From Quantity to Quality:A “New Normal” for Chinese MPA Education

Dr. Lan Xue, Professor and Dean School of Public Policy and Management

Tsinghua University

April 13, 20151

Outline

The background The evolution of Chinese PA education; New normal and new challenges

Mission: teaching, research, policy impact Faculty: interdisciplinary and balance Curriculum: theories, tools, management skills Finance: education and research Community: national and international

Accreditation: to be or not to be?

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I. Background

Four major transformations in China since 1979： Economic system:

planning=>market; industrial structure：

Agriculture + manufacturing=>

manufacturing + service Society:

rural=>urban ； closed=>open； governance system：

charisma and authority=>participation and rule of law3

Economy: planning=>market

4

Industrial structure (I+II=>II+III) Agriculture

GDP=>1980=30% => 2000=14.8% => 2013=10.0%

Labor>1981=68.1%= 》 2012=33.6%

Manufacturing GDP=> 1980=49% => 2000=45.9% => 2013=43.9%

Labor=>1981=18.3%= 》 2012=30.0%

Service: GDP: 1980=21% => 2000=39.3% => 2013=46.1%

Labor: 1981=13.6%= 》 2012=36.1%

5

Society: rural + closed=>urban + open rural =>urban (see graphs)

urban population=> 1982=20.6% => 2013=53.7%

closed =>open

Self reliance)=> Largest Trading part

Attracting FDI 2005=$ 26.5 billion => 2012 =$87.8 billion

International trade=% of GDP 1978=10% => 2013 =45%

Overseas Travel： 2000=10.47 million 2014=>100 million

6

Governance=>participation and rule of law

Government Administrative reforms； Reorientation of functions； Expanded public services； Anti-corruption；

Civil Society & Grassroots democracy NGO development;

Village election； public participation in policy process;

Reform in the legal system ……

7

I. Background—new normal Economic growth based on scale expansion and

export is running out of steam Trade surplus unsustainable； Domestic demands yet to be fully tapped; marginal benefits of public investment is declining；

……

8

Constraints in natural resources and environment have become prevalent: China’s per capita arable land, water, oil and

natural gas is 40%, 25%, 8.3% and 4.1% of world average;

Environmental pollution has reached an alarming level; Industrial solid waste totals 2 billion tons annually,;

Extreme weather conditions are happening more frequently.

9

Social values and cohesion: Inequality is still widespread; The widespread of IT and social media has changed

public’s understanding and expectation of public affairs ;

How to regain the trust of the public on government? How to build social consensus based on diverse social

values? How to build social infrastructure based on tradition,

family, communities and social organizations?

10

The historical calling for PA to play a central role in China’s development To a certain degree, China’s development over the

last 30 years has been guided by neoclassic economics. Now it is the time for public administration to play its role;

The reform decision made at the 3rd plenum of the 18th Party Congress announced that the objective of the reform is to promote the modernization of the governing institutions and capacities of the country;

This is a historical opportunity for PA field to make its distinctive contribution in China’s future development, are we ready?

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II. A Review of PA Education in China

China’s PA education started in 1930s, but stopped almost completely from 1952 to early 1980s. It began to revive since 1982. Academic programs (1982—2001)

Undergraduate programs and graduate programs started;

MPA trial development (2001-2006) 1998-2001: preparation 2001: first cohort MPA students were admitted in 24 trial programs 2003: doctoral program in PA started in 6 universities.

MPA expansion and development (2006-) Teaching evaluation was conducted in 2006 Further expansion followed.

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The evaluation of the 2nd batch of 13 eligible universities was accomplished.

The evaluation of the 2nd batch of 10 eligible universities was accomplished.

The evaluation of the 3rd batch of 36 eligible universities was accomplished.

The evaluation of the 4th 17 and the 5th 46 eligible universities is ongoing.

The evaluation of the 1st 24 eligible universities was accomplished.

MPA Education Development in China

13

YearEnrollment only

Conferred Certificate of Degree

Enrollment Conferred both

Diploma and Certificate of Degree

EnrollmentNumber of Students

Degrees of Conferred

2001 4282 4282

2002 4192 4192

2003 3746 3746 30

2004 5865 5865 1055

2005 6631 6631 2662

2006 8747 8747 3097

2007 9512 9512 3663

2008 9232 9232 6020

2009 10362 10362 7690

2010 7038 3077 10115 8181

2011 6455 6904 13359 8537

2012 7329 8055 15384 8775

2013 7015 9952 16967 10491

2014 7443 11000 18443 10476

Summary 97849 38988 136837 70677

MPA Education Development in China

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MPA Education Development in China

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The Geographical Distribution of Chinese MPA Colleges

Region Number of MPA Colleges

North China 52

Northeast China 24

East China 66

South China 43

Southwest China 23

Northwest China 17

Summary 225

Northeast China

East China

North China

Northwest China

Southwest China

South China

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The Number

Professional Degree The Approved YearThe

NumberProfessional Degree

The Approved Year

1Master of Business Administration

（ MBA） 1990 11Master of Public Health

（ MPH） 2001

2Master of Architecture

（ M. Arch） 1992 12 Master of Military 2002

3Juris Master （ JM） 1995 13

Master of Professional Accounting （ MPAcc） 2004

4Master of Education

（ Ed. M） 1996 14Master of Science in Physical Education

（ MSPE） 2005

5Master of Engineering

（ ME） 1997 15Master of Fine Arts

（ MFA） 2005

6Master of Medicine （ M ． M．） 1998 16

Master of Landscape Architecture （ MLA） 2005

7agricultural extension master

（ MAE） 1999 17Master of Teaching Chinese to Speakers of

Other Languages （ MTCSOL） 2007

8Master of Veterinary Medicine

（ VMM） 1999 18Master of Translation and Interpreting

（ MTI） 2007

9Master of Public Administration

（ MPA） 1999 19Master of Social Work

（ MSW） 2008

10Master of Stomatological Medicine

（ S ． M ． M） 2000 20Master of Finance

(MF)2010

Professional Graduate Degree Category in China

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Professional Degree Category in China

The Number

Professional DegreeThe Approved

YearThe

NumberProfessional Degree

The Approved Year

21Master of Applied Statistics

（ M.A.S. ） 2010 31Master of Urban Planning

（ MUP ） 2010

22Master of Taxation

（ MT ） 2010 32Master of Forestry

（ MF ） 2010

23Master of International Business

(MIB)2010 33

Master of Nursing Specialist （ MNS ） 2010

24Master of Insurance

(MI)2010 34

Professional Master of Pharmacy （ M.Pharm ） 2010

25Master of Valuation

(MV)2010 35

Master of Chinese Materia Medica （ MCMM ） 2010

26Master of Policing

（ MP ） 2010 36Master of Tourism Administration

（ MTA ） 2010

27Master of Applied Psychology

（ MAP ） 2010 37Master of Library and Information Studies

（ MLIS ） 2010

28Master of Journalism and Communication

（ MJC ） 2010 38Master of Engineering Management

（ MEM ） 2010

29Master of Publishing

（ MP ） 2010 39Master of Auditing

（ MAud ） 2011

30Master of Cultural Heritage and Museology

（ M.C.H.M ） 2010 40 Master of Chinese Medicine 2015

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III. New normal and new challenges in PA education

The changing (institutional) environment Anti-corruption campaign

Banning of cadres in EMBA; sharp reduction of income; Simplifying administration and delegation of authority

Do more with less Strengthening rule of law

Less room for innovation Rising expectation of citizens

Unsatisfied public becomes “new normal” The rise of social media

Asymmetric amplification

The rise of MOOC Do we really need all these professors?

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Implications for MPA education

How do we respond to these changes, or should we change?

Should our mission change? Does our traditional business model still work? Does our teaching method work? ……

20

Mission of MPA education Leaders or managers? Government officials or NGO managers? Generalists or specialists?

Faculty: interdisciplinary and balance Disciplines: political science, economics, law, etc; Academic vs. practitioners Internationally trained vs. domestically trained;

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Curriculum: theories, tools, management skills What are the needs of the students? How to complement what they have?

Teaching material Text books (domestic vs. translation); Other teaching material such as cases

Academic community: national and international learning network (advisory board); Quality assurance (certification?); Lobbying groups for the benefits of the community

The need for the employers (the government) to recognize the value of MPA education!

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Chinese MPA accreditation: to be or not to be? Improve the quality of MPA education is the

paramount concern of the community after the rapid expansion! Ministry of Education has issued many documents and

regulations that we have to follow; MPA steering committee has also implemented many

check-points to ensure conformity The deeper questions are:

What is quality? Is it coming from external pressures or internal calling? Is it outcome driven or process driven? Where is the right balance between internal vs external, process vs outcome?

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Special Evaluation：

New eligible MPA

universities obtained

the degree

authorization for 3

years and above;

Conformity

Evaluation：

Eligible MPA

universities earned

the degree

authorization for 6

years and above.

Once every six years

Special Evaluation：

New eligible MPA

universities obtained

the degree

authorization for 3

years and above;

Conformity

Evaluation：

Eligible MPA

universities earned

the degree

authorization for 6

years and above.

Once every six years

National MPA

Education Steering

Committee is

commissioned by

Office of Academic

Degrees Committee

of the State Council

to implement.

National MPA

Education Steering

Committee is

commissioned by

Office of Academic

Degrees Committee

of the State Council

to implement.

Check the

completeness of

MPA universities

training System,

including teaching

staff, talents

cultivation, quality

assurance, etc.

Check the

completeness of

MPA universities

training System,

including teaching

staff, talents

cultivation, quality

assurance, etc.

Communication

review, conference

review, on the spot

investigation

Communication

review, conference

review, on the spot

investigation

Continue to be

authorized, set a

deadline for

rectification, or be

revoked of degree

Continue to be

authorized, set a

deadline for

rectification, or be

revoked of degree

The system of Chinese MPA education quality evaluation

24

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1. Education Environment

1. Education Environment

2. Enrollment Management

2. Enrollment Management

3. Teaching Staff

3. Teaching Staff

4. Courses AndTeaching implementation

4. Courses AndTeaching implementation

5. Case Dataset building

5. Case Dataset building

6. Teaching Management

6. Teaching Management

7.Teaching Effects and Ability Training

7.Teaching Effects and Ability Training

8. Cooperation and exchange

8. Cooperation and exchange

1. Subject foundation

2.Policy supporting

3. Funding support

4. Teaching facilities

5.System and process of recruiting

students

6.Quantity and quality of recruiting

students

7.Structure and quantity of

teachers

8. The advisor out of the college

9.Scientific research and practice

10.Teacher training

11. Curriculum

12. Curriculum resource

13. Lectures and academic activities

14. Social practice and research

15. The education about quality and

attitude

16. Teaching evaluation

17. Case teaching implementation

18. Case writing

19. Teaching management agencies and

personnel

20. Teaching quality assurance system

21. Study time in school

22. Comprehensive quality for papers

23. Education achievement and employer

feedback

24. Government partnerships

25. International communication

The system of Chinese MPA education quality evaluation

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Chinese MPA accreditation: to be or not to be? To be (introduce MPA accreditation)

Adding another process for MPA programs to pay attention to their quality;

Opportunities for reflection and exchanges Providing quality information to potential students

Not to be (do not introduce MPA accreditation) There are already too many process-based hurdles, it will

only divert our attention to superficial things; It will dampen innovation and diversification in MPA

education, which are really needed given the vast regional and institutional differences;

The market signal role is limited since most MPA students already have a job and they pay more attention to the reputation of university than to the program.

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Thank you!

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