The Impossibility of a Universal Public Service Perspective

Autor/in	Stout, Margaret
Titel	The Impossibility of a Universal Public Service Perspective
Quelle	In: Teaching Public Administration, 36 (2018) 3, S.222-236 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739417738953
Schlagwörter	Public Service; Public Administration; Accreditation (Institutions); Socialization; Capacity Building; Educational Practices; Competence; Democracy; Role Playing; Films; Governance; Essays; Reading Assignments + Suchen Sie Ihr Suchwort? Public services; Öffentlicher Sozialdienst; Öffentliche Verwaltung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Socialisation; Sozialisation; Bildungspraxis; Kompetenz; Demokratie; Rollenspiel; Film; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Essay; Aufsatzunterricht
Abstract	The international accrediting organization for public service pedagogy, the Network of Schools of Public Policy, Affairs, and Administration, has established and adopted "universal competencies" that Master of Public Administration degree programs are expected to develop to establish a "global standard in public service education" (http://www.naspaa.org/). This lofty goal suggests that there is one best way to prepare public administration students to: (a) lead and manage in public governance; (b) participate in and contribute to the policy process; (c) analyze, synthesize, think critically, solve problems, and make decisions; (d) articulate and apply a public service perspective; and (e) communicate and interact productively with a diverse and changing workforce and citizenry. While the universality of these competencies is not disputed, there are definitely competing ways to approach these various tasks. There are many different theories of leadership and management. Differing roles for public administrators in the policy process are each considered legitimate. Based on these differences, what can be articulated and successfully applied as a public service perspective will also differ situationally, particularly when considering the dynamic and diverse global context. This article explores this challenge and the implications it represents for instructors seeking to socialize students into the profession of public service and build their capacity "to articulate and apply a public service perspective" in consideration of "a diverse and changing workforce and citizenry." Successful pedagogical approaches to this conundrum are explored and the article concludes with discussion of the potential usefulness of this approach in the global context, given the diversity of public service contexts in which graduates may find themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01