ABSTRACT

The academic practitioner divide and strategies to close that gap have been important lines of inquiry in the fields of public administration and public affairs. This study contributes to that significant body of work by reporting results from two surveys of faculty in NASPAA accredited programs and of practitioners affiliated with the International City/County Management Association (ICMA). These surveys tapped into the perceptions of both groups of respondents about five categories of strategies (e.g., knowledge sharing, technological strategies) aimed at reducing the divide. The overarching objective of this research is to examine if respondent status as faculty or practitioner had an impact on their perception of these strategies. Results from a multivariate analysis of variance indicate that both faculty and practitioners accord significantly different levels of importance to three of the five categories. Open-ended responses yielded additional insights. Implications of this research and its findings for public affairs education are discussed.

摘要

学术从业人员的分歧和缩小这一差距的策略一直是公共行政和公共事务领域的重要研究方向。这项研究报告了对 NASPAA 认证项目的教师和国际城市/县管理协会 (ICMA) 附属从业人员的两次调查结果，从而为这项重要的工作做出了贡献。这些调查利用了两组受访者对旨在缩小鸿沟的五类战略（例如，知识共享、技术战略）的看法。这项研究的首要目标是检查受访者作为教师或从业者的身份是否对他们对这些策略的看法产生了影响。多元方差分析的结果表明，教师和从业人员对五个类别中的三个类别的重要性程度显着不同。开放式回应产生了额外的见解。讨论了这项研究的意义及其对公共事务教育的发现。