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Cultural Competency & NASPAA Accreditation

Explore NASPAA's accreditation standards on cultural competence and global public service education, including definitions, thresholds, alumni evaluation, and diversity conformance. Learn how programs define and demonstrate cultural competence through direct evidence, feedback loops, and alignment with mission and values.

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Cultural Competency & NASPAA Accreditation

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  1. Cultural Competency &NASPAA Accreditation Presented by: Crystal Calarusse, Chief Accreditation Officer Data Analysis by: Heather Hamilton, Director of Assessment ASPA Conference | September 2017

  2. NASPAAThe global standard in public service education Global accreditor of MPA, MPP, similar programs CHEA-recognized 197 accredited programs

  3. Three generations of NASPAA Standards • First generation: Inputs and resources • Non-discrimination and EEOC • Second generation: Mission Based Accreditation • Supportive environment and positive action • Third generation: Public Service Values and Competencies • Strategic management for diversity and cultural competence

  4. What do NASPAA Standards say about cultural competency? • As the basis for its curriculum, the program will adopt a set of required competencies related to its mission and public service values. The required competencies will include five domains: the ability … • to communicate and interact productively with a diverse and changing workforce and citizenry.

  5. How are programs defining cultural competency? • Programs articulate competency in terms of: • communication (oral/written skills vs. teamwork) • laws and policies (knowledge of legal system vs. stakeholder impact) • Diversity (understanding of importance vs. cultural competence)

  6. Cultural competency thresholds? • What do programs need to show to demonstrate cultural competency of students? • Direct evidence of learning • Feedback loops • Connection to mission and values

  7. Are alumni culturally competent?

  8. Climate of Inclusiveness • The program will promote diversity and a climate of inclusiveness through its… • recruitment and retention of faculty members (3.2). • recruitment, admissions practices, and student support services (4.4).

  9. Diversity Conformance Threshold The Commission seeks substantial evidence regarding programmatic efforts to promote diversity and a climate of inclusiveness, specifically demonstrable evidence of good practice, a framework for evaluating diversity efforts, and the connection to the program’s mission and objectives.

  10. Does it make a difference?

  11. How are programs doing? Student Diversity Comparison

  12. Added Complexity: Global Accreditation • NASPAA has accredited programs in: • China, Egypt, New Zealand, South Korea, US, Venezuela • Additional special contexts (Hawai’i, Puerto Rico, etc.) • Additional programs in process: • Brazil, China, Colombia, France, Guam, Italy, Mexico, Netherlands, Russia, Saudi Arabia, South Korea, Thailand, US

  13. Global dimensions of diversity • Place of origin (domestic) • Place of origin (international) • Ethnic Minority • Socio-economic Status • Career Background • Educational Background • Political Affiliation • Religion • Other (specify) U.S. parameters to describe diversity: race, gender, disability New options to describe diversity in global context:

  14. Public Service Values • Global public service values • Accountability • Fairness • Ethics • Professionalism • Cultural or contextual values • Democratization and participation • Social Justice • Public Trust • Social Responsibility

  15. NASPAA Resources Diversity best practice page Specific diversity standards hub Peer examples Conference workshops

  16. Questions? copra@naspaa.org Accreditation.naspaa.org

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