Educating for the New Public Service: Implications of the Transformation of Governance

Abstract

In a world where the very nature of public service is undergoing radical change, how are schools of public affairs to respond? The transformation of governance identified by the National Academy of Public Administration provides one important framework. The transformation in public service students provides another. Using the experience of the University of North Carolina at Chapel Hill, this article identifies implications of these two transformations for public affairs education and illustrates ways in which responses to them can be woven into a public affairs curriculum.

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