Determinants of Graduate Research Productivity in Doctoral Programs of Public Administration

Bibliographic Data

ID10397228
AuthorsGene A Brewer (0000-0001-9956-1024), James W Douglas (0000-0003-3804-1337), Rex L Facer (0000-0002-9196-3122), Laurence J O’toole, Laurence J O'Toole
Year1999
Volume59
Issue5
Pages373-373
Publication date1999-09-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePublic Administration Review (JOURNAL)
Journal identifiersISSN: 0033-3352 • E-ISSN: 1540-6210
PublisherWiley (PUBLISHER • GB)
DOI10.2307/977421
OpenAlexW2068519172
LanguageEN
Citations received10

Given that research is the first step in improved practice, how can public administration doctoral programs train more productive research scholars? This article reports details on the first systematic attempt to answer this question empirically. Specifically, the authors collect data from 47 NASPAA-affiliated doctoral programs and test conventional wisdom distilled from the literature. Three factors prove to be important in doctoral programs that train productive research scholars: (1) engaging students in structured research experiences that culminate in student research productivity, (2) providing students with adequate financial support, and (3) employing productive faculty members. These three factors explain approximately 70 percent of the variation in graduate research productivity across doctoral programs, and they represent action steps for programs interested in improving the research productivity of their graduates. The implications for improving the quantity and quality of scholarship in public administration are discussed

Administration (probate law · Economic growth · Economics · Graduate students · Medical education · Pedagogy · Political science · Productivity · Public relations · Quality (philosophy · Scholarship · Sociology · Doctoral Education Challenges and Solutions · Medicine

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