ERIC Number: EJ1092689
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
The Scholarly Practitioner: Connections of Research and Practice in the Classroom
Godwin, Marcia L.; Meek, Jack W.
Teaching Public Administration, v34 n1 p54-69 Mar 2016
This article outlines how Master of Public Administration (MPA) and Doctor of Public Administration (DPA) programs from one university in the United States approach the integration of theory, research, and practice. The article reviews the historic missions of US public administration programs that focus on the development of public service professionals and specialized practitioners. Next, we share how the MPA program integrates theory and research with practice in the development of civic professionals. Examples from the MPA program are shown in a taxonomy with illustrative examples. This article also contrasts the MPA with the DPA program that follows a scholarly practitioner model. Rather than exclusively following a traditional theory-to-practice model, practice-to-theory and more experiential research projects are critical to the development of graduate public administration students working in complex environments. More student-centric and student-initiated approaches provide more opportunities for student engagement and also are aligned with emerging pedagogical models.
Descriptors: Classroom Techniques, Theory Practice Relationship, Educational Research, Educational Practices, Public Administration, Graduate Study, Public Service, Educational Objectives, Role of Education, Professional Development, Taxonomy, Curriculum Design, Doctoral Programs, Program Development
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United States
Grant or Contract Numbers: N/A