Th e decline in popularity of New Public Management worldwide reinvigorated the search for a new paradigm in the fi eld of public administration. Several alternatives to New Public Management, such as the New Governance and Public Value paradigms, have gained prominence in recent years. Despite tensions among these paradigms, exceptional challenges for public administration teaching programs exist. Xun Wu and Jingwei He of the National University of Singapore compiled data on public administration and management courses from 48 top master of public administration degree programs in China and the United States. Th is essay analyzes how competing paradigms infl uenced the selection of course content and pedagogical foci in professional training curricula. Th e authors conclude that in order to take advantage of an unprecedented opportunity provided by the rapid, global expansion of professional education in public administration, there is an urgent need to fi nd a synthesized theoretical framework.