ABSTRACT
This chapter constructs an administrative theory of curiosity for public administration. The theory is rooted in the literature and the alignment of that scholarship with public administration theory. This theoretical framework is based on the following assumptions. First, curious public administrators are knowledge seekers and are intrinsically motivated to find it. Second, they practice empathy in the workplace. Third, seeking knowledge and practicing empathy help curious administrators care about their colleagues and the people they serve. Lastly, seeking knowledge, practicing empathy, and caring lead curious administrators to be better learners than managers who lack curiosity, leading to learning and adaptive public organizations. This chapter applies these assumptions to build a theoretical framework focused on curiosity among individual administrators, faculty, and organizations.
