Public administration curriculam development in Britain: outsider or insider influence?
By: Greenwood, John.
Contributor(s): Robins, Lynton.
Material type:
ArticlePublisher: 1998Description: p.409-21.Subject(s): Public administration - Great Britain | Public administration
In:
International Review of Administrative SciencesSummary: These issues provide the context for a discussion of the impact of disciplinary changes on the teaching of public administration in the classroom and as a form of vocational preparation. The experience of many teachers of public administration in British universities has been one of delivering a rapidly changing curriculum in terms of subject content and teaching methods. But what factors have driven these changes? The analysis here of university-level public administration courses, undertaken in terms of two models of curriculum development, suggests that in the past they have been more influenced by changing government ideology than by changes in the professional culture and practice of educators. More recently, however, the situation has become increasingly complex, resulting from the contradictory pressures on the curriculum demanded by the discipline's paradigm shift and the simultaneous modularization of public administration courses
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Articles
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Indian Institute of Public Administration | Volume no: 64, Issue no: 3 | Available | AR40177 |
These issues provide the context for a discussion of the impact of disciplinary changes on the teaching of public administration in the classroom and as a form of vocational preparation. The experience of many teachers of public administration in British universities has been one of delivering a rapidly changing curriculum in terms of subject content and teaching methods. But what factors have driven these changes? The analysis here of university-level public administration courses, undertaken in terms of two models of curriculum development, suggests that in the past they have been more influenced by changing government ideology than by changes in the professional culture and practice of educators. More recently, however, the situation has become increasingly complex, resulting from the contradictory pressures on the curriculum demanded by the discipline's paradigm shift and the simultaneous modularization of public administration courses
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