This article reports the results of a 1995 survey of the fifty-six NASPAA-affiliated doctoral programs of public administration and public affairs. Following on two related streams of research, we assess the degree of intellectual coherence in the field of public administration, and document what doctoral programs are doing to encourage and prepare students to do research. The evidence indicates that public administration is a fragmented, interdisciplinary field but that many doctoral programs are undertaking considerable effort to train students for research careers. In particular, they are following NASPAA guidance provided in policy on doctoral education and heeding advice provided in the literature. A lingering question is whether these innovations are making a difference in the quantity and quality of research produced by doctoral graduates.
|Number of pages||13|
|Journal||Journal of public affairs education|
|Publication status||Published - 1998|