ABSTRACT
What kind of education do doctoral students in public administration and public policy need as we enter an era of new public governance (NPG)? What groundings in the historical and contemporary literature of the field will serve them well? What research skill sets should they be taught? These questions are central to furthering the intellectual development of the field of public administration, public management, public policy, and their continuing relevance to practice. In this chapter, we suggest that public administration doctoral education should include: (1) attention to public values; (2) knowledge of constitutional and administrative law; (3) leadership; and (4) negotiation and dispute resolution theory and skills. These subjects are central to what is “new” in new public governance and should augment traditional doctoral education with respect to research design and methodologies, foundations of the field and profession, organization theory, public-sector human resource management, budget and finance, decision making, and policy formation, implementation, analysis, and evaluation. Following a brief review of the NPG landscape, we consider how NPG places greater demands on public administration with respect to the four critical areas enumerated above. We then delve further into the implications for public administration doctoral education and its reform.
