000			01360naa a2200181uu 4500
001			0060116473737
003			OSt
005			20240627173453.0
008			100601s1997 xx ||||gr |0|| 0 eng d
100	1		_916639 _aDurant, Robert F.
245	1	0	_aSeizing the moment : _boutcomes assessment, curriculum reform, and mpa education
260			_aNew York : _bMarcel Dekker, _c1997
520	3		_aThis article reviews a recent exercise in developing an outcomes-based capstone course for the MPA program at the University of Baltimore. Chronicled is the way a reversible logic approach to designing that course led ineluctably into a full-scale, outcomes-based, strategic planning exercise for the program as a whole. In the process, the department was able to craft a performance-based curriculum that attacked an “entitlement ethic” among students, that made the faculty more accountable for its actions in the classroom, that streamlined course offerings and content in mission-related ways, and that introduced a “continuous process improvement” ethic driven by constant feedback from the capstone course.
773	0	8	_tInternational Journal of Public Administration - IJPA _g20, 2, p. 397-429 _dNew York : Marcel Dekker, 1997 _xISSN 01900692 _w
942			_cS
998			_a20100601 _b1647^b _cDaiane
998			_a20100604 _b1533^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c33853 _d33853
041			_aeng