Access

You are not currently logged in.

Access JSTOR through your library or other institution:

login

Log in through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Journal Article

Development, Implementation, and Assessment of a Competency Model for a Graduate Public Affairs Program in Health Administration

Jill Jamison Rissi and Sherril B. Gelmon
Journal of Public Affairs Education
Vol. 20, No. 3 (SUMMER 2014), pp. 335-352
Stable URL: http://www.jstor.org/stable/24369808
Page Count: 18
Were these topics helpful?
See something inaccurate? Let us know!

Select the topics that are inaccurate.

  • Read Online (Free)
  • Subscribe ($19.50)
  • Add to My Lists
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Development, Implementation, and Assessment of a Competency Model for a Graduate Public Affairs Program in Health Administration
Preview not available

Abstract

Competency-based education has become the norm for professional graduate degree programs. This paper describes the development, implementation, and ongoing validation of a competency model designed for a multifaceted public administration program. The model is based on accreditation standards and competencies promulgated by NASPAA and CAHME, and reflects a unique focus on community-engaged pedagogies. A framework consisting of 10 competencies was implemented in 2011–12 and validated through feedback from stakeholders, alumni, field preceptors, and graduates. A two-dimensional matrix of content coverage and expected levels of competency attainment delineates the articulation of competencies, curriculum, and course content, and provides a framework for program evaluation. Multiple methods for evaluating the competency-based graduate health administration program are described. Ongoing efforts to refine courses, the curriculum, and the competency model are discussed in the context of the program's mission, multiple accreditation standards, assessment of student learning outcomes, and engagement of community stakeholders.

Page Thumbnails

  • Thumbnail: Page 
335
    335
  • Thumbnail: Page 
336
    336
  • Thumbnail: Page 
337
    337
  • Thumbnail: Page 
338
    338
  • Thumbnail: Page 
339
    339
  • Thumbnail: Page 
340
    340
  • Thumbnail: Page 
341
    341
  • Thumbnail: Page 
342
    342
  • Thumbnail: Page 
343
    343
  • Thumbnail: Page 
344
    344
  • Thumbnail: Page 
345
    345
  • Thumbnail: Page 
346
    346
  • Thumbnail: Page 
347
    347
  • Thumbnail: Page 
348
    348
  • Thumbnail: Page 
349
    349
  • Thumbnail: Page 
350
    350
  • Thumbnail: Page 
351
    351
  • Thumbnail: Page 
352
    352