Three Principles of Competency-Based Learning: Mission, Mission, Mission

NASPAA adopted new accreditation standards in October 2009, requiring Masters programs of public administration, public policy, and public affairs to adopt and implement competency-based learning. This learning approach, however, is not new to public administration. Scholars have been promoting comp...

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Bibliographic Details
Published inJournal of public affairs education : J-PAE. Vol. 20; no. 2; pp. 181 - 192
Main Authors Rivenbark, William C., Jacobson, Willow S.
Format Journal Article
LanguageEnglish
Published NASPAA 01.06.2014
Subjects
Academic learning
Articles of Current Interest
Certification
Curricula
Curriculum
Education
Educational research
Financial management
Government services
Intellectuals
Learning
Masters Programs
Mission statements
North Carolina
Outcomes of education
Public Administration
Public Policy
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Summary:NASPAA adopted new accreditation standards in October 2009, requiring Masters programs of public administration, public policy, and public affairs to adopt and implement competency-based learning. This learning approach, however, is not new to public administration. Scholars have been promoting competency-based education for more than 25 years (Greenhill, Metz, & Stander, 1982). This article expands on the previous work of competency-based education, presenting lessons learned from the experience of the Master of Public Administration (MPA) program at the University of North Carolina at Chapel Hill (UNC). A systematic competency-based learning system was adopted and implemented in support of its mission statement of preparing public service leaders. The purpose of these lessons is to help NASPPA-accredited programs, of all sizes, conceptualize and advance their approaches to competency-based learning, including the need for a shared understanding of the program's mission and the need for faculty flexibility when making curriculum changes.
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ISSN:1523-6803
2328-9643
DOI:10.1080/15236803.2014.12001781