GUIDELINES FOR BACCALAUREATE DEGREE PROGRAMS IN PUBLIC AFFAIRS/PUBLIC ADMINISTRATION

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1 GUDELNES FOR BACCALAUREATE DEGREE PROGRAMS N PUBLC AFFARS/PUBLC ADMNSTRATON NATONAL ASSOCATON OF SCHOOLS OF PUBLC AFFARS AND ADMNSTRATON ll20 g Sree NW, Suie 730 Washingon, D.C

2 GUDE,NES FOR BACCAJATREATE DEGREE PROGRATS rn PUB,C AFFARS/ PUBTC AD'NSTRATON NASPAA NATTONAL ASSOCATON OF SCHOOLS OF PUBLC AFFARS AND ADMNSTRATON WASHNGTON, D.C. L99?

3 ABOUT NASPAA The Naional Associaion of Schools of Fublic Affairs and Adminisraion (NASPAA) is a professional educaion associaion dedicaed o he advancemen of educaion, raining, and research in public policy and adminisraion. The Associaion's insiuional membership consiss of over 230 academic insiuions, as well as many federal, sae and local governmen agencies and naional public ineres groups concerned wih improving he qualiy of public managemen. NASPAA serves as a naional cener for informaion abou programs and developmen8 in ris field, fosers goals and sandards of educaional excellence, and represens re concerns and ineresb of is membership in he formulaion and suppor of naional, sae and local policies for educaion and research in public policy and adminisraion. For informaion concerning NASPAA insiuional membersrip, publicaions, annual conferences, secions and commiees, faculy fellowship programs, ec., conas Michael Brinrnll, Execuive Direcor, Naional Associaion of Schools of Public Affairs and Adminisraion, Suie 730, 1120 G Sree, N.W., Washingon,. D.C Phone QAD , FAX: (202) , E-ma: Websie: hp ://unomaha. edu/-wwwpa/nashome.hnl. *** s:\l0nasgui.wpxl ru2097

4 TABLE OF COMENTS nroducion Some Assumpions Basic o he Guidelines General Guidelines Admissions Rlucaional Forma Suden Career Guidance and Placemen Services Program Configuraion and Adminisnaive Jurisdicion The Faculw ,0 Curriculum Guidelines and Sandards for Baccalaureae Degree Programs Objecives of Baccalaureae Educaion Curriculum Conen nernships Suden Achievemen Assessmen APPENDCES A. Background Maerial... A-1 A.1 Background Saemen... A-1 A.2 Review of Undergraduae Public Admininsraion Programs...A-2 A.3 Aachmens......A-4 NASPAA Commiee on Undergraduae Educaion Survey of Undergraduae Programs - Survey Highiighs Toal Undergraduae Programs in Public Affairs/ Public Adminisaion A-5...A-2

5 Table of Conens (coninued) NASPAA Commiee on Undergraduae Educaion - lnvencry of Universiies wih Undergraduae Programs in Public Adminisraion/Public Affairs... A-13 Undergraduae Enrollmen in NASPAA Colleges and Universiies: 1976 o A-24 B. Working Commiees: B-1. Members of he NASPAA Task Force Which Prepared Baccalaureae Guidelines and Sandards B-1 B-2. Members of he NASPAA Sandards Comminee.. B-2 C. Members of he NASPAA Commiee on Undergraduae Educaion C-l

6 l NTRODUCTO{ Guidelines and Sandards for Baccalaureae Degree Programs in Public Affairs/Public Adminisraion were unanimously adoped by he delegaes o he annu,al coriference of fe Naional Associaion of Schools of Public Affairs and Adminisraion (NASPAA) held in Washingon, D.C., in Apr, These original guidelines were amended as a resul of a review underaken by he NASPAA Undergraduae Commiee beginning in 1993 and concluding a he NASPA,A Armual Conference held in Denver in Ocober, (See Appendix A). These revised guidelines are primary for professionally oriened undergraduae degree programs wir majors (concenraions) in public affairsipublic adminisaion. For ris purpose, hese erms are defined o include: public afhirs, public adminisraion, public policy, public managemen and relaed fields. Throughouhis documen PA wl be used o denoe his definiion. The guidelines are no prescripive in naure. They are inended o provide guidance o faculy who are developing and/or evaluaing baccalaureae degree programs. The purpose is o foser high qualiy educaion for he public service whe also encouraging flexibiy and innovaion in course offerings and educaional forma. The guidelines wl be disnibued widely. NASPAA encouragesudens, educaional insiuions, and employers o use rem o evaluae he relevance and zubsance of baccalaureae degree programs in PA. Technical assisance and advice are avaable from NASPAA o schools desiring o develop a new baccalaureae progmm or srenghen an exising one. NASPAA has also adoped guidelines and sandards for docoral and maser's programs in public affairsipublic adminisraion which are avaable from NASPAA headquarers.

7 : l : : GJDELNES FOR BACCALAT]REATE DEGREE PROGRAMS N PTJBLC AFFARS/PTJBLC ADMMSTRATON 1..0 Some Assumpions Basic o he Guidelines 1.1 These guidelines have been esablished o improve he qualiy of professionally-oriened undergraduae degree programs wih majors or concenraions in PA. They do no consiue provisions for accrediaion nor do hey impose any specific insiuional requiremens. Their purpose is o provide crieria for fosering and aiding he developmen of undergraduae progmms and insiuional self-appraisal and improvemen. L.2 Undergraduaeducaion in PA should be focused upon he process and subsance of public policy and he knowledge and skls needed for effecive implemenaion of public policy. This requires ha programs be mulidisciplinary in nare, drawing upon dre behavioral, social, quaniaive and adminisraive/managemen sciences and relaed liberal ars disciplines. 1.3 The need expressed by employers for graduaes who have he necessary knowledge and skls for plannirrg, implemening, and evaluaing public programs, coupled wih he demand by sudens for relevan, career educaion, indicaes ra'pa program should have a professional orienaion. This means ha prognms should provide a srong componen of analyical and managemen skls relevan o he field of public managemen, along wir a broad background and undersanding of he poliical, social, and economic environmen in which public issues exis. 1.4 Flexibiy and innovaion are needed in curriculum design for programs a specific insiarions in order!o mee he varying educaional needs and professional ineress of heir sudens:. Full-ime or par-ime. Pre-service. n-service. Mid-career. Reurning o he workforce. Pursuing careers in he public, no-for-profi or privae secors. Planning o ener he job marke immediaely ' Anicipaing graduae school or law school 1.5 A very close relaionship should exis beween undergrcduae and graduae programs in PA in order o provide effecive career educaion for he public service. is recognized ha he MPA is he primary professional degree in PA. Accordingly, undergraduae guidelineshould relae closely o he Guidelines and Sandards for Professional Masers Degree Programs in Public Affairs/Public Adminisraion approved by NASPAA in L974 as amended in 1989 in Cleveland. The fundamenal difference is ha he undergraduae guidelines wl ypically emphasize enrylevel compeencies and an "ars and sciences" foundaion. The undergraduae degree should also provide a srong foundaion for pursuing graduae level educaion. 1.6 These guidelines are inended o apply o professionally oriened undergraduae programs in all schools, deparrnens, programs, and oher organizaional unis which have as heir objecive he,educaion and raining of persons for posiions in he public service, wir special emphasis on adminisraive and managerial funcions. ln addiion o general PA programs, hese guidelines are applicable o such progmms as criminal

8 . -. -r.aiili* jusice adminisraion, healr adminisaion, human services adminisraion, urban affairs and orers which feaure educaion for public managemen in paricular conexs Alhough &ese guidelines are aimed primary a he educaional process for professionaliy-oriened undergladuae degrees, hey are inended o serve several consiuencies, namely:. Pre-service and in-service srdens who wish o ideniff appropriae educaional insiuions and programs in which o enroll for professionally-oriened educaion.. Educaional insiuions which are seeking o esablish new professionally-oriened undergraduae degree programs or o improve he qualiy of exising programs in PA. ' Employers and jurisdicions ha are rying o measure he compeencies of graduaes of undergraduae degree proglams for he purpose of deermining which programs bes serve heir employmen needs. 2.L Admissions 2.0 General Guidelines Applicable o All Undergraduae Degree Programs in PA 2.11 Admission policies should be clearly saed for sudens enering from high school, ransferring from Z-year or oher 4-year schools or reurning o college. Admission and reenion sandards should no be lower han hose of he college or universiy as a whole Many snrdens ake reir firs rvo years of college a a communiy or junior college. is imporan ha ransfer policies be developed in cooperaion wih and be fully undersood by he communiy and junior' colleges from which he majoriy of ransfers wl occur. Wih reference o he ransfer of PA courses from associae o baccalaureae programs, he PA baccalaureae degree ganing uni should provide a leas he majoriy of required professionally-oriened courses in a suden's program. All courses ransferred from he associae level for credi oward he baccalaureae degree should involve logical and analyical hinking processes designed o develop he reasoning capaciy of he individual. Courses no generally regarded as ransferable are hose which are essenially procedural or rouinized "how-o-do-i" courses. 2.3 A special effor should be made o encourage a broad diversiy of sudens o ener undergraduae programs for he public service and o foser heir success. 2.2 Rlucaional Forma 2.2 Undergraduae programs in PA are characerized by a high degree of diversiy and by a mulipliciy of objecives. As a resul, he knowledge and skls se forh in hese guidelines may be delivered in a variey of ways, including convenional and non-convenional modes for erm lengh, course lengh, and classroom aciviy. Any educaional forma should relae o he naure and goals of he program, he composiion of he suden body, and he resources avaable in order o produce he mos effecive learning experience. A professionally-oriened undergraduae program should recognize he poenial ofnon-radiional educaional approaches which can enrich career educaion for he public service. However, i is imperaive ha he qualiy of insrucion srould be mainained a a high level regardless of he delivery sysem used. n essense, a viable progmm forma should enhance he abiy of a program o achieve is educaional goals in he preparaion of individuals for careers in public service, for he furher developmen of rose already in professional and

9 ; para-professional levels of career aciviy and for Success in graduae or law school' 2.3. Snrden Career Guidance and Placemen Services Z.3 Srong and coninuous career counseling is imporan in assuring ha sudens seek appropriae academic preparaion for boh advanced sudy and fuure managerial roles in he public service. Sudens should be made aware ha professional public service roles wl increasingly be found in he no-for-profi and privae secors. Alrough courselingresponsibiies may be cenered in one individual or office wihin re program, all memberc of lr. faculy should be avaable o advise sudens abou appropriae curriculum croices and career possibiies wirin heir various specialized fields. Adequae informaion should be avaable abou advanced snrdy opporuniies for snrdens ineresed coninuing heir formal educaion' is especially imporanha pa sudens be encouraged o develop a perspecive abou career opporuniies avaable o rem. Formal workshops, special orienaion sessions or a porion of he educaional experience should provide sudens wir an opporuniy o invesigae careers and o gain experience in searching for informaion, preparing resumes, and inerviewing for fuure jobs. This opporuniy should be provided early in he progam. Z.3Z pa programs are encouraged o provide placemen services, eiher as a separaendeavor by he PA 'ni or in conjuncion wih a universiy-wide office. deally, he individual responsible for placemen services would have a broad knowledge of professional employmen rends and mainain a wide range of conacs and relaionships wih public service employers. The placemen services should be avaable o boh curren sudens and ao*oi of he program. These services offer a means of mainaining closer conac and communicaion wih graduaes who become praciioners. 2.4 Program Configuraion and Adminisraive Jurisdicion 2.4L Undergraduae programs in PA may operae under a variey of program configuraions and adminisraive jurisdicions. Regardless of he program configuraion or adminisraive jurisdicional arrangemen under which he PA programs operae, i should be offered by a degree graning uni which has he same auonomy as orer professional and academic unis in is insiuion Wihin overall college and universiy policies and procedures, he adminisraive uni which offers he undergraduae PA Program should:. Have a dean, direcor, chair or head chosen in consulaion wi*r he PA faculy.. Deermine he crieria for admission of sudens o he progam.. Deermine is own curriculum and degree requiremens.. Have conrol over he allocaion of resources wihin is budge.. Paricipae in he selecion, hiring, and promoion of full-ime and par-ime faculy members for he PA Program. 2.5 The Faculy Z.5l The PA faculy mus be commied o he goal of educaing persons for managemen and leadership posiions in he public service. f he faculy's ineres in public managemen educaion is subordinae o oher educaional goals, i is highly unlikely ha an effecive program can be developed and mainained. ; :

10 252 Aprofessionally compeen faculy is vial o a professionally-oriened program. All faculy who each for he PA program should have a realisic undersanding of he educaion and raining needed o develop managers and leaders for public service. To accomplish his, he appoinnen of full-ime faculy *ho a.e academically qualified and also have relevan professional experience should be encouraged. The use of qualified praciioners as par-ime insrucors, gues lecurerg and curriculum advisors wl also help o srenghen he professional orienadon of he program. 2'!3 All faculy eaching undergraduae PA courseshould hold academic degrees appropriae o re level of he program. A he baccalaureae level all PA faculy should hold a relevanimasei;s degree and a leas 50% srould hold a relevan docorae. Excepions may be made for persons wih ousanding public service experience ha is relevano he courses being augh. 2'54 Faculy membersroud be encouraged o be acive in advisory and consuling asks. opporuniies for faculy o ake fi'rll-ime governmenal assignmenshould also be suppored hrough sabbaicals and leaves of ab-sence. Coninuing paricipaion in he aciviies of professional organizaionsrouo be expeced as a means of exchanging ideas beween praciioners and academicians. The professional compeence of faculy members can be improved and susained by hese aciviies, should which be given serious consideraion in appoinrnen, enursand promoion evalualons. 2'55 An appropriae composiion and size for he undergraduae faculy is affeced mulidisciplinary by he naure of-educaional programs for pubiic managernen. A subsanial number of courses may be augh by faculy from oher college or universiy deparnens and qualified par-ime faculy appropriae wih professional experience. However, experience indicaes ha a core group of a leas 4 full-ime or faculy 5 who paricipae regularly in he PA program is necessary o each undergraduae adminiser courses, re undergraduae program, and provide suden advising. A leas one-half of all courses in he offered PA major should be augh by he full-ime pa faculry. 3.0 Curriculum Guidelines for Baccalaureae Degree programs 3.1 Objecives of Baccalaureae Educaion in pa These guidelines and sandards are inended o promoe he objecivesaed below. 3' 11 To provide hose elemens of liberal educaion relevan o he preparaion of qualified public persons service in for conemporary sociey 3;f,.". To provide a professional orienaion in PA in order o prepare sudens for careers in he public 3:13 To provide. a program wir sufficien flexibiy o mee bor he needs ofsudens wirou fixed career of persons alreadv in *re public service who wish o ljltij::;1i$:j"" enhance heir skius or prepare

11 l To provide a suden wih adequae preparaion for enry ino graduae sudy in relaed fields. rl E! 3.15 To provide adequae foundaion work in subjec areas ha are fundamenal o a liberal, professionally-oriened educaion and preparaion for career objecives including graduae work. They inciude:. Undersanding of economic, legal, poliical, and governmenal insiuions, sysems, and processes.. Developmen of analyicaliquaniaive abiies and skls for defining and solving problems. r. Developmen of communicaion abiies and skls* wrien, oral and elecronic. i r. Uldersrnding of human behavior - individual, group, and organizaional - and developmen of abiies and skls for analyzing and coping wih behavioral siuaions.. Undersandingofadminisraive/managemensysemsand processes. - ':= 3.2 Curriculum Conen 3.21 Six major subjec areas.cover he knowledge and skls ha should be included in professionally-oriened = baccalaureaeducaion in PA: (A) The Poliical-social-Economic--egal Environmen of PA f,! (B) Analyical Tools: Quaniaive and Nonquaniaive, including compuer applicaions (C) ndividual/grouporganizaionaldynamics (D) Policy Analysis (E) Adminisraive/Managemen Processes and Ehical Consideraions (F) ArsardScienceFowdaion f These opics should no be regarded as separa eniies, nor should rey necessary be considered as classificaions for specific courses. Raher, hey should be perceived in erms of heir iner-relaionships. Of major consequence is how well he suden has assimaed, inegraed, and demonsraed his or her abiy o use he knowledge and skls refleced in he major subjec areas. ;r 3.22 Guidelines for he relaive weighing of re major subjec areas in a four year curriculum are: Major Subjec Areas Percen of Degree Requiremens l A. Poliical, social, economic, - and legal 15-25% E B. Analvical ools and 20-25% communicaion skls! C. ndividual, group, and organizaional dynamics l0-l5% D. Policy Analvsis 5-0Vo 6

12 E. Adminisraive/ ManagemenUEhics F. Ars and science foundaion (in addiion o subjec maer included in A hrough C) lu20vo 15-25% The inen of he recommended relaive weighing of major subjec areas is o ensure ha a four year program wl mee he dual objecives of providing a liberal educaion and a professional orienaion in p-uuic adminisraion. The percenage ranges for he zubjec areas give individual schools and deparn"ns "n adequae oppornrniy o design progams which have varying degrees of emphasis and saisfy hlir paricular needs and ineress The consideraion of ehical behavior and issues is relevano all major subjec areas and should be inegraed ino he curriculum of all pa programs. 3.U The complexiy and inerconnecion of our sociey should be refleced in he curriculum by addressing opics such as comparaive adminiseaion, inernaionalizaion, diversiy and muli-culuralism. These dynamicsrould be inegraed hroughou he curriculum; many programs wl find i valuable o devoe one or more course requiremen8 o his area. 3'25 Subjec Areas A, D, and E in he major subjec areas may be placed in he conex of program specializaions, eiher by level of governmen or by public funcion. f program specializaions are piouioeo, hey should no be less han ls% nor more han z vo of he oal course work. 3'26 sudens who gain a good grasp of he major subjec areas wl be adequaely prepared for enry ino mos maser's level pro$ams in PA and relaed fields. Some graduae programs require sronger preparaion in mahemaics (calculus), saisics, and quaniaive models han indicaed in hesl guidelines. 3'27 Addiional credi may be allowed for professional experience when such experience is validaed hrough examinaion or oher esablished procedures which demonsrae masery of he conen of specific academic courses. 3.3 nerrships 3'31 Undergraduae sudenshould have an opporuniy o observe and paricipae in he pracical aspecs of everyday adminisaive aciviies. whe essenial o ali inexperienced sudena, he requiremens for such experienial learning should be flexible so ha he educaional needs of differen sudens may be me. Each field experience should include several common elemens: ' ' ' ' Exposure o he adminisraivenvironmen and value sysem. observaion of decision-making processes a appropriae levels. Opporuniies for discussing quesions wih responsible adminisaors abou he relevance of academic learning o organizaional demands. Paricipaion in some problem solving ask which draws upon his/her knowledge and skls, and which is clearly of benefi o re agency. 3'32 For is par, he insiuion srould allocae sufficien resources o he field experience program o ensure

13 ha sudens are placed in appropriae learning siuaions. Suden performance should be reviewed several imes during he inernship period by on-campus inerviews and by field visis o boh he inern and he responsible adminisraor. There should be agreemen beween he agency, he insiuion, and he suden as o wha each pary o he arrangemen wl bnng o he inernship and wha each pary expecs from he ohers Placemen as an inern should come afer he suden has had zufficien course work o provide some undersanding of adminisraive and organizaional heories and pracice. The senior year is normally he preferable ime for an inernship in erms of prior academic preparaion and suden mauriy Par-ime inernshipshould require a minimum of nveny hours per week for a leas one erm or semeser. Fu-ime inernshipshould no be less han 8 weeks in order for he s$den o have a meaningful experience Academicredis awarded for inernsrips may be disribued among any or all of he six major subjec areas depending on he naure of he experience Cooperaiv educaion programs ha saisf he above condiions for inernships may be viewed as inernships for he purpose of applying hese guidelines. 3.4 Suden Achievemen Assessmen 3.41 Undergraduae programs mus link deparnenal and programmaic objecives for sarden learning wih insiuional missions and goals. ; ;

14 N l A.1. Background APPENDX A Background Maerials n 1993, he NASPAA Commiee on Undergraduae Blucaion agreed on he need o updae he "Guidelines and Sandards for Undergraduae Programs in Public Affairs and Adminisraion" adoped by NASPAA 1gr-ln6. The members of he original commiee are idenified in Appendix C. As a firs sep, in 1994, o gain a beer undersanding of he range of undergraduae programs in he field, he commiee underook an invenory of NASPAA member and non-member undergraduae proglams. Profes were comped for a cross-secion of 23 programs. The resuls of his survey can be found in Aachmen l. To zupplemenhe informaion from he survey, 121 addiional undergraduae programs were idenified hrough re "College Blue Book 24h Ediion (1993)". A poscard requesing a caalogue, program brochure and he name of a conac person was sen o hese universiies. Responses were received from 92 of hese programs and 67 sen caalogues or brochures. n addiion, informaion on undergraduae programs was colleced from re 1994 NASPAA Direcory and he NASPAA cenral office (1994). A oal of 171 undergraduae programs were idenified. Of he 171 programs, 77 were members of NASPAA. Abou onehalf of hese (39) had more han 100 surdens, as lusaed in Aachmen 2. An invenory of all programs can be found in Aachmen 3. A is meeing in 1995 he commiee idenified he need for more informaion abou he conen of he undergraduae curriculum of he programs. One of he commiee members, Margare Harringon, Associae Dean, School of Public Adminisraion, Universiy of Souhern California voluneered o conduchis analysis. Her review of 47 undergraduae programs is described below. n 1996, he commiee reviewed all of his informaion, and finalized is recommendaions regarding' he updae of he "Guidelines". The commiee's objecive in updaing he guidelines was o provide suggesions for insiuions considering esablishing a baccalaureae program and for insinrions whose exising programs are under review. One consideraion of he commiee was ha undergraduae enrollmen in NASPAA colleges and universiies has been falling since , as lusraed in Aachmen 4. The commiee recommends ha NASPAA: a) idenif he MPA as he primary professional degree in public adminisraion/public affairs b) encourage mission-oriened programs c) provide a range of curriculum componens for undergraduae programs, and d) discuss issues/concerns regarding undergraduae/graduae program inerface poenial for duplicaion or redundan course work. A1

15 The review of undergraduae progfams and program guidelines is no a move on re par of he commiee oward an accrediaion process for undergraduae educaion. To lusrae re poin, he commiee is recommending deleing he erm "sandard" from he ile of he "Guidelines." A re 1997 NASPAA Annual Mee'rng in Raleigh, fie commiee received final inpu/suggesions and recommended fa he guidelines be circuiaed widely o bolh NASPAA members and non-member insiuions. A.2. Review of Undergraduae Public Adminisraion Pro8nams--Margare HarrinSon As a preliminary sep in revising he "Guidelines", he presen array of undergraduae programs was reviewed o see if fere were some basic curricular models ra align wih differen progxam foci. nformaion ha had been gahered as par of he invenory of programs was used and was augmened by informaion on some of he larger undergraduae programs avaable on he World Wide Web. nformaion from 56 universiies was gahered; of hose nine appeared o offer only minors, cerificaes or racks in public adminisraion. Those were omied, leaving 47 programs as par of he analysis. The populaion included 2l NASPAA members (represening approximaely one-hird of he oal number of undergraduae sfi.rdenb repored in &e 1994 NASPAA Direcory of Programs) and 26 non-members (enrollmen informaion is no avaable for his group). The designaions of he degree programs were as follows: Public Adminisraion Public Affairs Public Managemen Public Policy and Mgm. Poliical Science/Public Admin. Governmen Mgm. Urban Sudies NASPAA Members 16 76% 2 r0% 1 5To 5To 5% Non-Members 23 88% 4V 4 % 4 % The avaable maerials were reviewed firs o discern how he programs described heir objecives. Admiedly, hese are no necessary wha he programs would repor if quesionedirecly, bu since rese are he maerials ha are sen o prospecive sudens, he informaion seems insrucive. Four objecives appeared mos ofen: preparaion for a professional career, promoion of effecive ciizenship, preparaion for graduae or law school and developmen of general inellecual skls (independen of he skls needed for he previous hree objecives). Nearly all programs describe hemselves as having more han one objecive. The mos common combinaion is preparaion for a professional career and preparaion for graduae or law school. All programs indicaed ha professional preparaion was one of heir objecives; en programs repored i as heir only obiecive. Program Objecives Professional preparaion NASPAA Members 16 rw%* %x Non-Members A2

16 Grad/[:w school nellecnnl skls Ciizenship 12 75% 6 38% 3 19% *Percenage of programs for which informaion was avaable. did no sae program objecives in he maerials reviewed. Number of Objecives Cied: One Two Three Four NASPAA Members 2 lsvo 8 50% 4 25% 2 l3vo l0 50Va 5 25% 4 2A% Five member schools and six non-members Non-Members 8 40% 7 35Vo 4 20% L SVo For boh member and non-member programs, he professional orienaion appeared o be overwhelmingly direced oward enry-level preparaion. Only one NASPAA member and hree non-members specified mid-career sudens as par of heir arge audiences. Four members and hree non-members made specific menion of careers in he no-for-profi secor and only one non-member specified inernaional organizaions as a desinaion for progrcm graduaes. These daa sugges ha NASPAA programs appear o define heir undergraduae programs somewha more broadly han he non-member programs, bu hey do no appear o supporre supposiion ha here are disinc groupings of programs around differen program objecives. Mos programs describe hemselves as having muliple objecives, bu he mix of objecives among programs is quire varied. A comparison of re acual curricula was also aemped, boh wih he curren NASPAA guidelines and among he various programs. Unforunaely, here were relaively few progams for which here was enough informaion o do a legiimae analysis. This generaed some basic impressions, however, which migh be helpful in he Commiee's fuure deliberaions. From he informaion avaable, i was no possible o deec major variaions in he design of curricula. Viru,ally everyone relies on a liberal arb base, which includes economics, poliical science, quaniaive mehods and compuer applicaions, requiring a basic array of managemen-oriened courses (organizaion heory and behavior, finance and/or budgeing, human resource managemen) and a leas one policy course. The greaes range of coverage appeared o be in he basic poliical science areas, i.e., he exeno which curricula include coursesuch as sae and local governmen and poliical heory. Relaively few programs include required courses in comparaive governmen or adminisraion and here was evidence of only wo insances of a specific ehics requiremen. A commonlyoccurring curricular componen no currenly included in he NASPAA guidelines is a cross-culural or muli-culural requiremen. Some of hese are rans-naional, some appear limied o various sub-culures in he Unied Saes. n some cases, his requiremen can be fulfled by a foreign language. A'3 :

17 wasnoobviousinmoscaseshaaninernshipisrequired. overall, he curren NASPAA Guidelines reflec, raher faihfrrlly, he sae of undergraduae educaion in our field, a leas in he descripion of recommended subjec maer coverage' Some suggesions for Commiee consideraion were: Revisiing he area of cross-culural or diversiy exposure, boh wihin he U.S. and inernaional' Given ha so many programs bl hemselves as providing preparaion for law and graduae school (no necessariy imiejo graduae PA programs) and one would hen assume ha many of our undergra Oegree holders pirru" furher educaion, perhaps more consideraion should be given o wha la r*i.. Are we smply describing he pars aken by our gaduaes' or are we acually doing somehing ha beer equips hem for furher professional sudy? Wha would ha be? Member progmms migh review he maerials hey use o respond o program inquiries' n mos cases, i is difficul o ge a good fix on wha he program believes i offers' A.3. Aachmens 1) Table-NASpAA Commiee on Undergraduae Rlucaion, Undergraduae Program Survey Resuls- -Survey}lighlighs 2) Char-Toal Undergraduae Programs in Public Affairs/Public Adminisraion-l994 3) NASpAA Commiee on Undergraduae Educaion, lnvenory of Universiies wih Undergraduae Programs in Public Adminisraion/Public Affairs' 4) Char--Undergraduae Enrollmen in NASPAA Colleges and Universiies o 199-l A4

18 _ ATTACHMENT 1 NASPAA COMMTTEE ON,]NDERGRADUATE EDUCATON SURVEY OF.JNDERGRADUATE PROGRAMS sur\ey HGHLGHTS E n early February, 1994, rhe NASPAA Commiee on Undergraduae Educaion surveyed 23 universiies o rerieve informaion on undergraduae programs. Seveneen of he surveys were reurned--one of which was lef answered. Responses are summarized below: NAME DATE ESTABLSHED DEGREE OFFERED Ohio Universiy 1980's Poliical Science Public Adminisra-ion Kenucky Sae Universiy Grand Valley Sae Universiy Cleveland Sae Universiw Oakland Universiy Wayne Sae Universiy Appalachian Sae Universiv Souhwes Texas Sae Universiy Universiy of Oklahoma B.A. in Public Adminisra-ion B.S./8.A. in Public Admin B.A. in Urban Sudies r978 B.S. in Public Admin. and Public Policy 1976 B.A. in Public Affairs 1975 Concenkaion in Town/Ciy & Public Mgm Concenra-ion in Public Adm B.A. in Public Adm. Auburn Universiw 972 B.A. in Public Adm. California Sae Universiy- Fulleron r960 Concenrain Public Adm. TOTAL # OF STUDENTS N /J ) l TOTAL # OF FACULTY N No answer 30 5 A5

19 NAME ndiana Universiy School of Public and Environmenal Affairs Bloomingon ndianapolis Campus Souh Bend Campus For Wayne Campus Norhwes Campus John Jay College of Criminal Jusice DATE ESTABUSHED DEGREE OFFERED 1972 Associae in Pub. Affairs, Concenraion in P.A., B.S. in Fub. Affairs 972 Associae in Criminal Jus., & Pub. Affairs, B.S. in Crim. Jus., B.S. in Healh Service Mgm., B.S. in Public Healh 1972 Assoc. in Crim. Jus., & Public Affairs, B.S. in Crim. Jus., B.S. in Pub. Affairs 1972 Assoc. in Criminal Jusice & Public Affairs, B.S. in Public Affairs 97Z L97A Assoc. in Public Affairs, B.S. in Criminal Jus., B.S. in Public Affairs B.A. in Public Admin. TOTAL # OF STUDENTS N l TOT,AL # OF FACULTY N 1993 Florida Alanic Universiy Universiy of Cenral Florida 1992 B.A. in Public Managemen 1975 B.A. in Public Admin. 30 l A6

20 N ll NAME Kean College of New Jersev DATE ESTABLS{ED DEGREE OFFERED r976 Public Admin. 76 TOTAL # OF STUDENTS N r993 DEGREES GRANTED BY NSTTUTON TOTAL # OF FACULTY N 1993 Name Ohio Universiy 3 T2 10 Kenuclcy Sae Universiy Grand Valley Sae Universiv Cleveland Sae Universiw LA 22 JJ l Oakland Universiy 20 l4 20 Wayne Sae Universiy Appalachian Sae Univ. Souhwes Texas Sae Universiy l No applicable- New program. No applicable- New program. No applicable-new proglam. Universiy of Oklahoma Auburn Universiw 18 L9 20 California Sae Universiy- Fulleron ndiana Universiy School of Public and Environmenal Affairs - Bloomingon ndianapolis r Souh Bend For Wayne Norhwes A7

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