Communicative Competence in Public Administration Graduate Curricula
Keywords:
public administration; communicative competence; NASPAA; graduate education; curriculum; professional communicationAbstract
Communication is recognized as a core competency of professional public service and is explicitly identified within the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) accreditation standards. However, the extent to which communication is visibly represented within graduate public-service curricula remains unclear. This study updates an earlier examination of communication education by analyzing a stratified purposive sample of 64 NASPAA-accredited public-service programs from the United States and abroad. Program websites, curricula, and course descriptions were examined to determine whether communication was promoted in program descriptions, institutionalized through identifiable communication courses, and visibly associated with NASPAA accreditation. The study also compares communication coursework in public-service programs with that offered in MBA programs at the same institutions. The findings reveal a consistent gap between communication as a stated program competency and communication as a formal curricular component. While nearly half of the sampled programs emphasized communication in their public descriptions, fewer than one-third offered an identifiable communication course. Communication courses were substantially more common, and more frequently required, within MBA curricula. The findings suggest that greater alignment between accreditation competencies, program messaging, and curricular design could strengthen professional preparation for contemporary public service.
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