Although nearly two decades have passed since the Honey Report was issued, MPA education is still wrestling with the “relevance question.” This exploratory study seeks to assess the relevance issue from the unique vantage point of 183 mid-career MPA students at sixteen universities across the country. Queried are mid-careerist perceptions of the content, effect, and curriculum development needs of their MPA educational experience. The findings indicate: (1) a concern about the theoretical versus practical application focus of the mid-careerist experience; (2) a perception by these students that MPA education was having a substantial effect on their work habits, attitudes, and values; (3) a feeling that the balance afforded to ethics, politics, and skill development should probably differ among the subdisciplines; (4) a convergence of opinion with pre-service students on the most appropriate teaching styles for PA classrooms; (5) the perception that distinct differences existed in pre-service/mid-careerists to help academics provide a more applied view of the public service to pre-service students. The study concludes by arguing for the adoption of a service delivery ethic stressing knowledge co—production in the MPA educational process.
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