Abstract:
The task of the university over the centuries was to serve as a centre for
research and education in the basic sciences. Due to the increasing number of
professions in the past, for which higher academic training became a prerequisite,
university departments had to start specializing in a wide variety of
disciplines. The tendency towards overspecialization led to a hypertrophy in
the science, i.e. overstressing a small portion of the science. The related
epistemological principles and philosophies of the science had to make way
for the sheer utility of differentiated professional training. The united nature of
the science was disrupted in order to comply with the demands for practical
desktraining which could have been acquired through in-service training.
Public Administration could not escape these demands and because of the
stereotyped paradigmatic approach in Pubic Administration, specialization in
the discipline became a general occurrance.
The university is not technically suitable for the training of public administrators,
because training is concerned with learning of a programmed sequence
of actions and behaviours, without the philosophical and metaphysical
questioning of the theoretical basis. On the contrary, the university is only able
to educate public administrators in research methodology, logic and sound
judgement, aspects which mark administrative leaders of our time. From the
side of the government this approach is supported and universities are encouraged
to provide relevant and practically applicable theories and
philosophies for educational purposes in order to meet the contemporary
challenges in constitutional and institutional reform. The contemporary
university is faced with provoking challenges in the academic preparation of
public administrators to meet the growing demands of the future.
Description:
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