d) the GRE Quantitative section is not relevant to assess the soft skills MPA graduates will need in the public sector. These findings can be used by the case university MPA stakeholders to implement a model of varied non-cognitive admission methods. This study may promote social change by providing MPA admission stakeholders with a broader selection of non-cognitive assessments to support increased rates of applicant access and program completion outcomes.
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Holt, Dale M., and kimg@deakin edu au. "MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM." Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.
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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds.
The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies.
Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined.
On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of
participants studied are seen to be heterogeneous in relation to the above factors characterising professional development
The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.
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Jarvis, Walter Patrick. "Moral accountability in the MBA : a Kantian response to a public problem." Electronic version, 2009. http://hdl.handle.net/2100/980.
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We live in an age of public accountability. For university-based business schools, housed within institutions with responsibilities for fostering public wellbeing, public accountability represents major challenges. The specific challenge of this dissertation is interpreting that accountability in moral, as opposed to legal or bureaucratic terms. Much of the academic attention to public accountability has focused on the legal aspects of compliance and regulation. The systemic nature of the educative-formative problem of moral accountability argued herein is especially evident inside postgraduate management education. I argue that nascent ideas of moral accountability foreground a systemic and inescapable challenge to the legitimacy of the now ubiquitous Masters of Business Administration (MBA) within university based management education. Illustrating the formative-educative problem via a case study at an Australian university and drawing on a critical review of the management studies literature I argue that current approaches to meeting those public responsibilities are at risk of being marginal at best. This is a view increasingly recognised by those within the management studies field already committed to redressing amoral management theory and practice. Efforts to professionalise management by bringing management studies inside universities have long been abandoned in favour of following market logic - a predominantly financially driven logic that is formatively amoral - thus exposing universities' moral legitimacy to rising public skepticism, if not acute and justifiable concern. Beyond the professionalisation efforts and the compliance mentality of corporate governance and against the commonplace smorgasbord approach to business ethics (foreclosing engagement with larger and relevant political, ethical and philosophical dimensions) I argue for cultivating a specific capability for management graduates - one area that will yield considerable philosophical scope and pedagogical options while meeting the university's public responsibility. I make a case for cultivating reflective judgment on matters of moral accountability {and specifically at the individual level} as a defining capability in management studies - a capability that is worthy of public trust in universities. To that end I argue for a Kantian approach to cultivating reflective moral accountability. The scope of this approach is global, the mode is action-guiding principles under public scrutiny, where reverence for individual human dignity is at its base: a civic or enlightened accountability, oriented to earning and warranting public trust, by individuals and through institutions. Kantian hope in a cosmopolitan ethical commonwealth sustains practical-idealist commitment to cultivating this capability. This Kantian approach is shaped by Kant's grossly under-recognised moral anthropology: a composite of a modest metaphysical framework of justice intersecting with his almost completely ignored philosophy of experience / anthropology. The pedagogical approach developed here is based on Kant's moral anthropology and notion of maturity. It is oriented to deeply experiential organic learning as university-based preparation for reflective moral judgment in pressured, complex situations of uncertainty. The aim here is fostering ideas on approaching what is problematic not to develop a comprehensive theory of moral accountability in the MBA. Taken together this Kantian response sees paideia as central to the public role of university education, and as such represents a radical challenge to seemingly unassailable assumptions of authority in management theory and practice. I follow a phronesis approach in this research, a perspective on knowledge that views the social sciences as categorically different from the natural sciences, calling less for universal laws and more for knowledge drawing on wisdom and moral judgment derived through extensive experience. Flyvbjerg's phronetic approach to the social sciences guides the case study, influences the selection of perspectives in both the literature review and the Kantian considerations. I approach this educative-formative problem out of liberal-humanist, social-contract traditions.
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Afonso, Carla Winter. "Master in Bussiness Administration (MBA) versus Mestrado Profissionalizante em Administração (MPA): diferenças e similaridades." reponame:Repositório Institucional do FGV, 2005. http://hdl.handle.net/10438/3341.
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Previous issue date: 2005This study had for objective to identify the similarities and differences between Executives Programs (Mestrado Modalidade Profissional) and Master in Business Administration (MBAs), specializations lato sensu. In order to achieve these objectives bibliographical and field researches were developed. The bibliographical research allowed to identify the uprising contradiction between Executive Education and Academic Education. The field research allowed to verify the differences and concrete similarities perceived by pupils and coordinators. In the field, interviews in depth and applied half-structuralized questionnaires had been carried through. The interviews had been taken the effect with the coordinators of the MBA courses and Mestrado Profissional/Executivo of five institutions. The half-structuralized questionnaires had been applied in two institutions, in the pupils of the groups of Mestrado Profissional/Executivo and MBA. The results of the interviews and of the questionnaires had been enclosed in one of the six categories previously defined in the study. The research corroborated the initial assumption, that detaches the differences between the cited courses.
Esta pesquisa teve por objetivo identificar as similaridades e diferenças entre os cursos de Mestrado Profissional e MBA, especializações lato sensu. Para possibilitar a identificação e análise foram utilizadas como meio, pesquisa de campo e bibliográfica. O levantamento bibliográfico permitiu identificar o surgimento da contradição entre Educação Executiva, de cunho prático/ profissional e Educação Acadêmica. A pesquisa de campo permitiu verificar as diferenças e similaridades concretas percebidas por alunos e coordenadores. No campo foram realizadas entrevistas em profundidade e aplicado questionários semi-estruturados. As entrevistas foram levadas a efeito com os coordenadores dos cursos de MBA e Mestrado Profissional/Executivo de cinco instituições. Os questionários semi-estruturados foram aplicados em duas instituições, nos alunos das turmas do Mestrado Profissional/Executivo e MBA. Os resultados das entrevistas e os dos questionários foram incluídos em uma das seis categorias previamente definidas no estudo. A pesquisa corroborou a suposição inicial, que destaca as diferenças entre os cursos citados.
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Overstreet, Penni Kaye. "Computer literacy in master of public administration classes." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/556.
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Zhao, Yongfei. "THE ESSENCE OF GOVERNANCE: THE DEVELOPMENT OF PUBLIC ADMINISTRATION IN CHINA." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1122991500.
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Castleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /." View online, 2006. http://ecommons.txstate.edu/arp/182/.
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Nortey, Henry. "Public participation in decision-making, a case study of National Capital Commission to integrate public participation into Gatineau Park master plan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1992. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ28450.pdf.
Full textBooks on the topic "Master of Public Administration (MPA)"
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Claire, Lemer, ed. MBA for medics. Oxford: Radcliffe Pub., 2010.
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Rong, Ren, and Sun Qi, eds. MPA deng lu Zhongguo. Beijing: Zhong yang bian yi chu ban she, 2001.
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(Laos), National Institute of Public Health. Third five year health research master plan, 2002-2006. Vientiane]: Lao People's Democratic Republic, Ministry of Health, National Institute of Public Health, 2001.
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San Francisco (Calif.). Health Care Services Master Plan Task Force. Final report of the Health Care Services Master Plan Task Force. [San Francisco, Calif: Dept. of Public Health], 2012.
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Ikryannikov, Valentin, and Aleksey Barykin. Problems of standardization in the implementation of the provisions of the Technical regulations of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1194152.
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The book provides the results of a study of standardization in the implementation of national technical regulations of the Russian Federation "About fire safety", "On safety of buildings and structures", "On safety of gas distribution networks and gas consumption, On the safety of marine transport", "On safety of inland water transport" and the Technical regulations on tobacco products. The study was the analysis and correlation of the objects and requirements of technical regulations, the approved lists of documents for standardization adopted in 2016-2020 codes of practice, national, intergovernmental, international and regional standards, codes, national standards, the collection of information on enforcement practices and suggestions from industry stakeholders and generalization of the obtained data. According to the results of the study, the key and organizational and methodological problems of standardization in the field of technical regulation are identified, and current directions for improving standardization and national technical regulations are identified. It is of interest to a wide range of specialists in the field of standardization, technical regulation and public administration, and can be used in the preparation of training programs and manuals for bachelor's, master's, additional professional education and MBA programs.
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The information master: Jean Baptiste Colbert's secret state intelligence system. Ann Arbor: University of Michigan Press, 2009.
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Office, General Accounting. Tax administration: Uses of and problems with IRS' non-master file : report to the Chairman, Committee on Ways and Means, House of Representatives. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office, 1999.
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Penley, Larry, and Mimi Wolverton. Elite MBA Programs at Public Universities : How a Dozen Innovative Schools Are Redefining Business Education: How a Dozen Innovative Schools Are Redefining Business Education. ABC-CLIO, LLC, 2004.
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(Editor), Mimi Wolverton, and Larry Edward Penley (Editor), eds. Elite MBA Programs at Public Universities: How a Dozen Innovative Schools Are Redefining Business Education. Praeger Publishers, 2004.
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Stanton, Emma. MBA for Medics. Taylor & Francis Group, 2021.
Find full textBook chapters on the topic "Master of Public Administration (MPA)"
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Pereira, Gabriela Viale, Alexander Ronzhyn, and Maria A. Wimmer. "Building Digital Governance Competencies: Baseline for a Curriculum and Master Programme." In Public Administration and Information Technology, 361–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92945-9_14.
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Bourke, Jason, and Bina Daniel. "Lessons Learned." In Elevating Intentional Education Practice in Graduate Programs, 20–39. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-4600-3.ch002.
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Historically Black colleges and universities (HBCUs) serve racially, ethnically, economically, and academically diverse populations of students. The Master of Public Administration (MPA) program, a professional master's degree program at one HBCU, has positioned itself to attract highly experienced mid-career professionals, recent college graduates with little experience, those with lots of relevant coursework, and others with very little exposure to the basics. This necessarily requires careful consideration of learning objectives and the methods used to reach them. This chapter highlights the ways in which intentional construction of learning objectives, formal and informal assessment, and closing the loop by correcting findings have enhanced this MPA program as part of a continuous improvement model. A sampling of these experiences will be shared in this chapter as well as some key takeaways for administrators of similarly oriented programs.
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Maiga, Ibrahim. "Incorporating the International Perspective Into Public Administration Education." In Public Affairs Education and Training in the 21st Century, 61–75. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8243-5.ch004.
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This chapter provides an overview of the importance of incorporating an international perspective into the public administration classroom. This includes a discussion on international comparative public administration, why it is essential for the MPA classroom, and how it can best be incorporated into a program's curriculum. The discussion includes the introduction of recommended course objectives for adoption in an MPA program that align with the various courses traditionally found in MPA programs. Included with the course objective is the introduction of reading and assignments that can be used to help meet these objectives.
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Farmer, David John. "Because My Master Bathes Me." In Post-Traditional Public Administration Theory, 111–38. Routledge, 2021. http://dx.doi.org/10.4324/9781003136828-10.
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Northrop, Alana. "Information Technology and Public Administration." In Public Information Technology, 1–19. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-59140-060-8.ch001.
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This chapter first points out the need for a reader on information technology by reviewing the importance given computing education by MPA programs and practitioners. Next, the chapter surveys current textbooks’ and general public administration journals’ treatments of the topic. Three highly respected public administration journals and six textbooks are reviewed. The journals are found to barely treat the topic of computing, whether as a main focus or as merely a mention in articles. The textbooks also barely mention computing. In addition, there is no consistent rubric or chapter topic under which computing is discussed. The need for a reader on information technology and computer applications in public administration is apparent. The chapter then turns to the consideration of what hands-on skills in computer applications should be a mark of a graduate degree in public administration. It is suggested that there are six generic skills with a seventh one on the horizon. Finally, the chapter concludes by briefly discussing a range of issues that public administrators should be conversant with if they are to successfully utilize computer applications in the delivery of public sector services.
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Karbach, Laura. "Public Libraries." In Library Science and Administration, 1040–70. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3914-8.ch049.
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The author, as part of a Master Thesis study, analyzes the impact public library services and programs have in the lives of local Mexican mothers with children attending school in the United States and provides suggestions on ways to improve outreach of services and support. Results related to library use, parental involvement, service and programs, challenges including funding, Spanish-speaking staff, pre-conceived ideas, and awareness issues, as well as the largest issue of outreach are all discussed. In addition, outreach solutions are offered and the overall benefits of the study are assessed.
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"Capital Improvement Programs (CIPs): Comprehensive and Master Planning." In Encyclopedia of Public Administration and Public Policy, Third Edition, 1–4. Routledge, 2020. http://dx.doi.org/10.1081/e-epap3-120044582.
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"Planning for a midcareer MPA program: pedagogical and strategic considerations." In Using service learning in public administration programs: best practices and challenges, 148–56. Edward Elgar Publishing, 2022. http://dx.doi.org/10.4337/9781800375697.00028.
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Tetteh, Emmanuel N. A. "Public Administration Curriculum-Based Big Data Policy-Analytic Epistemology." In Advances in Data Mining and Database Management, 467–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7432-3.ch024.
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The equilibration that underscores the internet of things (IoT) and big data analytics (BDA) cannot be underestimated at the behest of real-life social challenges and significant policy data generated to redress the concerns of epistemic communities, such as political policy actors, stakeholders, and the citizenry. The cognitive balancing of new information gathered by BDA and assimilated across the IoT is at the crossroads of ascertaining how the growing increases of such BDA can be better managed to transition from the big data state of disequilibration to reach a more stable equilibrium of policy data usefulness. In the quest for explicating the equilibration of policy data usefulness, an account of the curriculum-based MPA policy analysis and analytics concentration program at Norwich University is described as a case example of big data policy-analytic epistemology. The case study offers a symbolic ideology of an IoT action-learning solution model as a recommendation for fostering the stable equilibration of policy data usefulness.
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Tetteh, Emmanuel N. A. "Public Administration Curriculum-Based Big Data Policy-Analytic Epistemology." In Research Anthology on Big Data Analytics, Architectures, and Applications, 1307–28. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3662-2.ch063.
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The equilibration that underscores the internet of things (IoT) and big data analytics (BDA) cannot be underestimated at the behest of real-life social challenges and significant policy data generated to redress the concerns of epistemic communities, such as political policy actors, stakeholders, and the citizenry. The cognitive balancing of new information gathered by BDA and assimilated across the IoT is at the crossroads of ascertaining how the growing increases of such BDA can be better managed to transition from the big data state of disequilibration to reach a more stable equilibrium of policy data usefulness. In the quest for explicating the equilibration of policy data usefulness, an account of the curriculum-based MPA policy analysis and analytics concentration program at Norwich University is described as a case example of big data policy-analytic epistemology. The case study offers a symbolic ideology of an IoT action-learning solution model as a recommendation for fostering the stable equilibration of policy data usefulness.
Conference papers on the topic "Master of Public Administration (MPA)"
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Aripin, Sofjan. "What Makes Master of Public Administration Program Chosen by Indonesian Civil State Apparatus." In 2016 International Conference on Public Management. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icpm-16.2016.75.
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Harahap, Sarah Geltri, Cicylia Candi, and Adang Bachtiar. "Acceptance and Barrier in Using Telemedicine Health Services of Hospitals among Paediatric Outpatients: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.31.
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ABSTRACT Background: Utilization of the telemedicine application is an alternative option for paediatric health services without a direct visit to hospitals, especially in pandemic or disease outbreak conditions. The important telemedicine services, especially for paediatric patients, need to be tackled by stakeholders and hospital management teams. This study aimed to investigate the acceptance and barrier in using telemedicine health services of hospitals among paediatric outpatients. Subjects and Method: A systematic review was conducted by searching from ScienceDirect and Scopus databases. The keywords were “telemedicine OR patient paediatric”. The inclusion criteria were open accessed and English-language articles published between 2019 to 2020. The data were reported by PRISMA flow chart. Results: Nine articles met the inclusion criteria. Feasibility and the easiness to use of the application, cost-effectiveness, less travel time, easy access to medicine, and effective health services were the optimal services received by paediatric outpatients in using telemedicine. The limitations of telemedicine services were lack of physical and diagnostic examinations, information for socio-demographic and socioeconomic status, patient insurance coverage, direct care services, and privacy and confidentiality of patients. Conclusion: Not all the conditions of paediatric outpatients receive optimal health services through telemedicine. An innovative approach is needed to improve telemedicine’s available health services, especially for paediatric outpatients who need direct health care without visiting the hospitals. Keywords: telemedicine, paediatric outpatients, health services Correspondence: Sarah Geltri Harahap. Master Program of Policy and Health Administration, Faculty of Public Health, University of Indonesia. Email: sarah.geltri@ui.ac.id. Mobile: +6281375985375. DOI: https://doi.org/10.26911/the7thicph.04.31
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Sidabalok, Jhonferi. "The Effect of Infection Prevention and Control Link Nurse Supervision and Resource Availability on Paramedic Hand Hygiene at Hanau Hospital, Seruyan District, Central Kalimantan." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.19.
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ABSTRACT Background: Hand hygiene was the most straightforward and most effective behavior to prevent nosocomial infection. Doing hand-hygiene in 5 moments must be endeavored to improve the quality of service in the hospital. Hospitals must have a PPI team where the Infection Prevention and Control Link Nurse (IPCLN) is part of the structure. The availability of facilities in the hospital is needed to support hand hygiene behavior. This study aimed to know the effect of IPCLN supervision and facilities’ availability on paramedical hand hygiene behavior at Hanau Hospital. Subjects and Method: This was a cross-sectional conducted at Hanau Hospital, Seruyan District, Central Kalimantan. A sample of 83 paramedics at Hanau Hospital was selected for this study by total sampling. The dependent variable was the behavior of hand hygiene paramedic. The independent variable was IPCLN supervision and the availability of facilities. The data were collected by questionnaire. The data was analyzed by Chi Square. Results: The respondents in this study were 67.5% women, 72.3% were under 30 years old, 74.7% had a Diploma-III education, and 69.9% worked less than 5 years. The supervision carried out by IPCLN (OR = 35.25; CI: 4.36 to 258.22), and the availability of facilities (OR = 24.35; CI: 5.10 to 116.26) was statistically significant (p <0.001). Variables that influence the behavior of paramedic hand hygiene at Hanau Hospital are supervision of the IPCLN towards paramedics (B = 2.86; OR = 17.42; 95% CI= 1.94 to 156.78; p= 0.011) together with the variable availability of facilities (B = 2.62; OR = 13.69; 95% CI= 2.62 to 71.49; p= 0.002). Conclusion: The supervision of IPCN and the availability of facilities affect the hand hygiene behavior of paramedics at Hanau Hospital. Keywords: hand hygiene, IPCLN, Supervision, Facilities, PPI Correspondence: Jhonferi Sidabalok, Hospital Administration Studies Master Program, Faculty of Public Health, Indonesia University. Email: jfs.usu98@gmail.com. Mobile 082154643424 DOI: https://doi.org/10.26911/the7thicph.01.19
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Vlahos, Ekaterini. "Cultural Heritage: Educating the Next Generation Case Study Analysis of the Center of Preservation Research." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15669.
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University Centers combined with specialized degree programs may provide a framework for faculty and students to engage in traditional and applied research and hands-on learning across disciplines. This paper will present a case study of the Center of Preservation Research development and its connection to students in the Master of Science in Historic Preservation program to create an experiential learning model. The focus is on educating the next generation of preservation practitioners, fostering an understanding of the region's historic environments and cultural landscapes, and becoming a resource for addressing preservation needs throughout the American West. Emphases are on the organization's development, structure and administration, areas of research activities and funding, and examples of projects that emerged from regional needs, classroom pedagogy, and partnerships with a broad external constituency in the public and private sectors, creating a nexus for discourse around heritage and historic preservation.
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Гончар, М. В., and С. В. Усков. "An Expertise as a Part of Decision-making Training for Educational Management." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.85.59.026.
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в меняющихся условиях экспертиза на всех уровнях управления образованием становится компонентом процессов принятия решений, все более определяющим их качество. В этой связи экспертная деятельность в образовании получает развитие и обосабливается в отдельный тип профессиональных задач, требующий от субъектов экспертной деятельности овладения специальными компетенциями. Успешная подготовка руководителей и организаторов образования к экспертной деятельности может быть реализована в магистратуре по направлению «Педагогическое образование», а также в рамках направления «Государственное и муниципальное управление» с опорой на андрагогический подход и встраивание экспертных технологий в учебную и исследовательскую работу обучающихся. while uncertainty at all levels of educational management, the expertise increases its influence on the quality of decision-making processes and results. Therefore, the educational expert activity is developing and completed as a separate type of professional tasks. It requires subjects of expertise to master special competencies. Successful training for educational managers to expert activities can be implemented through the master’s degree programs on pedagogy and public administration if it bases on andragogical approach and uses expertise as a part of studying and research.
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Roitman, Anabella, and Daniela Szajnberg. "Impronta territorial y gestión urbanística estatal: la Comuna 8 de la Ciudad Autónoma de Buenos Aires." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Facultad de Arquitectura. Universidad de la República, 2015. http://dx.doi.org/10.5821/siiu.6161.
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Las políticas de planificación y gestión urbanística estatal suelen alternar y superponer propuestas de escala regional, metropolitana, sectorial-temáticas y de sector. Estas generalmente operan tanto de manera concurrente como contradictoria, trayendo consecuencias de gran impacto en la escala local. Este fenómeno, verificable en diversos territorios y recortes temporales, es aplicable al caso de la Comuna 8 de la Ciudad Autónoma de Buenos Aires (C.A.B.A.) debido a sus particulares características socio demográficas, político económicas y territoriales.
Este trabajo propone realizar un análisis comparativo entre dos planes propuestos para un mismo sector de territorio, en un paréntesis temporal de 10 años, durante el cual se produjo un cambio de paradigma político-económico que impactó necesariamente en la forma de articular las políticas urbanísticas en la gestión pública. En este caso, el Plan de Acciones 2001 de la Corporación Buenos Aires Sur Sociedad del Estado (CBASSE), y el Plan Maestro Comuna 8 (2011-actualmente en proceso), son reflejo de los vaivenes que fue atravesando la gestión de la Ciudad Autónoma de Buenos Aires. Se analizarán ambos planes en relacion a los instrumentos propuestos y temáticas abordadas, intentando reconocer similitudes, diferencias, logros y errores, que permitan también evaluar la viabilidad del segundo plan, actualmente en debate en la legislatura porteña. Planning and state urban management policies usually alternate proposals for regional, metropolitan, thematic and sector. These generally operate concurrently both as contradictory, bringing reaching consequences on the local level. This phenomenon, verifiable in various territories and temporary cuts, is applicable to the case of the Commune 8 of the Autonomous City of Buenos Aires (C.A.B.A.) due to their particular socio -demographic characteristics, economic and territorial politics.
This presentation will aim to make a comparative analysis between two proposed plans for the same area of territory, in a 10 year time span during which there was a change of political-economic paradigm that necessarily impacted the way urbanism policies were articulated in public administration. In this case, the 2001 Action Plan of the Buenos Aires Sur State Society Corporation (CBASSE), and the 8th Commune Master Plan (2011-currently in process), reflect the fluctuations that the management of the Autonomous City of Buenos Aires went through, currently held by an administration with a late-neoliberal bias, while it is in turn the capital of Argentina, a country part of the neo-developmentalist alignment of Latin America. Both plans will be analyzed aiming to identify similarities, differences, achievements and failures that may allow also assessing the feasibility of the second plan, currently under discussion in the City Legislature.