Paradigm shift in public administration: implications for teaching in professional training programs
By: Wu, Xun.
Contributor(s): He, Jingwei.
Material type:
ArticleDescription: p.S21-S28.Subject(s): Teaching | Public administration
In:
Summary: The decline in popularity of New Public Management worldwide reinvigorated the search for a new paradigm in the field of Public administration. Several alternatives to New Public Management, such as the New Governance and Public Value paradigms, have gained prominence in recent years. Despite tensions among these paradigms, exceptional challenges for public administration teaching programs exist, Xun Wu and Jingwei He of the National University of Singapore compiled data on public administration and management courses from 48 top master of public administration degree programs in China and the United States. This essay analyzes how competing paradigms influenced the selection of course content and pedagogical foci in professional training curricula. The authors conclude that in order to take advantage of an unprecendented opportunity provided by the rapid, global expansion of professional education in public administration, there is an urgent need to find a synthesized theoretical framework. - Reproduced.
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Indian Institute of Public Administration | Volume no: 69, Issue no: Supplement 1 | Available | AR85440 |
The decline in popularity of New Public Management worldwide reinvigorated the search for a new paradigm in the field of Public administration. Several alternatives to New Public Management, such as the New Governance and Public Value paradigms, have gained prominence in recent years. Despite tensions among these paradigms, exceptional challenges for public administration teaching programs exist, Xun Wu and Jingwei He of the National University of Singapore compiled data on public administration and management courses from 48 top master of public administration degree programs in China and the United States. This essay analyzes how competing paradigms influenced the selection of course content and pedagogical foci in professional training curricula. The authors conclude that in order to take advantage of an unprecendented opportunity provided by the rapid, global expansion of professional education in public administration, there is an urgent need to find a synthesized theoretical framework. - Reproduced.
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