Principles of post-new public management in public administration curricula: The case of public administration schools in Chile

The article aims to evaluate the presence of courses associated with the Post New Public Management (Post-NPM) approach in Chile’s curricula of public administration programs. For this purpose, a comprehensive review of 22 institutions offering Public Administration training in Chile was conducted. Content analysis methodology is used to determine the presence of principles associated with post-NPM. The research develops an extensive theoretical discussion on the transition between the New Public Management perspective to the Post-New Public Management paradigms, as well as empirically finding a limited presence of courses related to Post-NPM in the higher educational training system of public administrators in Chile, showing an intense persistent and influence of New Public Management. The paper contributes to an issue that the specialized literature on public administration education has identified as the most significant challenge: the promotion of democratic values and the influence of the political context on academic programs.