Quality Control System and Assessment of MPA Education in China

1. Quality Control System and Assessment of MPA Education in China YAO Xianguo College of Public Administration, Zhejiang University Member of National Steering Committee of MPA Program, China

2. I. The Development of MPA Education in China (1/2) In August 1999, the 17th plenary session of Academic Degrees Committee of the State Council discussed and passed the scheme of Master’s professional degree of Public Administration. In August 2000, Peking University, Tsinghua University and other 24 institutions were approved as the first batch of pilot units of MPA education. In February 2001, Academic Degrees Committee of the State Council, Ministry of Education, Ministry of Personnel jointly established the National Steering Committee of MPA Program (NSCMP), responsible for coordinately regulating and guiding the MPA education and promoting the international communication and cooperation. The pilot units of MPA education were increased in 2003,2004 and 2006 respectively. So far, the number of high education institutions with MPA program has reached 101.

3. I. The Development of MPA Education in China (2/2) • From 2001 to 2006, the total enrollment of MPA has reached 35574. Table 1: MPA Enrollment of China (2001-2006)

4. II. Quality Control System of China’s MPA Education (1/6) • Constituting basic criterion of MPA education, strictly examining school-running qualifications of applying institutions. Before recruiting MPA trainees, the experts team is set up to study the running modes and teaching content of MPA education. In August 2001, Academic Degrees Committee of the State Council enacted The education scheme for the master’s professional degree of Public Administration(draft), which prescribes the detailed requirements on trainees, education styles, education years, course setting and thesis writing of MPA. Meanwhile, they carried out strict examination on school-running qualifications, number and quality of teachers, education style, etc. Although hundreds of institutions applied for running MPA program in each pilot units expanding year, only limited number institutions was approved.

5. II. Quality Control System of China’s MPA Education (2/6) • Reforming the recruiting measures, controlling the enrollment scale and ensuring the qualities of students. It is not allowed that the first enrollment number exceeds100 for each institution. Gradually, the enrollment number can be increased but should not exceed 300. The control of examination score and enrollment number should go parallel. Every year the matriculation score of each institution will be publicized and sorted, and the enrollment number of the institutions which fall into the last one-third would be restricted in the next year. The matriculation process is divided into two sections: written examination and interview examination. The written examination is national uniform and the interview examination is organized by each institution.

6. II. Quality Control System of China’s MPA Education (3/6) • Implementing unified and flexible course structure. Credit system is introduced into MPA education with the length of education years from 2 to 4 years. The overall credits of MPA candidates should not be lower than 42. And the curriculum is divided into three categories: core courses, specialty compulsory courses and specialty elective courses. The number of core courses is 9 which is nationally regulated ( totally 26 credits). Each university can set up specialty compulsory courses and specialty elective courses according to respective circumstance, but the total credit should not lower than 20. There is also a 2-credit course Social Practice and Study.

7. II. Quality Control System of China’s MPA Education (4/6) • Enhancing training and assessment of faculty, improving teaching Each institution takes encouraging measurements to attract excellent teachers to join the teaching group of MPA, including: introducing talented individuals from abroad, encouraging in-service teachers to participate in various activities such as training, seminars and exchanging programs. The National Educational Guidance Committee for MPA often organizes various seminars and meetings which provide a platform for teachers from different institutions to communicate and cooperate. In the meantime, each institution carries out the evaluation of each course, implementing incentive mechanism to promote teaching.

8. II. Quality Control System of China’s MPA Education (5/6) • Improving teaching methods, enhancing integration of theory and practice Unilateral teaching method should not be adopted alone in class. Diversified teaching methods should also be introduced to enhance the practicability and pertinence of courses; among them case study and interactive teaching are especially important. Nowadays many institutions have set up case bases, case studying centers or public policy laboratories to enhance case teaching. Teachers are transferred to work in government to obtain practical experience. Officials and experts are invited to assume part-time teachers to give special topics reports and instruct candidates writing thesis.

9. II. Quality Control System of China’s MPA Education (6/6) • Enforcing uniform assessment of pilot units of MPA education Only passing the national uniform qualification assessment, the pilot units can transform to be the formal institutions to run MPA education.

10. III. Criteria and Results of Teaching Assessment (1/5) The index system is made up of 6 first-level evaluation index, 25 second-level evaluation index. The weight coefficients for the second-level index are equally 4%. The values for second-level evaluation index are divided into three categories: A—Good≥85; B—Pass≥70; C—Fail<70. Each second-level evaluation index has detailed criteria. If the number of “good” second-level index reaches 20, the result of overall assessment is “Good”. If the number of “pass” and “good” second-level index is more than 20, the result is “Pass”. If the number of “fail” second-level index is 6 and above, the result is “Fail”.

11. III. Criteria and Results of Teaching Assessment (2/5) Index System for Evaluating MPA education (1/2)

12. III. Criteria and Results of Teaching Assessment (3/5) Index System for Evaluating MPA education (2/2)

13. III. Criteria and Results of Teaching Assessment (4/5) Assessment Results of First Batch of Pilot Units, 24 Institutions (1/2)

14. III. Criteria and Results of Teaching Assessment (5/5) Assessment Results of First Batch of Pilot Units, 24 Institutions (2/2)

15. IV. Problems for Further Studying The MPA education in China is just taking off, and a lot of problems need to be studied and solved such as: • How to integrate peer evaluation, institution evaluation and employer evaluation? • How to improve case teaching and on-the-spot teaching? • Is it necessary to write dissertation? How to evaluate and ensure the quality of dissertation? • How to further arouse the enthusiasm of MPA candidates? How to make use of skills and knowledge learned from MPA education after graduation? • How to coordinate criterion of MPA education and individual differences?

16. Thank you!