1.5 Combining forces in the development of programs and services:  (Page 7/7)

Student responses assist MPA program faculty in curricular, instructional, and program assessment. This on-goingprocess of program development and course preparation is helpful in meeting the wide variety of students the program serves.Philosophical issues become a matter of discussion among MPA faculty and course content, development, and materials areregularly reviewed in an effort to ensure that each program’s requirements and student needs are being addressed.

Conclusion

Developing a quality innovative program is not an easy task. It is an ongoing process that requirescreativity, flexibility, collaboration, reflection, analysis, and response to public, institutional, and student concerns. There is agreat deal of overlap and hence commonality in professional standards among the three disciplines. It is important for programfaculty and instructors to be cognizant of similarities and differences between standards and ensure that required knowledgeand skills are addressed and assessed. The foundational knowledge presented in the MPA program is regularly recommended and requiredof anyone in a leadership position, whether it is in education, government, a nonprofit organization, or in the corporate world.Educational, non-profit, government, and for-profit organizations are not isolated in the world beyond academia. Members of theseorganizations interact, work together, and depend upon each other on a regular basis. What better way can there be than to preparethese future leaders together and for professors to model the integration and interactions in practice? The University ofMichigan-Dearborn is doing just that in their Masters of Public Administration program.

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