CURRICULAR ADAPTION TO GOVERNANCE EMERGING FORMS OF METROPOLITAN GOVERNANCE

1. CURRICULAR ADAPTION TO GOVERNANCE EMERGING FORMS OF METROPOLITAN GOVERNANCE Panel on Curriculum Adaptation to Governance, Annual Conference of the National Association of Schools of Public Administration and Affairs, Crystal City, Virginia, October 15, 2009 By Jack W. Meek, University of La Verne

2. Introduction: Curriculum Adaptation to Governance This presentation reviews how the La Verne MPA program made curricular revisions to embrace "collaborative public management," “tools” of governance” and “public value” within a regional metropolitan context.

3. Regional Metropolitan Context • In the Los Angeles metropolitan region, from which these new forms of governance evolved, • 16 million people • 184 cities • 5 counties. • Growth rates in the next 25 years • Population 40%. • Employment growth (43%) and • household growth (42%) are also expected to be dramatic

4. Table 1: Los Angeles Region Population Growth Forecasts (in millions) Source: Regional Transportation Plan Update, December 2000, SCAG (p. 6).

5. Regional Metropolitan Context (Cont.) • Enormous challenges in housing, transportation congestion, maintaining environmental quality, public safety; overcoming capacity • Public officials are searching for solutions beyond their jurisdictions, and some are seeking solutions within their jurisdictions. • These emerging forms of governance seek to both • reduce the social units of collective action • increase the scope of social units of collective action • Both are occurring at the same time! What these have in common is the each is seeking solutions not defined by current jurisdictional boundaries.

6. Regional Metropolitan Context (Cont.) • There is an urban paradigm shift taking place from the governmental paradigm of federal-state-local to a governance paradigm that adds global-regional-neighborhood associations (See Table 2).

7. Table 2: Urban Paradigm Shift

8. Regional Metropolitan Context (Cont.) • Characteristics of this paradigm shift to governance • The recognition of a central role played by emerging associations in influencing collective relationships. Some of these associations are networks (O’Toole, 1997) or structures of interdependence that have both formal and informal roots. • The recognition of a “disarticulated state” (Frederickson 1999) and the potential for new forms of association (conjunction) • These newly formed associations are playing a larger role in influencing choices in urban environments and, at the same time, compete with and compliment governmental institutions in societal management. • An environment where participants have a number of overlapping partnerships and arrangements that may or may not compliment overarching or collective goals.

9. Regional Metropolitan Context (Cont.) • Drawing lessons from six examples of collectivities and networks in the Los Angeles area: • (1) the initiation of neighborhood leadership programs; • (2) the formation of neighborhood councils; • (4) the development of Business Improvement Districts (BIDs); • (4) evidence of administrative connectivity or “conjunction,” • (5) sub-regional initiatives; and • (6) regional economic partnerships.

10. Table 3: Governance Networks and Associations

11. Summary of Curricular Changes Adapting to Governance: 1995-2009 THE INITIAL PROGRAM 1995-96—Core with Electives to Match Student Interests Standard MPA Core Curriculum that included a research component (methods and statistics) four electives based on student interests approved by MPA advisor. PHASE ONE CURRICULAR CHANGE 1996-97 Standard MPA with Expanded Core: Regionalism, Managing Groups & Teams Based on MPA Advisor Board Review of the curriculum, there was a call for: (1) practical course work in managing boards and managing groups and teams both within public agencies and across communities; (2) broadening intergovernmental relations to address the movements toward governance in the region and the implications for students in the program. Course developed: Managing Groups and Teams Course revision: Regionalism and Intergovernmental Relations

12. Summary of Curricular Changes Adapting to Governance: 1995-2009 (Cont.) PHASE TWO CURRICULAR CHANGE 2004-2005 Course Transition to Collaborative Public Administration; Creating Public Value (1) a course was added to the program to emphasize the connected nature of metropolitan governance; (2) the capstone project was designed to focus on creating public value. Mission Component Addressed: the changing context of public administration Collaborative Public Administration replaced Managing Groups and Teams. The course examined emergent forms of governance ranging from public-private partnerships, joined-up government, regional alliances, and neighborhood associations and coalitions. Mission Component Addressed: offer an innovative and practical curriculum that stresses intellectual and theoretical foundations to professionals preparing to take on socially responsible roles in public leadership and service

13. Summary of Curricular Changes Adapting to Governance: 1995-2009 (Cont.) 2007-2008 Adding--Tools of Governance and Managing Sustainable Communities Based on faculty driven interests in student skill and knowledge development in governance structures, course work in governance tools and sustainable communities was approved. Courses developed and implemented: Tools of Governance and Managing Sustainable Communities Courses Revised: (1) Regionalism and IGR would be covered in Collaborative Public Management, Administrative Law to be covered in other courses. (2) Statistics and Research Methods were combined into one course with Policy taking more responsibility in analytic methods.

14. Summary of Curricular Changes Adapting to Governance: 1995-2009 (Cont.) • 2009-2010 Core MPA with Governance Emphasis • In the Spring of 2009, a Core MPA Curriculum and Governance Emphasis agreed to by curriculum committee. • The governance emphasis includes four courses with a distinctive regional and local focus called from by the advisory board: sustainable communities, collaborative public management, tools of governance, strategic planning. • A non-profit management emphasis, a currently existing program housed in the Department of Leadership and Management.

15. Lessons in the Adaptation of Governance Curriculum • An open-mined faculty that recognizes metropolitan complexities and exerts a willingness to experiment with new kinds of curriculum that enhances student capacities in operating in a complex metropolitan region. • An advisory board that recognizes the need for curriculum that addresses the changing context of public administration

16. Lessons in the Adaptation of Governance Curriculum (Cont.) 3. Curriculum changes require time to implement: • Student program of study reviews indicate that new curriculum requirements had to approximate old curriculum requirements. • Curriculum overlap can be an issue: new courses may cover material in the core curriculum. • New courses take time to mature • Exit interview from graduates on satisfaction with program outcome measures is too early to determine impact; anecdotal data (comments) is positive • Mixed findings on skill development: student assessments on differentiating hierarchical and network skills in management is apparent, understanding the implications of differentiating the skills is less strong.

17. Lessons in the Adaptation of Governance Curriculum (Cont.) 4. Adapting curriculum to governance curriculum is an on-going challenge, balancing what we know and learn about managing networks with and understanding of what changes are taking place in the context of our public administration arenas.

18. QUESTIONS Panel on Curriculum Adaptation to Governance, Annual Conference of the National Association of Schools of Public Administration and Affairs, Crystal City, Virginia, October 15, 2009 Jack W. Meek, University of La Verne jmeek@laverne.edu