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

1. 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, 2015

2. 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?

3. 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 law

4. Economy: planning=>market

5. 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%

6. 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

7. 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 • ……

8. 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； • ……

9. 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.

10. 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?

11. 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?

12. 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.

13. MPA Education Development in China The evaluation of the 2nd batch of 10 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. The evaluation of the 3rd batch of 36 eligible universities was accomplished. The evaluation of the 2nd batch of 13 eligible universities was accomplished.

14. MPA Education Development in China

15. MPA Education Development in China

16. The Geographical Distribution of Chinese MPA Colleges Northwest China North China Northeast China East China Southwest China South China

17. Professional Graduate Degree Category in China

18. Professional Degree Category in China

19. 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?

20. 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? • ……

21. 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;

22. 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!

23. 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?

24. The system of Chinese MPA education quality evaluation 3.The content of the evaluation 4. The methods of the evaluation 1. The scope of the evaluation 2.Evaluation organizations 5. Result handling Continue to be authorized, set a deadline for rectification, or be revoked of degree Communication review, conference review, on the spot investigation 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. Check the completeness of MPA universities training System, including teaching staff, talents cultivation, quality assurance, etc.

25. The system of Chinese MPA education quality evaluation 8. Cooperation and exchange 1. Education Environment 7.Teaching Effects and Ability Training 2. Enrollment Management 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 7.Structure and quantity of teachers 8. The advisor out of the college 9.Scientific research and practice 10.Teacher training 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 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 17. Case teaching implementation 18. Case writing 24. Government partnerships 25. International communication Evaluation Index 3. Teaching Staff 6. Teaching Management PPT模板下载：www.1ppt.com/moban/行业PPT模板：www.1ppt.com/hangye/ 节日PPT模板：www.1ppt.com/jieri/ PPT素材下载：www.1ppt.com/sucai/ PPT背景图片：www.1ppt.com/beijing/ PPT图表下载：www.1ppt.com/tubiao/ 优秀PPT下载：www.1ppt.com/xiazai/ PPT教程： www.1ppt.com/powerpoint/ Word教程： www.1ppt.com/word/ Excel教程：www.1ppt.com/excel/ 资料下载：www.1ppt.com/ziliao/ PPT课件下载：www.1ppt.com/kejian/ 范文下载：www.1ppt.com/fanwen/试卷下载：www.1ppt.com/shiti/ 教案下载：www.1ppt.com/jiaoan/ 5. Case Dataset building 4. Courses And Teaching implementation

26. 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.

27. Thank you!