Two criticisms of public administration research have been leveled. First, knowledge in the field is not being cumulated. Second, the research has low quality. A preference for case studies as a form of scientific inquiry is behind both criticisms. The authors propose a solution to the first problem by showing how meta-analysis can be used to cumulate knowledge using case study evidence. Viewed cumulatively, case studies comprise an intellectual goldmine awaiting discovery. The authors challenge the second criticism, proposing that quality judgments should be based on the important principle of knowledge cumulation, which acknowledges the value of all research methods.Evaluations of public administration research have permeated Public Administration Review for over a decade (Perry and Kraemer 1986;Stallings 1986;Stallings and Ferris 1988). Two themes pervade the literature criticizing research in the field: Critics contend that knowledge is not being cumulated (Adams and White 1994; White et al. 1996) and that research in general (dissertation research in particular) is of poor quality (Adams and White 1994;Cleary 1992;McCurdy and Cleary 1984;White 1986a;White et al. 1996). Criticisms that public administration research lacks quality remain largely unchallenged (see Bailey 1992 and Box 1992, for two rare exceptions).The use of case studies as a preferred research methodology in public administration lies behind both themes. Critics contend that case studies play a limited role in knowledge cumulation (Adams and White 1994) and that they fare poorly on indicators of quality (Adams and White 1994;McCurdy and Cleary 1984). Both claims can be traced to the perception that case studies are not generalizable, a perception we show to be terribly misconceived.We contend that public administration is well suited to case studies because they satisfy the recognized need for conditional findings and in-depth understanding of cause and effect relationships that other methodologies find difficult to achieve. Case studies are a key part of the solution, not part of the problem. We will show this by first defining case studies and by outlining a typology of case studies. Next, we will show how the knowledge-cumula-tion problem can be solved by using meta-analysis. Finally, we will explain how the criticism that case studies have poor quality is based on a problematic definition of quality and misguided criteria.The critics' test of quality generally involves counting the number of quality criteria that are satisfied in a study. The higher the count, the better the quality of the study. That is, the criteria are additive (see McCurdy and Cleary 1984). When a whole range of quality measures are applied to any single case study, it fares badly. Similarly, when a whole range of quality measures are applied to a study using a different methodology (survey research, for example), it is also likely to fare badly. The errors of this logic lie with the application of all quality criteria to each single, isolated study pertaining to a par...

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Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.

This study moves beyond traditional approaches to public administration and public policy decision making to consider how interpersonal influence tactics affect policy decisions in group decision‐making settings. Decision makers reported their own use of interpersonal influence tactics to achieve policy objectives, as well as those used against them. Responses were compared to individual decisions made over the course of policy‐formulation meetings. The results indicate that the most popular techniques were inspirational appeals and rational persuasion. The most effective techniques for influencing participants varied according to the type of decision to be made: During the visioning process, coalition tactics and inspirational appeals proved most effective; for more concrete decisions about current issues, rational persuasion, inspirational appeals, and consultation influenced decisions.