Preparing Public Service Professionals for a Diverse and Changing Workforce and Citizenry: Evaluating the Progress of NASPAA Programs in Competency Assessment

Rubaii, Nadia; Calarusse, Crystal

doi:10.1080/15236803.2014.12001789

Cited by 17 publications

(12 citation statements)

References 4 publications

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“…In response to the increasingly diverse populations, ICC could be considered one of the most crucial skills that university graduates need for their future careers in diverse societies (Chun and Evans 2016). Indeed, accreditation standards for many professions state the need to understand how to interact with diverse groups providing culturally appropriate services (Rubaii and Calarusse 2014). Consequently, higher education institutions are recognizing the importance of expanding student outcomes to include ICC (Brown and Jones 2007; Burnett and Huisman 2010; Wit, 1995;Greenholtz, 2000;Hammer, Bennett and Wiseman, 2003;Kimmel and Volet 2012;Lee, Poch, and Williams, 2012).…”

Section: Responses Of Higher Educationmentioning

confidence: 99%

Teaching University students for a Multicultural society

2020

IJM

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Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

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Section: Responses Of Higher Educationmentioning

confidence: 99%

Teaching University students for a Multicultural society

2020

IJM

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“…The SAC's approach was to view student learning through a prism of professional development. While it has been a matter of debate whether public administration can be viewed as a profession (see Green, Keller, & Wamsley, 1993;Schott, 1976), it is clear that many public administration programs seek to develop professional public administrators through competency-based programs (see Diaz, 2014;Rubaii & Calarusse, 2014;Williams, 2002). This includes the Department of Public Administration at PSU, which views its offerings as "professional graduate degree programs" (Rissi & Gelmon, 2014, p. 335, emphasis added).…”

Section: Learning and Professional Developmentmentioning

confidence: 99%

Rubrics as a Foundation for Assessing Student Competencies: One Public Administration Program’s Creative Exercise

Sandberg

Kecskes

2017

Journal of Public Affairs Education

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Since implementation of the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards for accreditation in 2009, public administration programs have been developing programmatic competencies that reflect NASPAA's universal standards. Likewise, myriad efforts have analyzed data related to student and program progress toward achievement of these competencies. This article adds to that conversation by recounting the approach to assessing competencies used in the Department of Public Administration at Portland State University. There, newly developed rubrics reflect each of the department's 10 competencies to examine whether students are acquiring the desired knowledge and skills. This article discusses the development and design of the rubrics as well as elements of gaining faculty and student input in the process.

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“…Internationalization falls into the latter category particularly as it relates to the development of GII competencies (Soria and Troisi, 2014). Among specialized accreditors of professional degrees, assessing cultural competencies remains among the most challenging tasks, and programs continue to struggle to define, measure, and assess intercultural competencies (Rubaii and Calarusse, 2014).…”

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confidence: 99%

Considerations for improving higher education’s assessment of global, international, and intercultural competencies

Smith-Isabell

Rubaii

2020

Research in Comparative and International Education

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This special issue of Research in Comparative and International Education, which we have titled "Promoting Global and Intercultural Competencies through Internationalization," is intended to encourage dialogue between and among scholars from multiple disciplines, international education professionals, and academic program accreditors regarding how best to instill and assess global, international, and intercultural (GII) competencies. The articles included here build upon a conversation started as part of a small invitation-only conference funded by the Spencer Foundation which was held at the SUNY Global Center in April 2018 to examine how institutions consider the quality of internationalization efforts in the promotion of GII competency development. Because quality assurance and accreditation have shifted from their historical focus on input measures to place increasing emphasis on measuring learning outcomes, educational quality is no longer simply measured or limited to reductive output measures (e.g. graduation rates). Instead, accountability for educational quality is increasingly based on measuring whether students have the knowledge and skills promised to them by their educational institutions and programs, as well as measures of whether the education is contributing to broader societal goals (Billing, 2004; Martin and Stella, 2007). While great strides have been made in the assessment of learning outcomes as it relates to some aspects of the higher education experience, there are other areas where the practice and the scholarship is less advanced. Internationalization falls into the latter category particularly as it relates to the development of GII competencies (Soria and Troisi, 2014). Among specialized accreditors of professional degrees, assessing cultural competencies remains among the most challenging tasks, and programs continue to struggle to define, measure, and assess intercultural competencies (Rubaii and Calarusse, 2014). In an effort to prepare students with the global mindset and cultural competencies necessary for effectiveness as professionals and citizens in an increasingly globally interdependent world, universities are placing greater emphasis on providing students with international experiences as part of their education (ACE, 2011). The gold standard of international experiences for students is presumed to be study abroad (Ballestras and Roller, 2013; Deardorff, 2006). Conversely, there is growing recognition that direct-enrollment semester-or year-long study abroad programs are not financially or otherwise feasible for the majority of students (Parkinson, 2007). As such, universities are placing an increasing emphasis on short-term faculty-led programs, many of which involve international service learning (ISL). These short-term ISL programs have the potential to 901950R CI0010.

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Preparing Public Service Professionals for a Diverse and Changing Workforce and Citizenry: Evaluating the Progress of NASPAA Programs in Competency Assessment

Cited by 17 publications

References 4 publications

Teaching University students for a Multicultural society

Teaching University students for a Multicultural society

Rubrics as a Foundation for Assessing Student Competencies: One Public Administration Program’s Creative Exercise

Considerations for improving higher education’s assessment of global, international, and intercultural competencies

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