Motivating MPA Students to Independently Develop Linkages among Multiple Courses

Abstract

Students are empowered and creativity is encouraged whenever students are expected to shoulder a greater share of the responsibility for learning. In this study, the shift is partially achieved by the expectation that students, rather than their instructors, assume primary responsibility for selecting concepts from previous coursework that assists in understanding the assigned readings. The data indicate that a greater percentage of the cited concepts are derived from recent courses and assignments that apply lesser cognitive dimensions such as remember. In addition, the cited concepts are derived from each of the MPA program’s non-quantitative core course and the required public management concentration courses—regardless of whether they were completed within the previous year or three years. The data therefore indicate that students assume responsibility for selecting pertinent concepts from a variety of other courses when they are motivated to do so.

Keywords:

• pedagogy
• rote learning
• student empowerment
• information recall

Additional information

Notes on contributors

Robert A. Peters

Robert A. Peters is an associate professor of public administration at Western Michigan University. He has published several articles relating to stimulus-response learning and teaches government, healthcare finance and policy, and intergovernmental relations.