An evaluation of the consistency of curriculum and courses of a public administration doctoral program with emphasis on social equity rubrics

Abstract

© 2016 American Scientific Publishers All rights reserved. A public administration program involves more than just improving theory, bringing also a promise of greater organizational efficiency and effectiveness. They are also being implemented in developing and transitional economies and societies. Therefore, public administration programs should be evaluated in terms of their social equity rubrics and success of public services. Big issue in public administration doctoral programs is the learning and understanding of the lecturers who response in closing an oversize gap between the principles of public administration and reality. The purpose of this study was to evaluate the consistency of curriculum, course and strategic plan of a Public Administration Doctoral Program that emphasized social equity. In this study, the researcher used the questionnaire obtained information on the current status of curriculum and courses of the public administration doctoral program in the Faculty of Social Sciences and Humanities, Mahidol University, which intends to explain the factors that are related to its emphasis on the aspects of social equity rubrics. Data were collected by administering a questionnaire from the Board of Public Administration program who were managing/lecturing in the public administration doctoral program and the lecturers who had experience teaching in the public administration program in higher education for more than 10 years. The results showed that: (1) the program is fairly complete in its guidelines and principles, and has been thoroughly implemented under the guidelines and principles that were prescribed or specified at the outset; and (2) the program’s strategic plan has been concerned with social equity, which is consistent with the vision of the Faculty of Social Sciences and Humanities at Mahidol University.