Educational Models for Public Administration: Limits and Opportunities

Abstract

This study examines educational models in public administration by distinguishing between traditional the-ory-based models, legally oriented curricular models, competency-based and experiential models, digitally enhanced or hybrid models, and interdisciplinary approaches to administrative education. The aim of the paper is to assess the extent to which these models respond to the changing requirements of contemporary governance, particularly in relation to professional competencies, curriculum coherence, digital transfor-mation, and the alignment between academic training and public sector needs. The research has an exploratory mixed-method design, combining quantitative and qualitative sources of evidence. The quantitative component includes secondary data analysis of admission results, student aca-demic performance, bachelor’s examination results, and survey data collected from first-year public ad-ministration students. The qualitative component is based on curriculum content analysis of public admin-istration programs and individual interviews with graduates, allowing the study to connect institutional curriculum structures with students’ educational trajectories and perceptions. The integration of these meth-ods provides a more comprehensive understanding of both the structural characteristics of public admin-istration education and the subjective experiences of students and graduates. The results indicate that public administration education remains marked by a strong legal and theoretical orientation, especially in the Romanian context, where law-related disciplines have a considerably higher weight than in broader European curricular patterns. At the same time, the analysis reveals the absence of a unified national curricular model, suggesting the coexistence of several competing interpretations of public administration as an academic and professional field. The empirical findings also show that admission indicators have limited predictive capacity for later academic performance, while students’ profiles and attitudes reflect a heterogeneous and sometimes instru-mental relationship with higher education. Although traditional models provide a necessary theoretical foundation, they appear insufficient for developing practical, digital, analytical, and adaptive competencies required by contemporary public administration. The study contributes to the debate on public administration education by showing that curriculum reform should not be limited to formal structural changes, but should also address pedagogical methods, admission criteria, student motivation, and the connection between universities and public institutions. The findings suggest the need for stronger experiential learning, more consistent digital and methodological training, and better integration between undergraduate and master’s level education in order to prepare future public servants for complex administrative challenges.