Teaching What You Practice: The Need for Self-Reflection in Academic Settings

Abstract

Public administration academics—scholars and teachers—should consider discussing, documenting, and disseminating their organizational experiences. Most academics are aware of their administrative actions, practices, and experiences. Through self-reflection and dissemination, these actions and practices can be placed into a richer context to build practical theory and provide improved professional knowledge. By engaging in the self-reflection process modeled in this article, academics can teach what they practice. This process offers a pedagogy that can be used to create effective learning communities in which academics share practices with students.

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Richard J. Herzog

Richard J. Herzog is an associate professor of political science and public administration at Stephen F. Austin State University, where he directs the MPA and CPM programs. His current research interests include the use of language games in public administration, the application of evolutionary critical theory to public administration practice, and the mental mapping of city managers’ uses of citizen input. His articles have appeared in the Journal of Public Administration Research and Theory, Administrative Theory & Praxis, and the Public Administration Review.