Journal of Public Affairs Education

Public and community service operates within a demanding array of challenges. Many of these challenges are disruptive forces that originate from well beyond jurisdictional boundaries yet call upon local, state and national institutions to respond. In response to the disruptive forces, we witness the initiation and creation of new kinds of public service designs and partnerships. This article outlines the diversity of member institutions the Network of Schools of Public Policy, Affairs and Administration (NASPAA) and the role each play in enhancing public service in their communities. The article assesses how NASPAA - as a global institution - plays a role in advancing public service education globally by engaging members to establish common standards of educational practices and setting expectations for program outcomes. The article outlines current and future program practices that need to be encouraged in order to address disruptive forces and maintain program strengths in public service education that make a difference in our communities.

Scholars preach congruence between the three Cs (concepts, context, and content) of public administration in order to keep the field relevant. The current context of public administration is embodied by diversity of thought. One such type of diversity is descriptive and symbolic representation of women. This research examines the initial socialization of many public administrators to the field by performing a content analysis of the syllabi of highly ranked MPA programs and evaluating what percentage of assigned authors are female and how the curriculum addresses gender diversity. On average, women write less than 20% of required readings and only 5% of courses have specific units on gender diversity. This suggests the content and concepts taught in the MPA classroom do not match the context of the field. The article provides strategies for instructors desiring to increase the alignment of the three Cs in their curriculum.

We know strikingly little about the people who earn undergraduate degrees in public administration/policy. Using data from the U.S. Census Bureau’s American Community Survey (ACS) for 2009–2014, this article expands our knowledge, examining the characteristics of people with bachelor’s degrees in public administration and public policy, the degrees they obtain, their unemployment rates, the jobs they take, and the amounts they earn. The news is generally good in terms of student diversity, graduate education, commitment to public service, and earnings, though unemployment rates tend to be higher than for other majors. People with bachelor’s degrees in public administration/policy have more gender and race diversity than graduates in most social sciences, business, English, history, and communications. They are among the most likely to choose public sector employment. Those who stop with bachelor’s degrees earn more than comparable graduates in most competitor fields; but nearly half obtain graduate degrees, more than most programs, and those who do also out-earn most competitors.

Schneider and Ingram’s seminal work on how social constructions of target populations and political power combine to influence policy design helps explain why some groups receive beneficial policies while others are targeted with punitive policies. To assist students in understanding Schneider and Ingram’s theory in policy designs, we developed a two-part assignment comprised of (1) an introductory in-class group exercise where students place specified target groups into Schneider and Ingram’s social construction/political power matrix and (2) a homework assignment requiring students to populate the matrix using data collected through a basic content analysis of mass media. The target groups were selected to match policy cases to be covered later in the course and students use the completed matrix throughout the semester for periodic reflection, reassessment, and refinement. The two-part assignment helped students develop a better appreciation of the role of values and politics in the policy process and to discern when policy disagreements were measurement or values based. The assignment also helped students see how fairness and deservedness are conceptualized differently by opposing sides in policy debates, and the role of popular opinion and bias versus formal theories of justice in the formulation of social constructs of target groups.

Students enrolled in programs accredited by the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) are increasingly seeking careers outside of classic government organizations. Considering the diversity of job placements with respect to sector (i.e., government, private for-profit, nonprofit), public affairs students may benefit from in-course instruction that aims to develop management competencies that are applicable to any sector. Educating students on publicness theory, specifically managing to achieve public outcomes (i.e., managing publicness), may position these current and future organizational leaders to identify and effectively manage certain structures and institutions in their organization and the external environment. Accordingly, this study provides a conceptual framework in the form of a research-intensive assignment that will equip public affairs students with a working view of how publicness applies to their organizations. By engaging in this research, students acquire practical tools that allow them to consider publicness in their management strategies and decisions regardless of their sector of employment.

The Master of Public Administration (MPA) classroom is ripe for teaching opportunities that link theory to practice. Film and television clips are one way to show “practice.” This article explores the use of NBC’s Parks and Recreation, the popular sitcom led by Amy Poehler, as a teaching tool that can be fun and beneficial for stimulating classroom discussion and fostering critical analysis skills. Through a content analysis, it is established that the series includes a vast amount of material that can be utilized in the classroom. Fifty-seven percent of the series’ episodes are applicable in whole or part to help illustrate course concepts and theories, exercise problem-solving skills, or serve as a catalyst for critical thinking. Three specific examples of the utility of episodes in the classroom are presented. Through this research, it is established that Parks and Recreation can enhance one’s teaching arsenal suited for the MPA curriculum.

Given online instruction in university programs is now commonplace, it is more vital to understand how key aspects of online courses influence student engagement. To build on the literature in this area, this study investigates the extent to which technological tools utilized in online settings enhance student engagement in public administration courses. The particular emphasis in the study is to explore the role of technology in both student–instructor and student–student interaction in online classroom settings. The results indicate that students tend to engage in online classes more intensively when they frequently interact with peer students using technologies. In addition, the results reveal that the thoughtful application of a limited number of tools may be as or more effective than using a wide variety of technology in an online setting.

A case study is a story narrative that places readers into the shoes of a protagonist so that they can gain the experience of addressing a particular problem or issue. When used effectively in the classroom, case studies can help students bridge the gap from theory to practice. Although public affairs incorporated the case approach in the earliest training programs, the field currently lacks the volume of case studies that are found in other professional disciplines. To encourage the development of more case studies in public affairs, this article provides guidance to authors on the fundamentals of a case study and how to write an effective case study.