000			01488pab a2200181 454500
008			180718b1998 xxu||||| |||| 00| 0 eng d
100			_aGreenwood, John
245			_aPublic administration curriculam development in Britain: outsider or insider influence?
260			_c1998
300			_ap.409-21
362			_aSep
520			_aThese 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
650			_aPublic administration - Great Britain
650			_aPublic administration
700			_aRobins, Lynton
773			_aInternational Review of Administrative Sciences
909			_a39809
999			_c39809 _d39809