Journal articles on the topic 'Master of Public Administration (MPA)'
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1
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.
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Berman, Evan. "Assessing the State of Public Administration Research in Mainland China: Prospects and Challenges." Chinese Public Administration Review 5, no. 1/2 (November 5, 2016): 1. http://dx.doi.org/10.22140/cpar.v5i1/2.76.
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The rapid modernization and globalization of mainland China has resulted in impressive new practices and expectations for public administration (PA), including public administration research and education. Chinese universities have created new master in public administration (MPA) degree programs that already rival U.S. MPA programs in enrollment, with about 15,000 to 20,000 students annually. In 1999, PhD programs in public administration were first established at Fudan University, Renmin University, and Sun Yat-Sen University. Since then, Chinese ministries and universities have ratcheted up quality expectations for university-based public administration research. At the top universities, faculty are increasingly expected to publish in journals that are part of the Social Science Citation Index (SSCI) to keeping pace with similar expectations for quality in neighboring Asian countries and, indeed, around the world. Beyond this, public administration researchers are also expected to contribute to empowering a new generation of public managers and guiding modernization efforts in Chinese public service. There are high expectations for sure.
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Janenova, Saltanat. "Public Administration Academies in Central Asia: ‘Government puppets’ or independent seats of learning?" Teaching Public Administration 38, no. 2 (November 15, 2019): 126–43. http://dx.doi.org/10.1177/0144739419886624.
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This article provides a critical analysis of the development of public administration education in the context of five post-Soviet, transitional, and authoritarian Central Asian countries: Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan from early independence to the present time (1991–2019). The study is based on a review of Master of Public Administration (MPA) programmes offered by Public Administration Academies in each of these five Central Asian countries, a focus group with local academics, extensive secondary data analysis, and critical reflections of a local scholar with six years of MPA teaching experience in a Kazakhstani university. This article highlights context-specific challenges in design and implementation of the MPA programmes in Central Asia. These challenges include the: ambiguous role of Public Administration Academies; programme design; pedagogical issues; and weak research capacity. It is argued that the MPA programmes in Central Asia often provide an example of ‘mimicry’ of European/North American programmes with peculiar features of their local context. Public Administration Academies in Central Asia are highly politicised and strongly controlled by authoritarian governments. This study will be of particular interest not only to public administration scholars from all post-Soviet countries which share the Soviet legacy and socio-economic challenges, but also for scholars teaching in other authoritarian contexts.
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Kutergina, Evgeniia. "Computer-Based Simulation Games in Public Administration Education." NISPAcee Journal of Public Administration and Policy 10, no. 2 (December 20, 2017): 119–33. http://dx.doi.org/10.1515/nispa-2017-0014.
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Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.
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Lebovits, Hannah, and Del M. N. Bharath. "Service-Learning as a Tool to Cultivate Democratically Minded Students: A Conceptual Framework." Journal of Public and Nonprofit Affairs 5, no. 3 (December 1, 2019): 277. http://dx.doi.org/10.20899/jpna.5.3.277-292.
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The field of public administration is intrinsically linked to a substantive experience of democracy and the development of a democratic community. This article employs John Dewey’s constructivist pedagogical approach to make the case that service-learning can be a vehicle to cultivate students’ understanding of democracy as a movement toward a common good. We use the term “real democracy” to describe the ways that substantive practices of Dewey’s communal democracy materialize in today’s public sector. We highlight the concerns “real democracy” presents for public administrators before arguing that Master of Public Administration (MPA) programs are a particularly suitable setting to cultivate Dewey’s constructivist approach to democratic education given that the spirit of the approach is already well-aligned with MPA core competencies. Finally, we present public administration educators with a democratic service-learning conceptual framework that ties together pedagogical goals, service-learning design and outcomes, and Dewey’s constructivist, democratic student experience.
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Nezhina, Tamara G., and Alexey G. Barabashev. "Serving the Country or Serving Thyself: The Quest for Prosocial Motives of Russian MPA Students." Review of Public Personnel Administration 39, no. 1 (January 19, 2017): 106–34. http://dx.doi.org/10.1177/0734371x16685601.
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U.S. and European scholars have established the association between work in government and public service motivation (PSM). Yet, few studies measure PSM among master of public administration (MPA) students and link it to their intention to work in government. For the first time in Russia, the study tests the association between culturally determined measures of prosocial motives of Russian MPA students and their intention to work for government upon graduation. Three theoretical frameworks help structuring this research: public administration, political trust, and volunteering. The data in this study confirm that Russian MPA students with prosocial motives tend to choose work in government. We explain this phenomenon by deriving the prosocial motive theoretical perspective from the larger concept of PSM and from the theory of political trust. In addition, the study finds that formal and informal volunteering is not related to choosing work in government. The implications of these findings are discussed.
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Kim, Younhee. "Capstone experiences in small MPA programs in the United States." Teaching Public Administration 35, no. 2 (November 28, 2016): 141–56. http://dx.doi.org/10.1177/0144739416679874.
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A capstone experience, as an exit degree requirement, allows Master of Public Administration (MPA) students to build quasi-experimental practices by applying learned knowledge and skills throughout their curriculum in the United States. Accredited MPA programs have implemented their capstone courses differently to achieve required standards. Small programs have faced more challenges in organizational capacities than big programs. Although no consensus on standard capstone course components has been made, this study intends to discuss feasible capstone formats for small programs by reviewing the relatively small accredited MPA programs. The majority of the comparable programs have adopted the professional paper model with different course structures. In response to the program reviews and the pilot experience, three components are suggested to redesign a capstone course for small programs: faculty-directed; group-based; and project-focused. The capstone pilot experience has confirmed that ownership by the involvement of many faculty and external inputs in designing the course is critical to implement successful capstone experiences for small programs.
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1-2 (March 2005): 24–29. http://dx.doi.org/10.22140/cpar.v3i1.2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community's attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia. The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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Hughes, Owen E. "MPA Programs in Australia." Chinese Public Administration Review 3, no. 1/2 (November 4, 2016): 24. http://dx.doi.org/10.22140/cpar.v3i1/2.53.
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Australian universities have established specific Masters programs for public servants over the past twenty years. However, until recently, despite being established, they have not thrived by comparison with MBA and other masters courses in business. It was not easy to attract students and good staff. MPA programs have generally not captured the public sector community’s attention in the same way as is the case in a number of US schools of public administration or management. This situation changed in 2003 with the creation of the Australia and New Zealand School of Government (ANZSOG). This is a consortium of five governments - the Commonwealth government, the New Zealand government, and the three largest state governments - and nine universities set up to provide an Executive Masters in Public Administration. The ANZSOG cohort is composed of future leaders in the opinion of their governments. All students are fully funded by their governments and at a level that is more costly per student than other training. Funding of this scale reflects a major change for governments in Australia.The establishment of the Australia and New Zealand School of Government represents a major change in education of public managers in Australia. There are lessons for other countries in its establishment.
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Mauldin, Marcus D. "No MPA Left Behind: A Review of Information Technology in the Master of Public Administration Curriculum." Journal of Public Affairs Education 22, no. 2 (June 2016): 187–92. http://dx.doi.org/10.1080/15236803.2016.12002240.
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Blace, Nestor Pabiona. "The Relevance of Public Administration Education: Towards Professional Development of Men and Women in Public Organizations." Public Administration Research 4, no. 2 (October 28, 2015): 52. http://dx.doi.org/10.5539/par.v4n2p52.
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<p>This study investigated several factors on the need and continuing relevance of the public administration education. Primary data were gathered through the questionnaires administered to the Maser in Public Administration (MPA) graduates, their immediate heads, and their co-employees. The data gathered were analyzed through frequency distribution, percentage, mean and t-test. <br />The findings of the study revealed that the degrees earned by the respondents before taking the MPA degree vary. This implies that the decision to enroll in the MPA degree is not determined by the degrees that they possess, but by their employment in the government agencies or institutions. The findings further revealed that the MPA degree earned by the graduate-respondents had helped them in terms of job advancement, promotions and movement in employment. The knowledge, skills and values that the respondents should acquire and practice as government employees have been inculcated in them through the public administration education that they pursued.</p>
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Leung, Andrea, and Kaitlin Welborn. "Admiral Thad Allen, MPA ‘86, 23rd Commandant of the US Coast Guard." Policy Perspectives 18, no. 1 (October 18, 2011): 130. http://dx.doi.org/10.4079/pp.v18i0.9363.
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Admiral Thad Allen, the 23rd Commandant of the US Coast Guard, graduated from The George Washington University with his Master of Public Administration in 1986. Since that point, he has been in charge of the federal responses for Hurricane Katrina as well as for the Deepwater Horizon oil spill. Admiral Allen sat down with the Editor-in-Chief and the Managing Editor of Policy Perspectives to talk about lessons learned from his career, “dogs who hunt,” and the possibility of an Admiral Allen Twitter account.
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Kapucu, Naim. "Competency-based Curriculum Mapping as a Tool for Continuous Improvement for Master of Public Administration (MPA) Programs." International Journal of Public Administration 40, no. 11 (October 31, 2016): 968–78. http://dx.doi.org/10.1080/01900692.2016.1229677.
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Cooper, Christopher A., and H. Gibbs Knotts. "Do I Have to Take the GRE? Standardized Testing in MPA Admissions." PS: Political Science & Politics 52, no. 03 (February 26, 2019): 470–75. http://dx.doi.org/10.1017/s1049096519000027.
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ABSTRACTGraduate-program decision makers face a similar challenge: how to design an admissions process that screens out applicants who are unlikely to succeed but does not provide too high an entry barrier for students who can be successful. This study catalogs the use of standardized testing in Master of Public Administration admissions and finds that less than one third of programs require standardized tests for all applicants. Moreover, program prestige, program diversity, and program size do not affect the likelihood that a program requires the Graduate Record Examination. This study also reviews the various standards that universities use to provide test waivers and also discusses other common application materials. The results should be of interest to undergraduate academic advisers and graduate-program directors as well as scholars and practitioners of higher-education administration more generally.
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Ye, Lin. "The MPA Curriculum Development in China: Learning from American Theories and Practices." Chinese Public Administration Review 2, no. 3-4 (September 2004): 46–53. http://dx.doi.org/10.22140/cpar.v2i3.4.49.
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As China is experiencing its dramatic transition from planned economy to market economy and undergoing its economic and political reform during the last two decades, there are many new phenomena worth studying. The emergence of Master of Public Administration (MPA) education is certainly one of them. Borrowing and learning experiences from advanced countries has been a main theme for the curriculum development for China's MPA education. Using personal experience as a graduate from a full-time MPA program in the United States and research in this field, the author discusses in this article the issue of how to learn from the American theories and practices and develop an MPA curriculum that fits China's specific political, economic and social environment. The four main areas of discussion include theory development, quantitative skills, technology training, and case study.
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Ye, Lin. "The MPA Curriculum Development in China: Learning from American Theories and Practices." Chinese Public Administration Review 2, no. 3/4 (November 4, 2016): 46. http://dx.doi.org/10.22140/cpar.v2i3/4.49.
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As China is experiencing its dramatic transition from planned economy to market economy and undergoing its economic and political reform during the last two decades, there are many new phenomena worth studying. The emergence of Master of Public Administration (MPA) education is certainly one of them. Borrowing and learning experiences from advanced countries has been a main theme for the curriculum development for China’s MPA education. Using personal experience as a graduate from a full-time MPA program in the United States and research in this field, the author discusses in this article the issue of how to learn from the American theories and practices and develop an MPA curriculum that fits China’s specific political, economic and social environment. The four main areas of discussion include theory development, quantitative skills, technology training, and case study.
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McBeth, Mark K., Adam M. Brewer, and Mackenzie N. Smith. "Teaching social media and public administration: Applying four approaches to an emerging issue." Teaching Public Administration 38, no. 2 (November 20, 2019): 168–86. http://dx.doi.org/10.1177/0144739419886630.
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This article presents an approach to teaching how social media impacts the public-sector workplace. Social media creates new challenges for both public administration practitioners and teachers. Yet, the topic does not yet have wide-scale discussion in the public administration education literature. After a review of four approaches to public administration (managerial, legal, political, and ethical), we developed a fictional social media case that was administered in an email survey to a sample of 50 graduates of a Master of Public Administration (MPA) program (37 responded and completed the survey). The case involves a local government employee whose employer wants to terminate because of the employee’s use of social media following a city council meeting. The results of our survey provide insight into how administrators would deal with the situation presented in the case and leads to the development of a series of questions for faculty using the case in their classroom. Our teaching case should provoke serious classroom discussions. Our study reveals the importance of the teaching and discussion of social media in public administration courses along with identifying continuing areas of future research.
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Rush, Christine L., and J. Edward Kellough. "Knowledge of Federal EEO Law Among County Administrators and Department Heads." Review of Public Personnel Administration 37, no. 1 (August 2, 2016): 59–83. http://dx.doi.org/10.1177/0734371x15616168.
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This article reports the results of a survey designed to assess the extent to which public administrators are knowledgeable of federal Equal Employment Opportunity (EEO) law. Findings suggest that there is significant variation among county administrators and department heads in their levels of knowledge, and that they are more familiar with Title VII of the Civil Rights Acts of 1964 than they are with other laws examined. Those who have had employment law training, who hold a Master of Public Administration (MPA) degree, and who serve as human resources directors are more knowledgeable than others. Female administrators are more knowledgeable in some aspects of the law than their male counterparts.
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Gerlach, John David, and Tyler P. Reinagel. "Experiential Learning in MPA Programs: A Case for Complementarity between Internship and Service Learning Requirements." PS: Political Science & Politics 49, no. 01 (January 2016): 132–38. http://dx.doi.org/10.1017/s1049096515001158.
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ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.
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Anderson, Jonathan. "Community Building in a Distance Delivered MPA Program at the University of Alaska Southeast." Public Voices 5, no. 3 (January 11, 2017): 31. http://dx.doi.org/10.22140/pv.257.
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This paper presents a brief case study of the distance delivered Master of Public Administration program at the University of Alaska Southeast in Juneau, Alaska. The US Department of Education notes that from 1995 to 1998 distance education programs in the US have increased by 72% (complete study available at http://nces.ed.gov/). Many would say one of the greatest challenges to higher education in today's world is the challenge of distance education, particularly distance education mediated by technology. For years, Universities have undertaken distance education through correspondence courses. Despite the existence of such distance education courses, the fact that they were few in number, that they normally involved only preparatory or elective courses, that they rarely involved whole programs, and that they were normally administered by Departments of Continuing Education made them somehow less controversial.
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Rethemeyer, R. Karl, and Geunpil Ryu. "The Homophily Effect of Demographic Attributes: Moderating Role of Demographic Salience and Time Effect." Journal of Applied Social Science 14, no. 2 (August 6, 2020): 162–77. http://dx.doi.org/10.1177/1936724420947010.
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This paper explores the role of homophily with respect to demographic attributes on the formation of friendships, focusing on the moderating effect of attribute salience and time effect. To address the research questions, we explored a data set collected from Master of Public Administration (MPA) students in four waves over a period of nearly a year. An actor-based model was employed to test various research hypotheses concerning the longitudinal evolution of a friendship network. As a result, we found that (1) salience of demographic attributes does not moderate the relationship between the attributes and friendship ties and (2) age homophily is associated with friendship formation only in the initial stage.
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Peters, Robert A., and Janice Maatman. "Long-term trends accentuate the import of creative and critical thinking skills developed by design thinking and ill-defined questions." Teaching Public Administration 35, no. 2 (February 8, 2017): 190–208. http://dx.doi.org/10.1177/0144739416680850.
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The economic, financial, and political trends such as stagnating standards of living, fiscal pressure, and an escalating mistrust of government were set in motion during the 1960s and 1970s. Due to the duration of the trends, the magnitude, but not the nature, of the challenges confronting the health care, nonprofit and public sectors has changed. Consequently, with the exception of adding topics relating to strategies for securing voluntary compliance and effectively interacting with constituents who are increasingly angry and opposed to government intervention, the Great Recession and subsequent Age of Austerity do not appreciably affect the Master in Public Administration (MPA) curriculum’s content. However, the intractable nature of the challenges accompanying the trends places a premium on cultivating the students’ critical thinking and creative skills. Meeting this challenge necessitates the adoption of learning strategies that shift to students a greater share of the responsibility for learning. One of the options for achieving the outcome is to provide students with the foundational materials and an ill-defined problem that, in conjunction with design thinking, maximizes the students’ freedom to independently define the problem, identify the requisite information for analysis, and develop solutions. The article provides examples of the learning strategy that has been applied in several courses.
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Campo, Marianne Egger de. "Wie wird man Prinz:essin von Homburg?" Verwaltung & Management 28, no. 4 (2022): 168–78. http://dx.doi.org/10.5771/0947-9856-2022-4-168.
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Bürokratien belohnen Konformität und Leistung mit Beförderungen. Dabei liegt die Betonung auf Konformität. Doch, wie Horst Bosetzky vor bald 50 Jahren in seinem Prinz-von-Homburg-Effekt feststellte, benötigen Organisationen auch Mitarbeiter:innen, die sich wie der Prinz von Homburg in Kleists Drama verhalten. Jener schlug bekannterweise in Missachtung des ausdrücklichen Befehls des Kurfürsten eine erfolgreiche Schlacht gegen die Schweden und errang damit einen Sieg für seinen Herrscher. Für seine Insubordination wurde er zuerst bestraft und zum Tode verurteilt und, erst nachdem er sich einsichtig gezeigt hatte, begnadigt. Ein eigens entwickeltes Planspiel im weiterbildenden Programm MPA (Master Public Administration) der Hochschule für Wirtschaft und Recht Berlin sollte angehenden Führungskräften die Gelegenheit geben, sich gegen Order durchzusetzen und mutig Initiative zu ergreifen, wenn sie dies nach sorgfältiger Prüfung ihres professionellen Gewissens für richtig hielten.
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Ahmad-Zaluki, Nurwati A., Bazeet Olayemi Badru, and Narentheren Kaliappen. "Roadmap to initial public offering (IPO): the case of UECSB." Emerald Emerging Markets Case Studies 12, no. 1 (February 2, 2022): 1–24. http://dx.doi.org/10.1108/eemcs-07-2021-0220.
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Learning outcomes After studying this case, students must be able to explain the rationale for going public; identify the type of markets available for listing a company on Bursa Malaysia and explain the listing process; and analyse pre-IPO financial performance using trend analysis, comparative analysis and common-size analysis. Case overview/synopsis Uniutama Education and Consultancy Sdn. Bhd. (UECSB) in Universiti Utara Malaysia (UUM) was a company with strong financial performance and growth opportunities. In 2020, UECSB was planning for an initial public offering (IPO), whereby the company could offer shares to the public. This would allow UECSB to raise capital from public investors, and increase UECSB’s credibility and exposure. Therefore, Halim, who was the General Manager of UECSB, needed to decide whether or not UECSB should go for an IPO. Complexity academic level This case is more appropriate for final-year undergraduate students, particularly those majoring in Finance. This case is also suitable for postgraduate students, especially those enrolling in Master of Business Administration (MBA), Master of Business Management (MBM) and Doctor of Business Administration (DBA) programmes, and Executive Education programmes in Management. Supplementary materials Teaching notes are available for educators only. Subject code CSS 1: Accounting and Finance.
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Yan, Shufeng, and Marleen Brans. "European Approaches to MPA Education: Convergence and Divergence." Chinese Public Administration Review 3, no. 1-2 (March 2005): 43–56. http://dx.doi.org/10.22140/cpar.v3i1.2.56.
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This paper sheds lights on the experiences of MPA education in Europe concerning its key characteristics, major approaches, and the extent of convergence and divergence in the areas of MPA teaching, research and international cooperation. In a broad perspective, it gives an overview of the development of the European MPA education in the context of globalization and Europeanization for the past 15 years. Specifically, it takes University of Leuven the “European Masters of Public Administration” program as a case study. It mainly argues that there is a strengthening and convergent need and trend of international cooperation of MPA education not only among European universities but also with universities beyond the border of Europe. Despite the convergent priority of internationalization, the divergent approaches to MPA education under the different administrative cultures and financial situations pose challenges to the international cooperation of MPA education.
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Yan, Shufeng, and Marleen Brans. "European Approaches to MPA Education: Convergence and Divergence." Chinese Public Administration Review 3, no. 1/2 (November 4, 2016): 43. http://dx.doi.org/10.22140/cpar.v3i1/2.56.
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This paper sheds lights on the experiences of MPA education in Europe concerning its key characteristics, major approaches, and the extent of convergence and divergence in the areas of MPA teaching, research and international cooperation. In a broad perspective, it gives an overview of the development of the European MPA education in the context of globalization and Europeanization for the past 15 years. Specifically, it takes University of Leuven the "European Masters of Public Administration" program as a case study. It mainly argues that there is a strengthening and convergent need and trend of international cooperation of MPA education not only among European universities but also with universities beyond the border of Europe. Despite the convergent priority of internationalization, the divergent approaches to MPA education under the different administrative cultures and financial situations pose challenges to the international cooperation of MPA education.
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Swain, Randall D. "Leadership lessons through the lens of historical military leaders: A pedagogical approach to teaching leadership theories and concepts in a Masters of Public Administration course." Teaching Public Administration 37, no. 2 (March 7, 2019): 234–52. http://dx.doi.org/10.1177/0144739419832046.
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The purpose of this essay is to illustrate the value of applying the lessons of successful historical battlefield commanders to teach leadership concepts and theories. This article uses the experience of Napoleon Bonaparte’s Grande Armee at the Battle of Austerlitz to illustrate these concepts. Utilizing Napoleon’s success in this battle as a framework, this essay employs a causal model of leadership to analyze and expound on leadership concepts that can benefit graduate students in Masters of Public Administration (MPA) programs. The leadership causal model emphasizes both descriptive and prescriptive aspects of leadership theory. The implications of this essay are that it provides a theoretical framework in public and non-profit sectors and therefore is an appropriate pedagogical strategy for teaching these concepts in undergraduate and graduate public administration courses. Moreover, the framework allows students to identify the best leadership and management practices in public and non-profit organizations.
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Nguyen, Tho Xuan, and Loan Thi Kim Tran. "Development of MBA program-service quality measurement scale." Science and Technology Development Journal 16, no. 1 (March 31, 2013): 35–46. http://dx.doi.org/10.32508/stdj.v16i1.1408.
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The purpose of this study is to develop the education quality measurement scale of Master of Business Administration (MBA) program in Vietnam. Cronbach’s Alpha, Exploring Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to test the model with the support of SPSS and AMOS. The result of this study on the sample of 307 MBA students of Public and Private Universities in Ho Chi Minh City and neighbouring provinces indicates that MBA program education quality measurement scale includes five components: (1) Perceived program quality, (2) Perceived quality of life, (3) Perceived quality of lecturing faculty, (4) Perceived quality of academic facilities, and (5) Perceived quality of outcome.
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Xie, Qing, and Jie Chen. "The English Communication and Learning Needs of Master of Business Administration Students and Curriculum Development at a Chinese University." SAGE Open 9, no. 1 (January 2019): 215824401983595. http://dx.doi.org/10.1177/2158244019835951.
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This study investigates the communication and learning needs of Master of Business Administration (MBA) business English students and their perceptions of effective curriculum design. The research instruments are two-stage surveys of 99 MBA students from a public university in China. The results of the study show that English is not extensively used in the workplaces of MBA business English students, and that the majority of them use Chinese. Most English usage occurs in foreign businesses. The most difficult skills for MBA business English learners are found to be oral communication and listening comprehension. However, there are still very strong needs for further improvement in English communication. For the MBA business English courses, oral communication activities, especially with expatriate teachers, are particularly needed. The MBA business English courses should connect with real-world practice and be relevant to job and business needs. This study has significant implications for MBA business English curriculum reform in both Chinese and international contexts.
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Ready, Robert. "Commentary: A Canadian Perspective on Services Negotiations." Global Economy Journal 5, no. 4 (December 7, 2005): 1850060. http://dx.doi.org/10.2202/1524-5861.1147.
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A commentary on J. Robert Vastine's article "Services Negotiations in the Doha Round: Promise and Reality." Robert Ready is Director, Services Trade Policy Division in the Department of International Trade Canada. He manages the team responsible for the conduct of Canada’s international trade policy in the area of services (multilateral, regional and bilateral), including the coordination of consultations, analysis, and negotiations. Prior to his assignment with International Trade Canada, Ready held a number of other positions in the public sector, including with Industry Canada, Investment Canada, the Department of Western Economic Diversification Canada, the Government of Saskatchewan and the Canadian House of Commons. He received a B.A. (Hons) in History and a Masters in Public Administration (MPA) from Queen’s University in Kingston, Ontario.
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Nguyen, Tho Xuan, and Lan Huynh Phuong Nguyen. "MBA education quality, satisfaction and loyalty of students." Science and Technology Development Journal 16, no. 3 (September 30, 2013): 65–76. http://dx.doi.org/10.32508/stdj.v16i3.1629.
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The purpose of this study is to test the education quality measurement scale of Master of Business Administration (MBA) program in Vietnam and to explore the relationships between the education quality, satisfaction and loyalty of MBA students. CFA results (sample size: 307) indicate that MBA program’s education quality measurement scale includes five components: (1) Perceived program quality, (2) Perceived quality of life, (3) Perceived quality of lecturing faculty, (4) Perceived quality of academic facilities, and (5) Perceived quality of outcome. SEM results also indicate that education quality and image are important factors that make students satisfied and loyal to a MBA program. In addition, factors as university form (public and private) do not alter the above relationships. Implications for managers and directions for future research are also discussed.
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Loi, Teck Hui. "CSR as an organizational routine: Bintulu Development Authority." Emerald Emerging Markets Case Studies 3, no. 7 (November 18, 2013): 1–20. http://dx.doi.org/10.1108/eemcs-07-2013-0151.
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Subject area Business ethics, corporate social responsibility (CSR), corporate strategy and public administration. Study level/applicability Undergraduate (final year) and Master level course (e.g. MBA, EMBA, Master in management and Master in public administration). Case overview This case accounts the experience of a Malaysian Governmental Development Agency cum City Council, Bintulu Development Authority (BDA), in organizing and strategizing its CSR initiatives so as to discharge its self-interests and societal expectations. BDA was established following the discovery of huge reserves of natural gas and oil offshore in Bintulu, an industrial town in the state of Sarawak, Malaysia. It serves as the governmental instrument to undertake and coordinate development initiatives in Bintulu. There have been several driving forces prompted BDA to be more vigilant in discharging its social obligations along with its statutory obligations as a development agency and municipal services provider. They are, namely, the BDA Ordinance 1978 that governs its legitimate existence, the emergence of social media era that alters the access of people to information, the growing ecological and social concerns, and the unpredictable geopolitical environment that makes the logic of long-term strategic planning questionable. To ensure discharging its statutory and social obligations, BDA articulated vision and mission statements with strong social orientation. Two master development plans, embedded with social and environmental considerations, have guided BDA in translating its strategic mission into real structured development and action plans from 1978 to present. Through institutionalization of CSR elements as part of the organization's core business routines, annual budget allocation, performance control and reward mechanisms, CSR becomes an organizational routine of value to BDA. Expected learning outcomes This case has three learning objectives: it assists students to understand the contextual background of the case so as to establish the strategic position of CSR initiatives within the organization; it assists students to assess the embeddedness of CSR in an organization's core business routines and its potential sources of value creation; and it encourages students to examine the possible critical factors that enable or impede the initiation and implementation of regular CSR programs in an organization. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Wongwiwat, Piyada, Thaniya Pongsiri, and Achara Ruengsawat. "The Attitude of Graduation Students Towards the Entrepreneur Education: A Case Study of University Students in Thailand." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4765–72. http://dx.doi.org/10.1166/jctn.2019.8388.
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This study investigated the attitudes of graduation students regarding entrepreneur education in Thailand. Data were collected form the Master of Business Administration (MBA) students of three public and three private universities in the city of Bangkok of Thailand by applying convenient sampling. PLS-SEM was used to analysis the data. The results revealed that the students how to have the ability to take the extensive risk, have self-efficacy regarding entrepreneur and have feasibility in terms project startup have a positive attitude towards entrepreneurship than the students who did not have these facilities. This study provides the guideline to the police makers, universities, and the government of the country that provides these type of facilities to their students that they take much interest in the entrepreneur education.
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Rivero, Andrea, Guillermo E. Davos, Jorgelina Marino, and María Candela Rodríguez. "Impacto de la educación formal de postgrado en Management: análisis de las transiciones de carrera de los graduados de un Master of Business Administration." Innovar 27, no. 63 (January 1, 2017): 107–24. http://dx.doi.org/10.15446/innovar.v26n63.60672.
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Las carreras laborales se han vuelto cada vez más diversas y suelen desarrollarse en múltiples ámbitos organizacionales, con trayectorias profesionales que evidencian frecuentes cambios y transiciones. En este contexto, los individuos asumen una mayor responsabilidad en el desarrollo de su propia carrera profesional, buscando adquirir nuevos conocimientos y habilidades que garanticen su empleabilidad futura, por ejemplo, a través de la realización de programas de formación gerencial. El presente trabajo examina el impacto de la educación de postgrado en Management sobre las transiciones de carrera. Particularmente, se exploran aquellas transiciones realizadas por profesionales graduados de uno de los programas Master of Business Administration (MBA) de mayor prestigio en Argentina. Con sustento en el enfoque de teoría fundada, se identifican tipologías de transiciones de carrera para los profesionales y se indaga acerca de los motivos que los impulsaron a realizarlas. Nuestros resultados revelan ciertos patrones específicos en las transiciones de carrera profesional (transiciones de rol y transiciones organizacionales) que los entrevistados vinculan con la realización del MBA, particularmente en términos de tiempo e impacto percibido. Con base en los resultados observados, se desarrolla un modelo teórico integrador que distingue a las transiciones de carrera en función del momento de su concreción y del tipo de transición.
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Wood Jr., Thomaz, and Ana Paula Paes de Paula. "O fenômeno dos MPAs brasileiros: hibridismo, diversidade e tensões." Revista de Administração de Empresas 44, no. 1 (March 2004): 116–29. http://dx.doi.org/10.1590/s0034-75902004000100007.
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Na década de 1990, os programas de MBA - Master in Business Administration - ganharam sólida reputação e expandiram-se para além das fronteiras norte-americanas. No Brasil, o movimento ganhou força com o crescimento vigoroso do ensino profissionalizante de gestão. Este artigo tem como objetivo apresentar e analisar, sob uma perspectiva crítica, o fenômeno dos Mestrados Profissionais em Administração (MPAs) brasileiros. Para traçar um retrato do fenômeno, realizamos pesquisa bibliográfica e documental, e entrevistas com coordenadores e pessoas-chave dos principais programas locais. Apesar de eventualmente classificados como MBAs, os MPAs apresentam características que os diferenciam do modelo norteamericano. Ao buscar responder ao contexto socioeconômico e às restrições regionais, cada um deles seguiu rotas próprias, o que gerou um quadro marcado pela diversidade. Acreditamos que o fenômeno que este artigo descreve e analisa possa contribuir para o debate em curso sobre o ensino de Administração.
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Dogar, Muhammad Nadeem. "Breach of psychological contract: impact on workforce motivation and organizational sustainability." Emerald Emerging Markets Case Studies 10, no. 1 (January 2, 2020): 1–20. http://dx.doi.org/10.1108/eemcs-01-2019-0005.
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Learning outcomes This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general. Case overview/synopsis This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations. Complexity academic level This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises). Supplementary materials Teaching Notes are available for educators only. Subject code CSS 7: Management Science.
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Larrán Jorge, Manuel, Francisco Javier Andrades Peña, and Maria Jose Muriel de los Reyes. "Analysing the inclusion of stand-alone courses on ethics and CSR." Sustainability Accounting, Management and Policy Journal 8, no. 2 (May 2, 2017): 114–37. http://dx.doi.org/10.1108/sampj-05-2015-0033.
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Purpose This paper aims to examine how the Master of Business Administration (MBA) curricula of top-ranked business schools are offering stand-alone courses on ethics and corporate social responsibility (CSR). To provide additional evidence, this study tests some hypotheses to contrast the effect of different variables on the inclusion of stand-alone courses on ethics and CSR. Also, the paper provides a comparative analysis in two ways: one comparison aims to analyse how the presence of ethics and CSR stand-alone courses in the MBA programmes over the past 10 years has evolved, and the other comparison seeks to explore whether there are differences between different rankings with regard to the inclusion of ethics and CSR stand-alone courses in the MBA curricula. Design/methodology/approach A Web content analysis was conducted on the curricula of 92 of the top 100 global MBA programmes ranked by the Financial Times in their 2013 ratings. Findings The findings show that there is a trend towards the inclusion of stand-alone courses on CSR and ethics as electives. Empirically, the findings suggest that the presence of ethics and CSR elective stand-alone subjects in the MBA programmes is explained by the following variables: public/private, business school’s accreditation and cultural influence. Comparatively, the findings suggest that requiring CSR and business ethics stand-alone courses in the MBA programmes ranked by the Financial Times have not increased over the past 10 years. In addition, when we have compared the results of this study with other rankings, we have appreciated that there are important differences between top MBA programmes in accordance with the aims and scope of rankings. Originality/value The findings of this study seem to suggest that business schools included in the Financial Times ranking have not changed their view based on a shareholder approach, which is focused on providing an economics-centred training.
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Manoharan, Aroon P., Wendel Mirbel, and Tony J. Carrizales. "Global comparative public administration." Teaching Public Administration 36, no. 1 (July 13, 2017): 34–49. http://dx.doi.org/10.1177/0144739417708835.
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Within the past two decades, globalization has led to increased literature on comparative public administration (CPA) research, and it has enhanced analyses of administrative systems in various societies. Our paper examines CPA education among Master of Public Administration and Master of Public Policy programs in the United States. The findings highlight select topics of interest from these courses, as well as emphasizing an immediate need for programs to internationalize their curricula, in order to prepare the next generation of public administrators and policy analysts.
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Mulchandani, D., and I. Tajamul. "An Exploratory Study of Factors Affecting University Choice Decision Made By Students for Business Schools in Pune." CARDIOMETRY, no. 23 (August 20, 2022): 529–37. http://dx.doi.org/10.18137/cardiometry.2022.23.529537.
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The endeavor is made to distinguish students’ intentions and reasoning for selecting a Master in Business Administration program extended by colleges functioning in the Pune region of India. It additionally probes into the criteria and factors undertaken to choose the institution offering the program. The intention is to help the colleges include the elements in consideration while carrying out promotions before admissions and attract promising students for the course provided. This study investigates the reasoning behind a student’s selection of an MBA institute. The theoretical model actualized for this theory comprises the 7P model created by Kotler and Fox, which is unequivocally custom-made for schools and colleges. Self-managed surveys were coursed to 306 student participants in 2020. The data obtained were evaluated using concise methodological approaches like factorial analysis. At the MBA level, five factors were extracted, which had various segments of 7ps. I understand that the research discoveries will empower both the promotion offices of universities and educational organizations in India to comprehend the psychological research of undergraduates and build up a compelling blend of marketing strategies. It would also promote programs that better represent the needs of students and improve the attraction among all future students in private colleges.
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Morçöl, Göktuğ, Michele Tantardini, Adam Williams, and Derek R. Slagle. "Master of Public Administration and Master of Public Policy degrees: Differences and similarities in the curricula and course contents." Teaching Public Administration 38, no. 3 (April 29, 2020): 313–32. http://dx.doi.org/10.1177/0144739420915758.
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The historical origins of public administration and public policy analysis suggest that Master of Public Administration and Master of Public Policy programs should have different focuses in their curricula: the former on management skills and the latter on analytical skills. To investigate whether and to what extent the two types of programs are different and whether the accreditation standards of the Network of Schools of Public Policy, Affairs, and Administration have a homogenizing effect on them, we investigated the titles and descriptions of the courses in their core curricula. The results show some differences between Master of Public Administration and Master of Public Policy programs, but no clear distinction. Analytical skills are required by both Master of Public Administration and Master of Public Policy programs. Master of Public Policy programs distinguish themselves from Master of Public Administration programs primarily by requiring economics and economic analysis courses. Higher percentages of Network of Schools of Public Policy, Affairs, and Administration-accredited programs require organization studies, human resource management, and public budgeting courses.
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Bierstaker, James L., Martha Howe, and Inshik Seol. "Accounting Majors' Perceptions regarding the 150-Hour Rule." Issues in Accounting Education 19, no. 2 (May 1, 2004): 211–27. http://dx.doi.org/10.2308/iace.2004.19.2.211.
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Most states now require students who sit for the Certified Public Accountant (CPA) examination to have 150 semester hours of college education. The 150-hour requirement is intended to, among other benefits, improve the preparation of students for the profession, increase their chances of success on the CPA exam, ensure a more wellrounded education for new entrants to the profession, and attract better students to the field of accounting. The purpose of this paper is to examine whether accounting majors' perceptions regarding this requirement match the anticipated benefits of the 150-hour rule, and whether they match the realities of what has occurred in localities where the rule has been in effect. Data were collected from 247 accounting majors via a questionnaire. The results indicate that, in most respects, students' perceptions align fairly well with the intentions and the realities of the 150-hour requirement. For example, most students indicate an interest in obtaining a Master of Business Administration (MBA) degree for their fifth year of education. This would be a more balanced education envisioned by the framers of the requirement. Most students feel that they should receive additional compensation for the added education. In contrast to the reality in most locations, they do not expect accounting firms to increase compensation for those with 150 hours of education. Although students generally were not in favor of the 150-hour rule, a majority indicated they would continue to pursue becoming a CPA despite the 150-hour requirement. Still, a substantial number of students indicated they would pursue the Certified Management Accountant (CMA) designation rather than pursuing the CPA.