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 1

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? 2

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 3

4. Economy: planning=>market 4

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% 5

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 6

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 …… 7

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 ； …… 8

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. 9

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? 10

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 3 rd plenum of the 18 th 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? 11

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. 12

13. The evaluation of the 2 nd batch of 13 eligible universities was accomplished. The evaluation of the 2 nd batch of 10 eligible universities was accomplished. The evaluation of the 3 rd batch of 36 eligible universities was accomplished. The evaluation of the 4 th 17 and the 5 th 46 eligible universities is ongoing. The evaluation of the 1 st 24 eligible universities was accomplished. MPA Education Development in China 13

14. Year Enrollment only Conferred Certificate of Degree Enrollment Conferred both Diploma and Certificate of Degree Enrollment Number of Students Degrees of Conferred 20014282 20024192 20033746 30 20045865 1055 20056631 2662 20068747 3097 20079512 3663 20089232 6020 200910362 7690 201070383077101158181 201164556904133598537 201273298055153848775 2013701599521696710491 20147443110001844310476 Summary978493898813683770677 MPA Education Development in China 14

15. MPA Education Development in China 15

16. The Geographical Distribution of Chinese MPA Colleges RegionNumber 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 16

17. The Number Professional DegreeThe Approved Year The Number Professional Degree The Approved Year 1 Master of Business Administration （ MBA ） 199011 Master of Public Health （ MPH ） 2001 2 Master of Architecture （ M. Arch ） 199212Master of Military2002 3 Juris Master （ JM ） 199513 Master of Professional Accounting （ MPAcc ） 2004 4 Master of Education （ Ed. M ） 199614 Master of Science in Physical Education （ MSPE ） 2005 5 Master of Engineering （ ME ） 199715 Master of Fine Arts （ MFA ） 2005 6 Master of Medicine （ M ． M ．） 199816 Master of Landscape Architecture （ MLA ） 2005 7 agricultural extension master （ MAE ） 199917 Master of Teaching Chinese to Speakers of Other Languages （ MTCSOL ） 2007 8 Master of Veterinary Medicine （ VMM ） 199918 Master of Translation and Interpreting （ MTI ） 2007 9 Master of Public Administration （ MPA ） 1999 19 Master of Social Work （ MSW ） 2008 10 Master of Stomatological Medicine （ S ． M ． M ） 200020 Master of Finance (MF) 2010 Professional Graduate Degree Category in China 17

18. Professional Degree Category in China The Number Professional Degree The Approved Year The Number Professional Degree The Approved Year 21 Master of Applied Statistics （ M.A.S. ） 201031 Master of Urban Planning （ MUP ） 2010 22 Master of Taxation （ MT ） 201032 Master of Forestry （ MF ） 2010 23 Master of International Business (MIB) 201033 Master of Nursing Specialist （ MNS ） 2010 24 Master of Insurance (MI) 201034 Professional Master of Pharmacy （ M.Pharm ） 2010 25 Master of Valuation (MV) 201035 Master of Chinese Materia Medica （ MCMM ） 2010 26 Master of Policing （ MP ） 201036 Master of Tourism Administration （ MTA ） 2010 27 Master of Applied Psychology （ MAP ） 201037 Master of Library and Information Studies （ MLIS ） 2010 28 Master of Journalism and Communication （ MJC ） 201038 Master of Engineering Management （ MEM ） 2010 29 Master of Publishing （ MP ） 201039 Master of Auditing （ MAud ） 2011 30 Master of Cultural Heritage and Museology （ M.C.H.M ） 201040Master of Chinese Medicine2015 18

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? 19

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?  …… 20

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; 21

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! 22

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? 23

24. 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. Communication review, conference review, on the spot investigation Continue to be authorized, set a deadline for rectification, or be revoked of degree The system of Chinese MPA education quality evaluation 24

25. PPT 模板下载： www.1ppt.com/moban/ 行业 PPT 模板： www.1ppt.com/hangye/ www.1ppt.com/moban/ www.1ppt.com/hangye/ 节日 PPT 模板： www.1ppt.com/jieri/ PPT 素材下载： www.1ppt.com/sucai/ www.1ppt.com/jieri/ www.1ppt.com/sucai/ PPT 背景图片： www.1ppt.com/beijing/ PPT 图表下载： www.1ppt.com/tubiao/ www.1ppt.com/beijing/ www.1ppt.com/tubiao/ 优秀 PPT 下载： www.1ppt.com/xiazai/ PPT 教程： www.1ppt.com/powerpoint/ www.1ppt.com/xiazai/www.1ppt.com/powerpoint/ Word 教程： www.1ppt.com/word/ Excel 教程： www.1ppt.com/excel/www.1ppt.com/word/ www.1ppt.com/excel/ 资料下载： www.1ppt.com/ziliao/ PPT 课件下载： www.1ppt.com/kejian/ www.1ppt.com/ziliao/ www.1ppt.com/kejian/ 范文下载： www.1ppt.com/fanwen/ 试卷下载： www.1ppt.com/shiti/ www.1ppt.com/fanwen/ www.1ppt.com/shiti/ 教案下载： www.1ppt.com/jiaoan/ www.1ppt.com/jiaoan/ 1. Education Environment 1. Education Environment 2. Enrollment Management 2. Enrollment Management 3. Teaching Staff 3. Teaching Staff 4. Courses And Teaching implementation 4. Courses And Teaching 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 25

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. 26

27. Thank you! 27