Author(s)

WeiYe Chen^*, ZhiMin He

Affiliation(s)

School of Public Administration, Jiangxi University of Finance and Economics, Nanchang 330013, Jiangxi, China.

Corresponding Author

WeiYe Chen

ABSTRACT

This study investigates the application of constructivist learning theory in Master of Public Administration (MPA) case teaching to bridge the theory-practice gap and enhance professional judgment capabilities. Integrating cognitive constructivism, social constructivism, and situated learning, this research develops a systematic framework encompassing case design, instructional process, implementation strategies, and assessment mechanisms. Findings suggest that effective constructivist case teaching requires a holistic approach, integrating well-structured case materials, interactive facilitation, and institutional support. Faculty development emerges as a critical challenge, necessitating structured professional training. Additionally, students' transition to constructivist learning requires scaffolding to foster adaptive expertise and critical thinking. This study contributes to MPA education reform by challenging transmission-based models and advocating for reflective, problem-solving-oriented pedagogies to prepare students for complex governance environments.

KEYWORDS

Constructivist learning; MPA case teaching; Pedagogical innovation; Knowledge construction; Faculty development; Professional competencies; Institutional support

CITE THIS PAPER

WeiYe Chen, ZhiMin He. Constructivist theory in MPA case teaching: an applied study. Social Science and Management. 2024, 1(3): 54-67. DOI: https://doi.org/10.61784/ssm3040.

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