Designing the MPA Capstone Course: A Structured-Flexibility Approach

Abstract

This paper presents the mission-driven development of an MPA capstone course. Emerging from the self-study process for accreditation, a major reform of the MPA curriculum, and faculty discontent with the existing capstone course, the new course was designed to provide structured flexibility for students and faculty. The article examines the factors that supported the successful reform of the capstone course.

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Notes on contributors

Gary E. Roberts

Gary E. Roberts is an associate professor of public administration at the University of Memphis, specializing in human resource management. Roberts's work experience has included service in local government public safety research and rural development planning. His major areas of research interest include organizational work-life benefit practices, influence of spirituality on occupational stress, performance measurement and appraisal systems, and employee recruitment and retention strategies. Roberts has published extensively in public administration journals including the American Review of Public Administration, Review of Pubic Personnel Administration, Public Productivity and Management Review, the International Journal of Public Administration and Public Personnel Management.

Tom Pavlak

Tom Pavlak is director of research and policy analysis division and associate director of the Carl Vinson Institute, University of Georgia. He has more than 30 years of professional experience in academic administration, university teaching, and governmental service. His current research includes a study comparing approaches to conducting applied research for public policy decision-making, with Martin Potucek of Charles University, Czech Republic. Pavlak received his Ph.D. in political science from the University of Illinois at Urbana-Champaign.