A recurring issue in (mid-career) master programs Public Administration is to get students to become (more) reflexive (conf. e.g., special issue of Teaching Public Administration 2013). As academic graduates, they should not merely apply public administration theories and methods in standardized ways but always think critically about what they do and why. Moreover, they should be able to make sensible, situated connections between ‘theory’ and ‘praxis’ and critically and creatively derive new modes of professional action from these. To achieve this student should approach their study with the main intention to develop personal understanding (e.g., Marton & Säljö, 1976; Trigwell, 2010). In this article, the redesign of a course in a two-year mid-career master program from a traditional instructional mode to blended learning will be discussed and analyzed to see if the redesign attributed to more reflexive working methods in the course and a more reflexive attitude in students.

Additional Metadata
Persistent URL hdl.handle.net/1765/104916
Journal International Journal for Innovation, Education and Research
Citation
Marks, P.K. (2017). Redesigning an economics course to achieve more reflexivity. International Journal for Innovation, Education and Research, 5(12), 260–273. Retrieved from http://hdl.handle.net/1765/104916