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Abstract
This essay describes a unique approach to assigning Master’s of Public Administration (MPA) students to groups in order to enhance the value of the overall classroom team experience. The relevant mechanism of interest is the Cognitive Styles Matching (CSM) group-selection process, combined with a brief explanatory session. Many instructors utilize groups for various reasons, without considering that the selection process can be altered to maximize relevant learning and interpersonal skills development. In this approach, a Myers-Briggs Type Indicator within a CSM process is used to configure groups for semester-long course projects. The essay takes the additional step of examining the approach’s performance, by using a post-only evaluation design that considers academic performance and a survey of student perceptions regarding the CSM treatment and potential alternatives. The benefits associated with the CSM process — product consistency and learning to work with others in a collaborative public service environment — suggest a meaningful role for broader use of the CSM selection process in the MPA curriculum.
Additional information
Notes on contributors
Jeremy L. Hall
Jeremy L. Hall, Ph.D., is Assistant Professor of Public Affairs at the University of Texas at Dallas. His research focuses on issues at the nexus of public policy, economic development, and public management — including public sector performance and capacity. His research has earned awards from NASPAA and the Southeastern Conference of Public Administration.