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

• Published in: Journal of public affairs education : J-PAE. Vol. 20; no. 2; pp. 181 - 192
• Main Authors: Rivenbark, William C., Jacobson, Willow S.
• Format: Journal Article
• Language: English
• 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
• DOI: 10.1080/15236803.2014.12001781
• ISSN: 1523-6803

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.