Knassmüller, Monika, Veit, Sylvia. 2016. Institutional Constraints of Experimental Learning Formats in Professional PA Master Programmes. In: Developing Public Managers for a Changing World (Critical Perspectives on International Public Sector Management, Volume 5), Hrsg. Klaus Majgaard, J.C.Ry Nielsen, Bríd Quinn, John W. Raine, 231-259. Bringley, UK: Emerald Group Publishing Limited.

RIS

@INBOOK{Knassmüller2016,
title = { Institutional Constraints of Experimental Learning Formats in Professional PA Master Programmes},
author = {Monika Knassmüller and Sylvia Veit},
publisher = {Emerald Group Publishing Limited},
year = {2016},
isbn = {ISBN: 978-1-78635},
address = {Bringley, UK},
url = {http://dx.doi.org/10.1108/S2045-794420160000005012},
publisher = {Emerald Group Publishing Limited},
language = {EN},
pages = {231-259},
series = {Developing Public Managers for a Changing World (Critical Perspectives on International Public Sector Management, Volume 5)},
abstract = { ISBN: 978-1-78635-080-0 / eISBN: 978-1-78635-079-4 Purpose This chapter explores how experimental learning and transfer of learning can be designed in professional Master of Public Administration (MPA) programmes when external conditions constrain the application of learning formats that require the personal contact of students and/or the cooperation of the student’s employer. Design/methodology/approach The authors conduct a single case study of the professional MPA programme at the University of Kassel in Germany. The programme is based on the principles of blended learning with a high share of online teaching. The analysis is based on semi-structured interviews with students, document analysis and practical experience by one of the authors. Findings The study shows that attempts of bridging theory and practice have proved challenging in the past, which has, for instance, resulted in changes of course modules aiming directly at linking both domains. The findings are presented and discussed in the light of three different perspectives: (1) learning outcomes of professional MPAs and the theory-practice-nexus in a systems theory perspective; (2) the impacts of administrative culture; and (3) didactical/micro-level perspective. Furthermore, recommendations for practical purposes are derived. Research limitations/implications The exploratory study does not provide strong generalisable results but aims at enriching the academic discussion as well as points to solutions for the practice. Beyond useful insights on how (elements of) experimental learning are or might be implemented in the PA masters’ programme under study, the chapter offers a more generalised discussion of the challenges contextual factors might pose to the implementation of experimental learning formats and discusses possible solutions to overcome such challenges. },
}