Public Administration as a Useful Discipline: A Rejoinder to John Kingdom
| Author | Reg Chapman |
| Published date | 01 March 1987 |
| Date | 01 March 1987 |
| DOI | http://doi.org/10.1177/014473948700700104 |
| Published By | Sage Publications, Inc. |
Teaching
Public
Administration:
Spring 1987 Vol.VII No.1
pp
15-30
PUBLIC
ADMINISTRATION
AS
A
USEFUL
DISCIPLINE:
A
REJOINDER
TO
JOHN
KINGDOM
REG
CHAPMAN
*
Vice
Principal,
Burnley
College
INTRODUCTION
John
Kingdom
attempted
to
define
the
discipline
Public
Administration
in
the
previous
two
issues
of
this
journal
ana
to
point
a way
forward
to
its
development
in
further
and
higher
education.
No
doubt
some
public
administration
lecturers
will
share
his
concerns
and
feel
that
public
expression
of
his
views
on
BTEC
(there
is
a
glossary
of
abbreviations
at
the
end
of
this
article)
policy
is
long
overdue.
Many
lecturers,
however,
will
feel
deeply
offended
by
his
uncomprehending
and
spiteful
attack
on
BTEC
and
on
the
validity
of
their
efforts
to
provide
a
useful
educational
experience
for
their
public
sector
students.
They
will
also,
I
hope,
feel
profoundly
depressed
by
his
limited
ambitions
for
the
discipline
and
for
academics
working
within
it.
They
are
likely
to
conclude
that
despite
5000
words
and
50
references,
Kingdom
does
not
point
a
way
forward
for
the
discipline
but,
if
accepted,
would
prefer
it
to
return
to
the
days
when
it
was
an
academic
and
intellectual
backwater.
OUTLINE
In
this
article
I
will
attempt
to
show
that
Kingdom's
attack
on,
what
he
terms,
the
BTEC
Skills
Movement
is
based
on
severe
distortions
of
the
changes
which
BEC
and
BTEC
have
tried
to
effect
in
sub
degree
courses
of
Business
Studies
and
Public
Administration.
This
will
involve
an
explanation
of
what
BTEC
is;
what
its
'Skills
Approach'
comprises;
* Reg Chapman
is
a member
of
the
BTEC
Public
Administration
Board
and
has
moderated
BTEC
Public
Administration
courses
in
a
number
of
Polytechnics
and
College.
The
views
expressed
are
his
own
rather
than
those
of
BTEC.
15
how
this
approach
evolved;
and
how much
impact
it
has
on
the
educational
experience
students.
involves
a
assessment
A
discussion
of
of
BTEC
Public
Administration
the
'Skills
Approach'
also
consideration
of
the
teaching,
by
BTEC
learning
and
and
their
methods
recommended
implications
for
the
role
of
the
lecturer.
This
is
not
an
issue
considered
by
Kingdom
but
it
is
central
to
an
understanding
of
what
BTEC
is
trying
to
achieve
and,
I
suspect,
to
an
understanding
of
why a
minority
of
lecturers,
especially
in
higher
education,
view
BTEC
with
hostility.
Finally,
I
will
consider
Kingdom's
own
views
on
the
nature
and
development
of
the
discipline.
His
scarcely-concealed
traditionalism
does
a
disservice
to
the
students
and
employers
looking
for
a
broadly-based
vocational
education
relevant
to
these
harsh
times
in
which
the
public
sector
operates.
No
definition
of
the
discipline
is
presented
but
arguments
concerning
its
usefulness
and
development
are
advanced
to
counter
those
of
Kingdom.
WHAT
IS
BTEC?
Judged
by
the
volume
of
its
publications,
BTEC
appears
an
organisation
of
massive
size,
scope
and
ambition.
The
volume
of
its
publications
exceeds
those
of
most
other
organisations
involved
in
post
compulsory
educational
matters
such
as
CNAA,
Professional
Bodies
or
even
the
MSC.
BTEC
publications
are
not
only
noteworthy
because
of
their
number
but
because
of
their
scope
and
ambition.
The
publications
delve
deeply
into
what
is
taught,
as
do
most
professional
bodies,
but
also,
in
a
most
unBritish
way,
into
all
aspects
of
its
courses.
BTEC
attempts
to
influence
teaching
and
assessment
methods;
methods
of
course
manage-
ment,
evaluation
and
review;
staff
development;
and
employer
consultation
and
involvement.
It
has
a
distinctive,
if
ever
evolving,
view
of
the
total
experience
and
benefits
it
wishes
students
to
derive
from
its
courses.
BTEC
has
set
itself
an
ambitious
task
but
one
which
f
lows
from
its
fundamental
aim
'
•••
that
students
on
BTEC
courses
develop
the
necessary
competence
in
their
careers
in
their
own,
16
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