Denhardt, Robert B.
The big questions of public administration education - Malden, MA : Blackwell Publishers, sep./oct.2001
Following Behn`s observation that scientists in other fields understand the big questions of their disciplines and focus attention and their discussion on those questions, public administration scholars have attempted to identify the "big questions" in public management and public administration. In this article, I suggest that scholars in public administration should also be attentive to the big questions of public administration education, those timeless and enduring concerns that speak to the basic perspective that we bring to the educational process. Specifically, I identify four big questions: Do we seek to educate our students with respect to theory or to practice? Do we prepare studens for their first jobs or for those to which they might aspire later? What are the appropriate delivery mechanisms for MPA courses and curricula? What personal commitments do we make as public administration educators? I argue that these big questions in terms of processes of human develoment we can at least provide a framework through which we might develop more coherent answers to these big questions, answers that recognize and build on the diversity of our students and our faculty
The big questions of public administration education - Malden, MA : Blackwell Publishers, sep./oct.2001
Following Behn`s observation that scientists in other fields understand the big questions of their disciplines and focus attention and their discussion on those questions, public administration scholars have attempted to identify the "big questions" in public management and public administration. In this article, I suggest that scholars in public administration should also be attentive to the big questions of public administration education, those timeless and enduring concerns that speak to the basic perspective that we bring to the educational process. Specifically, I identify four big questions: Do we seek to educate our students with respect to theory or to practice? Do we prepare studens for their first jobs or for those to which they might aspire later? What are the appropriate delivery mechanisms for MPA courses and curricula? What personal commitments do we make as public administration educators? I argue that these big questions in terms of processes of human develoment we can at least provide a framework through which we might develop more coherent answers to these big questions, answers that recognize and build on the diversity of our students and our faculty
