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ERIC Number: EJ1076855
Record Type: Journal
Publication Date: 2014-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0144-7394
U.S. Public Administration Programs: Increasing Academic Achievement by Identifying and Utilizing Student Learning Styles
Naylor, Lorenda A; Wooldridge, Blue; Lyles, Alan
Teaching Public Administration, v32 n1 p68-79 Mar 2014
Global economic shifts are forcing universities to become more competitive and operationally efficient. As a result, universities emphasize access, affordability, and achievement. More specifically, U.S. universities have responded by emphasizing course assessment, retention rates, and graduation rates. Both university administrators and faculty members recognize that student cognitive styles are an important dimension in retention and graduation rates. Equally important, the Network of Schools of Public Policy, Affairs, and Administration requires graduate programs to meet universal core competencies and assess student learning outcomes. Within the context of U.S. higher education trends and new accreditation standards, we examine the demographic characteristics and cognitive styles of 130 Master of Public Administration (MPA) students currently enrolled at the University of Baltimore, which is one of the largest accredited MPA programs in the United States. Student cognitive styles are measured using a point in time Group Embedded Figures Test instrument. Key findings reveal that a stronger concentration in quantitative skills is essential in bolstering core competencies and student marketability in the global economy. Recommendations for course design and pedagogical modifications are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Identifiers - Assessments and Surveys: Group Embedded Figures Test