Standard 1 Managing the Program Strategically
1.1 Mission Statement
Provide the Current Program Mission Statement and the date it was adopted. (Limit
500 words)
The mission of the MPA Program of the Shanghai University of Finance and
Economics (SUFE) is to provide students with public values, knowledge and skills
so that they will become effective public leaders and managers at various levels of
government. The program seeks to fully avail itself of its university’s distinguishing
field in finance and economics, to contribute to the society with its research and
education achievements. The mission aims to meet the challenges for the
governments in the context of China’s rapid socio-economic development and
deepening globalization (Adopted September 2013).
1.1.2 DEVELOP AND REVIEW OF THE MISSION STATEMENT
Describe the processes used to develop and review the mission statement, how the
mission statement influences decision-making, and how and to whom the program
disseminates its mission. Include information describing how often relevant internal
and external stakeholders, including employers, are involved in the mission
development and review process, detailing their explicit responsibilities and
involvement. (Unlimited)
The Development of the Mission Statement
An earlier version of the Program mission statement was developed in November
2009. It was revised and adopted in September 2013.
The development of the mission statement has passed through open discussions
among faculty members and students and has gone through many revisions in the
past several years. The earliest version of the mission statement was formulated in
December 2009 when the School of Public Economics and Administration (SEPA)
hosted the Fourth Forum of the Deans of Public Administration Schools in China.
The National MPA Education Steering Committee picked two MPA programs
(SUFE and the Renmin University of China) to prepare their mission statements as
examples and standards for other MPA programs of the country. With the assistance
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of Prof. Shui-Yan Tang, the then Director of the MPA Program at the University of
Southern California, and Prof. Yuan Ting, the then Director of the MPA Program at
California State University, Fullerton, the MPA Program at SUFE completed the
first version of its mission statement, program goals and strategic plan. After
numerous rounds of group meetings for review and revisions and four rounds of
open exchanges at the school level, and in compliance with the NASPAA
Accreditation Standards of 2009, the Program’s mission statement was finalized its
in September 2013.
The Involvement of the Stakeholders in the Development of Mission Statement
The formation of our mission statement has involved various stakeholders at
different stages ass it gradually took shape.
Having realized the importance of getting inputs from stakeholders in the
development of the Program mission statement, we had asked for feedbacks from
stakeholders within SUFE and from government agencies.
Our Program mission statement had been revised and improved based on the
feedback from both internal and external stakeholders. Internal stakeholders
included the Steering Committee for MPA Education and the representative
committees or current students. The Steering Committee of MPA Education is
composed of MPA core faculty members, affiliated faculty members with rich and
extensive practical experience, representatives from current students, and other
faculty members teaching for the MPA program. The Committee played a key role
in the whole mission statement development process, including initiating, advising,
finalizing and approving of the Program mission statement. For example, the
Committee met multiple times to discuss the public values to be stressed in the
Program. The Committee drafted the mission statement, distributed the draft to
stakeholders, and finalized it after incorporating various comments and suggestions.
Current MPA students provided valuable ideas and suggestions during the early and
ending stages of the revision of mission statement. Students’ opinions were
collected through phone interviews and through a questionnaire.
The SPEA faculty were consulted during the mission statement development
process. Their inputs were obtained during faculty meetings at SPEA. The inputs
from the SPEA faculty led to two substantive changes in the mission statement. The
SPEA faculty were also the approving body of the final version of the mission
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statement.
External stakeholders included representatives from alumni, employers, and
representatives from SUFE’s graduate school. They were all consulted in the early
and ending stages of the revision process of the mission statement. A questionnaire
was distributed to all alumni for their opinions on the Program mission and
management and 179 responses were received. Additionally, school fellow activities
were held from time to time to allow school fellows to participate in the
management process of the MPA Program and to collect feedbacks from them..
Employers’ feedbacks were collected during meetings with them, particularly
during meetings regarding our public service values and expected outcomes.
Similarly, the University Graduate School was kept informed about our Program
management strategies and progresses. They provided timely feedbacks and offered
their support.
MISSION STATEMENT AND RELATED DECISION-MAKING
Curriculum Development
From 2006 to 2009, the Program offered only one specialization—general public
administration, and only had a limited number of elective courses. Starting 2010,
the Program has offered four specializations, and has provided a greater variety of
required and elective courses. The elective courses were subject to adjustment in
line with social demand and student feedback. To cater to the mission of
globalization, we have searched and integrated MPA curricula of the top 25
universities in the US and have made corresponding adjustments to our core and
specialty courses. For example, the course “Computer Application” was replaced by
a course focusing on e-government. One more example, to balance students’ ability
between theory and practical problem-solving, the Program replaced the course
“quantitative analysis” with “research methodology of social sciences” that has both
quantitative and qualitative research method components.
The MPA Program also cooperated with employers to adjust its curriculum based
on social demands. A specific example: it was found that managers of Shanghai’s
health organizations were mainly medical professionals, and the health sector was
in urgent need of public sector management professionals at the time of the health
management reform.. In response to this social demand, the MPA Program joined
hands with Shanghai Shenkang Health Development Center to establish a new
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specification in Hospital Management.
Pedagogy
Driven by our mission and related goals, we strive to provide students with both
theoretical knowledge and practical skills. Previously, the faculty normally relied on
lectures in classrooms.. Now, they also employ various pedagogies such as case
studies, simulations, and field trips to government agencies, to help students gain
real world experience.
Recruitment and Admission of Students
The primary goal of our MPA Program is to develop public values and to nurture
student strong commitment to public service. This goal has significant impacts on
student recruitment and admission. For example, during the second step in the
admission process, our faculty conduct face-to-face interviews to see whether the
candidates’ truly identify themselves with public service values. Admission will not
be granted even when the slightest inconsistency is identified.
Equity and fairness as important public values are reflected in the admission
process and are embraced by our faculty and staff members. The merit-based
admission principle of our Program ensures each prospective student has the equal
opportunity to be admitted to the Program. For example, in 2012, a prospective
female student could not participate in the face-to-face interview in the university
because it was scheduled on the second day after her child’s birth. According to the
national MPA admission rules, if a candidate cannot take the exam, he/she would
lose the admission opportunity. In order to ensure equal admission rights, our MPA
Program Director and another faculty member went to her home to conduct the
interview. To ensure the quality of the examination in comparison with the onsite
one, the questions were altered and the whole process was videotaped. She was
admitted and became one of our outstanding students.
Recruitment of Faculty
Our mission is to provide the high quality education through global standards in
public service. One of our program goals is to maintain our high quality through
faculty excellence in teaching, research and professional service. Therefore, it
influences our faculty recruitment.
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During the past five years, SPEA has, in accordance with the development direction
of globalization, vigorously introduced some high-level talents with special funds
allocated to support the recruitment. From 2008 to 2015, over 20 people with Ph.D.
degrees obtained from overseas were hired as full-time tenured or tenure track
faculty members of public administration. All of them graduated from prestigious
institutions such as Yale University, University of Southern California, University
of California-Berkeley, University of Chicago, University of Texas, Florida State
University and Georgia Institute of Technology.
DISSEMINATING THE MISSION
We disseminate our program mission to our stakeholders in various ways:
Prospective students are directed to our MPA web site, which specifies our mission
and program emphases. In recruiting and admission exams and other
communications, we clearly explain our program mission and related goals,
program strength and expected learning objectives.
Current students are provided with a hard copy of student handbook and the school
brochure, and both contain our mission statement. We discuss the handbook,
including our mission, during student orientation. We also included some current
students in the development and review of the draft mission and asked for their
input and suggestions.
The mission was reviewed by the representatives from our alumni and employers
who are members of the MPA Representatives’ Committee. The Committee is
composed of three sub-committees (to include representatives from current students,
alumni and employees) and each subcommittee holds its meeting annually. The
Committee played an instrumental role in mission development.
1.1.3 Program Mission and Public Service Values
Describe the public service values that are reflected in your Program’s mission. (Limit
250 words)
The MPA nucleus faculty defines public values as accountability and transparency,
integrity, and equity.
Both the operation of the MPA Program and the curriculum are designed to
incorporate these values. For example, from the time students start the program, our
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program objectives are clearly emphasized. Within the first two to three weeks, the
newly admitted MPA students are required to set their own specific learning goals.
Each student must identify a public service area he/she will be devoted to, and be
willing and able to contribute.
An outstanding example of how we promote an appreciation for accountability and
transparency is illustrated by a project that involves faculty and students for public
organizations. A research team comprised of our faculty members and supporting
staff focused on increasing transparency and accessibility of the Chinese
government’s budget. The team was led by Professor Hong Chiang, a member of
the National Committee of the Chinese People's Political Consultative Conference,
with the goal of promoting financial transparency among government agencies.
Our core courses include legal issues related to public values such as equity. We
help students understand and recognize the value of equity. As a result, a few of our
students wrote their theses on related topics, such as “The Role of Government in
Promoting Private Sector’s Social Responsibility” (2008252008), and “ A Study on
Salary Collective Negotiation Institutions in the Process of Promoting Income
Distribution Equity (2008252283).
1.2 Performance Expectations
The Program will establish observable program goals, objectives and outcomes,
including expectations for student learning, consistent with its mission.
CONNECTIONS BETWEEN GOALS AND MISSION’S PURPOSE AND PUBLIC SERVICE
VALUES
SUFE MPA program goals correspond to the mission and public service values. We
see our mission as a succinct statement that manifests itself through accomplishment
of goals and objectives. Following are the MPA goals and objectives related to the
mission and public service values.
Goal 1: The primary purpose our curriculum is to provide students with public
values, knowledge, skills and global vision so that they can effectively response to
the challenges of China’s rapid socio- economic development and deepening
globalization.
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Objective 1: Out MPA program is to train students to have strong commitment to
public service.
Objective 2: Our MPA program is to train students to understand substantive
political, economic, financial, and managerial knowledge about how to administer
public organizations effectively.
Objective 3: Our MPA program is to train students to be capable of applying
managerial skills to day-to-day management and analytical skills to solving
problems in public organizations.
Objective 4: Our MPA program is to train students to serve diverse community in
an increasingly globalized world.
Link to Mission and Public Service Values
The program’s mission is to offer professional education for those working in the
public sector. Therefore, our first goal is “to provide its students with public values,
knowledge and skills to become effective real-world problem solvers devoted to
making a difference in public organizations”.
Goal 1 is to ensure that all students understand the public service values, such as
accountability and transparency, integrity, and equity. The program expects its
students have high ethical and moral standards, attach importance to the value of
serving the public, keep accountability and transparency and maintain public trust
in their work. The program imbeds public values, mainly accountability and
transparency, integrity, and equity in the required core curriculum.
In addition, the program expects its students can use what they learned in the
program to resolve real-world problems when they work in the local and regional
governments. The program designed and developed the curriculum very carefully to
achieve this goal. Through a curriculum that emphasizes the connection between
theory and practice, the program offers eight core courses and four required courses
for each specialization. The core courses cover values, and knowledge, and skills of
contemporary public service. Faulty is guided by these goals when preparing for
syllabi. Among these courses, 50 % of them is required to provide real-world case
study and analysis. Teachers are also encouraged to use new pedagogy, helping
students understand the linkage between theory and practice.
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The program also provides a solid foundation for applied research. The
multidisciplinary curriculum, combining training in analytical and quantitative
methods, focuses especially on social sciences research methods, principles and
methodology. The required courses of Public Economics, Public Policy Analysis,
Performance Management in Public Sectors, along with many elective courses such
as: SPSS Software and Data Analysis, Essentials of Economics, Public Regulation,
Program Evaluation, Sampling and Statistical Methods, are all geared towards
dynamic learning and implementing the research principles and practices in specific
areas.
Our program also captures the globalization trend in public administration. It
“reflects the governmental needs in the context of China’s rapid economic and
social development and deepening process of globalization”. Goal 3 expects that the
program develops students’ competency of serving diversified community with
global perspectives.
Keeping up with international standard is SUFE’s tradition. SUFE is the first
commerce college in China, established in 1917. Following the culture of its
founders who obtained education in the U.S. and European countries, academic
openness and international standard are deeply melted into SUFE’s education
principles. During the past decade, SUFE is one of the very few universities in
China that recruit faculty in the field of public affairs, administration, policy and
related areas that match the U.S. market and also adopted a tenure track system in
U.S. universities. With this policy, the school has recruited 25 faculty members
from U.S. and European countries since 2005. Most of these faculties involve in
MPA program management and teaching.
The program encourages faculty members to incorporate cutting edge issues and
cases in the curriculum, to use readings and textbooks published in the U.S., so that
students could have international vision and capacity to serve diverse community
when they provide services. For example, in the course “Public Organization and
Management”, the chosen textbook is James Q. Wilson’s Bureaucracy-What
government agencies do and why they do it.
Goal 2: The primary focus of our faculty is to provide students with theoretical
knowledge and practical skills to prepare them as effective public leaders and
managers.
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Objective 1: Our MPA program seeks for faculty excellence in teaching and
research so as to offer the best-quality education in public administration
Objective 2: Our MPA program aims at involving as many experienced
professionals and practitioners as possible so as to meet the expectations of our
stakeholders
Link to Mission and Public Service Values
Goal 2 is to ensure that the program uses the highest teaching and management
quality to serve our students through global standard in public service education.
The MPA program continually evaluates faculty performance by teaching, research
and professional service to ensure faculty’s high quality. For example, to keep
faculty excellence in teaching, the program conducts course evaluation, and expects
that all instructors in the MPA program have average 4.5 on a 5 point scale. The
unqualified faculty could not teach MPA course within 3 years.
SPEA also conduct yearly evaluation and three-year evaluation on its faculty
performance, namely from teaching, research and professional service aspects.
These evaluations aim to keep a highly productive faculty who remain accountable
to the academic profession.
The MPA program also involve as many professionals and practitioners as possible.
We invite professionals and practitioners in the public organizations to serve as
MPA thesis advisor, which help our students understand and resolve real-world
problems.
Goal 3: The objective of our program is committed to be a high quality program
with student-oriented and efficiency-based management.
Objective 1: Our MPA program is committed to student-oriented management by
taking into account the demands, conveniences and feedbacks of the students so as
to create the best learning environment for the students.
Objective 2: Our MPA program is dedicated to efficiency-based management by
regularly collecting information about inputs-and-outputs and goals-and-feedbacks
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so as to constantly improve the efficiency of our program management.
Link to Mission and Public Service Values
The program incorporates accountability, transparency, and equity in the governing
and operation process. The managing principle of our program is student-centered. No
matter on recruitment, student fellowship selection, course evaluation, master thesis
writing and evaluation, the program pays attention to students’ feedback and make
everything transparent.
The program collects data to evaluate its operation, ensuring its operation is efficient
and effective. As we will describe details in section 1.3, our program collects
information about input, output, outcome, and feedbacks from various stakeholders.
We aim to become top MPA program in China and provide the excellent education to
our students
CONNECTIONS BETWEEN GOALS AND STUDENTS, EMPLOYERS, AND PROFESSIONALS
WE SERVE
Our program goals are connected to our students, employers and professionals in
several ways.
Link to students
First, the program focuses on developing students’ competencies to become
effective real-world problem solvers who are committed to serve the public.
Therefore, we expect that most, if not all, of our students will serve in the public
organizations. The goal becomes real as students complete theses and apply
coursework to their work environment.
Second, our goals are accomplished through our specialization options. We offer
education and training to professionals who are committed to or are working in
fields such as public organization management, public finance and budget, hospital
management and social security. Through eight core courses, four required area
course, and other elective course, students are expected to increase their specific
competencies for their respective career needs. For instance, when writing their
master thesis our graduates are required to concentrate on specific real life issues
which are relevant and significant to their own work and the public sector, and they
must suggest practical ideas while seeking strategic and creative solutions.
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Third, the program provides students with the dedicated guidance of our faculties
and professional experts during the thesis writing process. We advance public
service values each time we interact with students. Our goal is to equip our MPA
graduates with the powerful combination of comprehensive knowledge, innovative
vision and critical thinking skills after finishing their theses and will become
influential specialists in their respective public fields. Individualized attention
ensures this happens.
Link to Employers
The program aims to train public leaders and managers to improve the efficiency
and effectiveness of government. We seek to serve the needs of public employers in
the local and regional government agencies and organizations. When we design our
curriculum for electives, we ask for input and specific needs of employers of our
in-service students. We try our best to incorporate the employers’ suggestions and
collect feedbacks through survey. For example, in our alumni surveys, we collect
data on which programmatic elements have been helpful in their careers. In our
current in-service student surveys, we ask for their feedbacks on courses and
services we provided. In sum, the program serves the employers of our students
through direct and indirect ways.
The program expects and supports MPA faculty members to have an ongoing
scholarly agenda in areas that address current public administration and policy
issues. Goal 1 emphasizes providing a solid foundation for applied research in
teaching. The program provides supportive environment that enable the faculty to
educate students achieve these goals.
Goals 2 emphasizes the faculty excellence. Our faculty is encouraged to engage in
applied research directly related to the needs of local and regional governments.
Since we provide MPA education from 2006, our MPA full-time faculties have
undertaken 483 research projects funded by government agencies. The university
also support MPA faculty conduct applied research. From January 2009 to
December 2014, SUFE has established and funded over 200 projects for our
full-time MPA teachers.
Link to Professionals
Professionals are served through the contributions of our faculty to the field in their
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research, public services and professional trainings. Our full-time MPA faculties are
expected to provide significant contribution to the profession of public affairs,
administration and policy. It is evidenced by that the nucleus faculty hold
memberships or leadership position in relevant professional organizations, such as
professor Jinghua He is serving as Shanghai MPA Education Steering Committee
member; Professor Shuoliang Jiang served as consulting expert of Shanghai
Municipal Food and Drug Administration Bureau; Professor Feng Wang is serving
as board member of Shanghai Public Administration Society.
CONNECTIONS BETWEEN GOALS AND CONTRIBUTIONS TO KNOWLEDGE AND
PRACTICE IN PUBLIC AFFAIRS AND ADMINISTRATION
Our program strives to undertake applied and rigor academic research with faculty
excellence in teaching, research and professional service. The program supports its
faculty and students work together to address the real public problems. Therefore,
our program consistently contributes to knowledge and practice of public affairs
and administration. For example, in 2013, a student of our program received the
“National Excellent MPA Thesis Award” (only five nationwide) and one received
nomination for the “National Excellent MPA Thesis Award” (only 8 nationwide).
From January 2009 to December 2014, our full-time MPA teachers had published
62 English academic papers on SCI and SSCI indices, 11 such papers on top
Chinese publications of relevant field, and 79 on academic publications rated as
important (authoritative level B) by the university. Full-time MPA teachers had,
from January 2009 to December 2014, published 660 papers and 99 works
(including produced works and teaching materials) in all.
The program also values the participation of faculty and students in consultation for
governmental decision-making. From 2007 till today, our full-time MPA teachers
have taken 59 consulting projects for decision-making of Shanghai Municipal
Government. Our faculties also win many awards for their consulting reports. For
example, among the 85 prizes of the 7th Shanghai Decision-making Consultation
Results awarded by Shanghai Municipal Government, SPEA harvested 1 first prize,
8 second prizes and 4 third prizes, ranking No.1 among colleges and universities in
Shanghai in terms of prize quantity. Among them, our full-time MPA teachers won
6 second prizes, which shows the policy consultation results of our full-time MPA
teachers are quite highly valued by the government.
Additionally, from January 2009 to December 2014, our full-time MPA teachers
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joined hands with government agencies in up to 160-plus horizontal projects. From
2009 to the end of 2014, our full-time MPA teachers had submitted 38 internal
reference reports to Shanghai CPC Committee/Government and central national
agencies, where one received instructions/comments from officials of the State
Council and 2 received the same from top officials of Shanghai CPC Committee. In
2010, our MPA full-time teachers submitted 3 research reports to NPC Standing
Committee and the Ministry of Education and two of them were adopted.
1.3 Program Evaluation
The Program will collect, apply and report information about its performance and its
operations to guide the evolution of the Program’s mission and the Program’s design
and continuous improvement with respect to standards two through seven.
Strategic management activities should generate documents and data that are valuable
to the Program and to the profession. All processes for defining its mission and
strategy, and all processes for collecting and assessing information to evaluate
progress toward achieving the program’s objectives, should be described in this
section.
PERFORMANCE EVALUATION AND OPERATIONS
Our MPA program’s mission, goals, and public service values drive all program
assessments to ensure the resources and activities to deliver the expected outputs
and outcomes. The Strategic Management Logic Model (please see the Table 1.1)
provides a visual representation of how all inputs, activities, outputs, and outcomes
are connected.
Our MPA program evaluates its performance and operations from three aspects,
namely, evaluating faculty teaching performance, assessing students’ master thesis,
and analyzing the graduates’ career development.
First, to ensure its performance, our MPA program mainly evaluates its faculty
teaching performance through course evaluation. The program also give faculty
feedbacks on their course performance based on comments from the Steering
Committee of MPA Education (Jiaoxue Guanli Weiyuanhui) ， and students’
representative forum (Xuesheng Zuotanhui). There are several ways to assess course
performance. First of all, the program adopts an “Assurance of Learning” (AOL)
evaluation system to ensure teaching effectiveness (please refers to details in section
5). According to AOL system, the program requires a standardized model for each
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syllabus. For example, the course should clearly link its teaching goals with program
mission and goals. The syllabus should clearly define various teaching activities and
rubrics for each activity. Moreover, the program conducts course evaluation in the
end of semester using survey questionnaire. The questionnaire includes questions to
evaluate course content and design, teaching effectiveness, and so on. The program
expects that all instructors in the MPA program have average 4.5 on a 5 point scale.
The SUFE’s MPA Education Steering Committee would conduct in-depth
discussions with those whose score were lower than 4.5 and help them find reasons.
The unqualified faculty could not teach MPA course within 3 years.
Second, in order to ensure students learning performance, our MPA program sets up
restrict quality rules on master thesis. According to China's degree-granting
regulations, all applicants for a master’s degree must write a thesis. Therefore,
SUFE’s MPA students are required to complete a MPA thesis under the guidance of
a teacher. We also consider thesis writing as an important evaluation on students’
capacity of policy analyzing, problem-solving, leading and managing and so on. To
ensure the thesis quality, the program sets up four steps: (1) thesis proposal defense;
(2) thesis preliminary review; (3) thesis outside review (the fixed percentage of
thesis is random selected by anonymity and to be reviewed by others outside of
SUFE); and (4) thesis review and oral defense. The procedure details are described
in Section 5. In each step, the program set up thesis rubrics based on public service
value, research design, problem-solving ability, policy recommendation, and the
like.
Third, our MPA program considers graduates’ career development as one important
indicator of program performance. Therefore, the program collect data through
alumni survey, alumni discussion forum, alumni information collected by SUFE’s
MPA Education Steering Committee. For example, in the past three years, the
program held 12 alumni discussion forums to get suggestions and input on program
quality improvement from graduates. Based on the data, the program makes
changes on strategic plan.
RULES OF MANAGING PROGRAM QUALITY
Our MPA program uses a set of formal rules to manage program performance and
operations.
First, at the national level, The Ministry of Education and its associated body
National MPA Education Steering Committee set up a series of rules and provide
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various resources for all Chinese MPA program to ensure MPA teaching quality.
SUFE MPA program conforms to all the national rules. In addition, the National
MPA Education Steering Committee organizes various training workshops, teaching
forums and conferences annually, whose aim is to improve MPA teaching quality.
SUFE MPA program actively attend every activity. We provide funding to MPA
teachers to participate in course training workshops and case study teaching method
forums. To do so, we improve the faculty teaching quality gradually.
In addition, the National Committee develops its own quality assurance
processes, which procedure is similar to NASPAA MPA accreditation. Every six
years, the Committee conducts site visit to evaluate the accredited program. In 2003,
36 Chinese MPA programs received site visit from the National Committee. SUFE
MPA is one of them. Our program received an “A”.
Second, at the university level, SUFE set up a set of rules to control graduate
education quality. There are eight rules directly related to MPA education, such as
study plan of graduate school course examination management rule, degree thesis
rule, graduate fellowship selection rule, and so on. All the rules are collected in the
MPA brochure and students can know them on the first day of their enrollment.
Third, at the program level, SUFE MPA program set up a series of rules to manage
education and operation quality. There are in total of 10 rules that are collected in
the MPA brochure, including study plan of MPA program, SUFE’s MPA Education
Steering Committee Responsibilities, course examination rules, etc.
STRATEGIC PLAN AND CONTINUOUS DEVELOPMENT
SUFE MPA program set up its strategic plan and made continuous improvement in
the past five years. The changes of strategic plan were influenced by following
three sources:
First, the university strategy greatly influenced our MPA strategic plan. As the oldest
financial university in China, SUFE has developed its own spirit over the years.
Following the culture of its founders who obtained education overseas, academic
openness and internationalization become one of its recent strategies. In 2010,
SUFE’s Business School sought for AMBA accreditation and received accreditation
in July 2012. Their professional education quality was improved greatly during the
international accreditation. Therefore, SPEA started to seek international exchange
and cooperation since 2010. As mentioned above, in the process of hosting the
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Fourth Forum of the Deans of Chinese Public Administration Schools in December
2009, we started to use NASPAA 2009 accreditation standards to govern our MPA
strategic plan and curriculum. In 2012, Professor Jack Knott, former NASPAA
President and Dean of the University of Southern California Sol Price School visited
SPEA. We took his advices on MPA education quality improvement and confirmed
our strategy, that is, using international standard to provide MPA education quality.
Second, international cooperation and exchange activities influence our MPA
strategic plan. As mentioned above, SPEA is one of the very few public affairs and
administration schools in China that provide high salary matching oversea market
and adopted a tenure track system in U.S. universities. With this policy, the school
has recruited more than 20 faculty members from U.S. and European countries.
Therefore, international academic exchange becomes a school culture. School
faculties actively participate in many international conferences and activities. Since
July 2012, we invited MPA program directors or nucleus faculties of other
universities (such as USC Price School and Syracuse Maxwell) for improving MPA
education quality, in total of 16 times. We also visited US universities to learn their
MPA operations (such as USC, Univ. of Minnesota) for 9 times since 2013. For
example, Dean Wei Yu led a delegation to participate in NASPAA and ASPA annual
conference every year since 2013. MPA program nucleus faculty invited many
well-know scholars in the US universities to give lectures to teachers and students.
Third, the stakeholders’ interest also influences our MPA strategic plan and its
improvement. Since the program started to set up its strategic plan, it pays attention
to the interests of stakeholders. The program interacted with variety of stakeholders
asking for their input. For example, when SUFE decided to promote international
cooperation, the MPA program asked for comments and advice from its students
and its governmental partners. . In that process, we found some employers have
deep needs for employees with global vision and experiences. Therefore, we seek
for international exchange opportunities for students with U.S. universities, such as
University of Minnesota.
1.3.1 Please link your program performance outcomes
Link to the mission’s purpose
The mission of SUFE MPA Program is to prepare effective public leaders and
managers for governments that face challenges in the context of China’s rapid
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socio-economic development and deepening globalization. Therefore, our MPA
program performance closely links to the government needs. The program develops
its student competencies based on our governmental partners’ needs. In the past few
years, we have been established partnerships with ten public agencies, such as
Shanghai Municipal Taxation Bureau, Xinxiang municipal government in the
Henan Province, Shanghai Municipal Young League, and some organizational
departments of local and municipal Party Committees.
As described in Section 4, these government agencies recommend their exemplary
employees and reserve cadres apply for our program. We design and adjust the
curriculum based on the specific needs of our partners. For example, for the class of
Shanghai Taxation Bureau, we discussed with its Human Resources and Education
agency about their expectation on employees’ competencies, knowledge and skills.
We developed a series of courses for taxation management based on their needs.
Another example is that we designed curriculum and academic activities for the
area of financial and economic management, which closely respond the needs of
Finance Office of Jiaxing City in the Zhejiang Province. Correspondingly, the
governmental partners are satisfied with their employees’ performance who
graduated from our program. For example, the feedback of the organizational
department of Party Committee of Shaoxing City shows that our graduates’
competencies of leading and managing, policy analysis, problem-solving, public
service perspective, serving diversified audience, and global vision, and all are
improved greatly (i.e., 5 among the five-Likert scale) .
Moreover, most of our students come from the public sector and their public service
values get improved after graduation. In the past three years, about 85% of our
students come from our governmental partners. Also, the remaining students are
mostly from the public sector. Our mission pays attention to public service values.
After graduation, almost every student continues to serve the public in the
government agencies. Our alumni survey also demonstrated that most of students
believe that the focus of public value and related program training has helped their
work after graduation. For example, the 2014 Alumni Survey shows that 58% of
respondents believe that public service perspective and the related training are
“Very Important” or “Important” for their career development.
Link to the public service values
SUFE MPA program closely link its performance and operations with public values
that reflected in the changes of China’s government focus and public employees’
17
competencies. Since 2003, the Chinese government has shifted the emphasis of its
administrative reforms from economic development to administrative system
transformation. Deng Xiaoping’s open-door policy, adopted in 1978, made
economic reform the central task of the Chinese government, and all other reform
efforts were designed to promote economic development. In recent years, however,
despite remarkable economic achievements, the Chinese government has faced
increasingly complicated socioeconomic problems, such as growing income
inequality, unethical practices in social welfare, and public safety issues. It has also
experienced internal problems like corruption and the misuse of public money. As a
result, the Chinese government has begun to focus on deeper administrative reforms
in 2003, which stressed “continuous and all-round development,” as well as
“service-oriented government”. Transformation into a service-oriented government
is not a matter of simply extending previous administrative reforms; it entails a
comprehensive overhaul of the existing government. Service-oriented government
is an entirely new conception of the role of government, in contrast to the
“regulation-oriented” and traditional command-and-control governance styles. For
example, it puts improved managerial efficiency and effectiveness high on its
agenda; it is expected to promote the social values of equity, political democracy; it
advances a citizen-centered approach to the provision of public services.
Service-oriented government extremely requires its employees transform their
public service perspectives into valuing equity, transparent, accountability and so on.
As described above, our MPA program puts public values as the top priority.
Therefore, most of students believe that the focus of public value and related
program training has helped their work after graduation.
Our MPA program also designed its courses and activities based on local and
regional governments’ needs. Since 2003, many Chinese local governments have
actively implemented service-oriented governmental reforms in order to improve
their competitiveness in terms of governing capacity. Shanghai municipal city
government is the first local government that initiated service-oriented reform, even
before the central government. It realized that improving the quality of public
services and management is sustainable in a globalized economy. The municipal
government and its sub-district governments set up service-oriented strategic
agendas in 2001. The reform strategies included cutting red tape by decreasing
unnecessary administrative approvals and oversights, the use of e-government, the
community “one-window” service, and so on. Our MPA courses, such as Public
Administration”, “Public Policy Analysis”, and lectures by practitioners reflected
such administrative reform trend.
18
Link to students, employers and professionals
SUFE MPA program closely link its performance and operations to the mission’s
population students, employers and professionals.
Since the start of our MPA program in 2005, we have recruited 1345 students and
993 of them have successfully graduated. The graduates have become the nucleus
force at all levels of movements. Our MPA program expects that graduates could
be equipped with competencies of leading and managing, policy analysis,
problem-solving, public service perspective, serving diversified audience and
global vision, after they received our professional education. According to our
2014 Alumni Survey, among 11 kinds of competencies, that is, leadership,
organizing and managing, planning and emulating, policy analysis and
implementing, problem-solving, critical thinking, professional ethics and
democratic values, pursuit of social equity and fairness; organizational
communication skills, communicating with citizens, and global vision, most of
alumni stated that their above competencies got improved during the MPA
education. The critical thinking, professional ethics and democratic value, and
policy analysis and implementation are the top three improved competencies (the
important scores are 3.93, 3.83 and 3.8 respectively, when the highest score is 5).
As a result, many students got promoted after their graduation. For example,
among 134 graduates in Xinxiang City of the Henan Province, 88 have been
promoted until 2012 (see Table 7.23). And 46 of them received reward and
honors from governments. Particularly, three of them receive honors from the
Henan Provincial government and two of them from the central government.
Again, according to 2014 Alumni Survey, in 179 respondents, 67 of them claimed
that they were promoted within one year after they graduated. Forty-four of them
believed that “MPA education is important or very important to their promotion”.
We also pay attention to employers’ evaluation on our graduates’ performance
and competencies. For example, in July 2015, we conducted performance
evaluation survey to seven employers on our about three hundreds graduates.
According to the survey, above 80% of employers believe that our MPA program
education is very important to improve their employees’ competencies of serving
public and broaden the global vision.
Link to program’s contribution to knowledge and practice in public affairs and
19
administration
SUFE’s four developing goals were identified as improving research, training
student, serving society, and disseminating culture. Our MPA program mission
and goals support the university-wide strategies and link its performance and
operations with these strategic goals, particularly with the first three.
First, our MPA program considers faculty excellence in applied research as one
performance indicator. Therefore, our MPA teachers continuously contribute to
knowledge and practice of public affairs and administration and receive societal
acknowledgement. For example, during 2009-2014, our full-time MPA teachers
had published about 660 papers. And many of them are published in top journals
(62 papers were published in SCI and SSCI indices, 11 in top Chinese journals,
and 79 on authoritative level-B journals rated by the university). And our
full-time MPA teachers also actively serve as think-tank and consulting experts
for Shanghai government and prepare for many policy-briefs and consulting
reports. Since 2007, they have taken 59 consulting projects for decision-making
of Shanghai Municipal Government. Their contributions receive government
acknowledgement. In 2010, Shanghai Municipal Government award 85 prizes for
Decision-making Consultation Projects, our full-time MPA teachers won 6
second prizes for their consulting reports. Another example of our MPA
program’s contribution to the practice is that our MPA teachers submitted three
reports to the Standing Committee of the National People’s Congress and The
Ministry of Education, and two of them were adopted by the government in 2010.
Second, our MPA program train our students with real world problem-solving
competency and encourage them write academic papers so that they can also
contribute to knowledge and practice of public affairs and administration. As
aforementioned, in 2013, one of our MPA students received the “National
Excellent MPA Thesis Award” (only five nationwide) and one received
nomination for the “National Excellent MPA Thesis Award” (only 8 nationwide),
which made our program standout in 146 MPA programs.
Moreover, our MPA theses also contribute to the practice of public affairs and
administration. According to the thesis requirement, all of our students wrote
their MPA theses that closely link to their work. Therefore, it directly helps the
government agencies resolve problems. For example, Jiaying Bian, the class of
2006 MPA student, wrote her thesis on the topic of economic cooperation
mechanisms in the Yangtze River Delta urban agglomeration, and now she has
20
become the expert in this area.
The MPA program provides travel grants to our MPA students to encourage them
participating in academic conferences. As a result, six students presented their
papers in the conferences and their articles were all published in conference
proceedings. Moreover, many students published their articles in academic and
professional journals and policy reports.
1.3.2. Describe ongoing assessment processes and how the results of the
assessments are incorporated into program operations to improve student
learning, faculty productivity, and graduates’ careers. Provide examples as to
how assessments are incorporated for improvements.
Our MPA program continues to improve the operation by aligning the program
goals and using various assessment methods (please see the Table 1.2 for details).
There are three ongoing assessment processes considered in SUFE MPA program
operation. The first assessment process is to evaluate the program development and
management control over daily operations from the MPA Program. The second
assessment is a periodical evaluation from the University. The last assessment is
also a periodical one conducted by the National MPA Education Steering
Committee.
The daily operation assessment of the MPA program mainly involves four aspects:
(1) it focuses on the curriculum evaluation，(2) it is about thesis evaluation, (3) it
focuses on the understanding of students’ feedback on course teaching and
recommendation after student forum, and (4) it is about to get feedback for
operation improvement from currently graduated students and MPA alumni through
a questionnaire or an online survey.
At the end of each course teaching, MPA center staff conducted an extensive class
survey that requires students to complete a course evaluation questionnaire to
determine how MPA students feel in terms of teaching satisfaction. The evaluation
results of each course will be summarized and the final report of the evaluation will
be presented to the MPA Education Steering Committee. MPA Education Steering
Committee recognizes the crucial role that course evaluation has in the teaching
process and seeks to ensure that an appropriate teaching is developed across the
MPA curriculum. There are five teaching instructors who received the
below-average teaching evaluation scores over the past 3 years. Since MPA center
21
considers that an effective teaching evaluation is a core element of program
improvement, MPA Education Steering Committee changed the course instructors
for the five classes to ensure that there is an appropriate alignment between
teaching, learning, and assessment.
Stipulating to the thesis requirement from the National Steering Committee for
MPA Education in China, a written thesis is an important aspect of assessment for
MPA program. From the third semester, MPA students are asked to determine their
theses advisers and research topic in order to be getting ready for thesis proposal.
MPA students prepare for writing their theses in the fourth semester. Then, students
submit their theses and get into the process of preliminary review, anonymous
review, and oral defense. The purpose to establish this system for thesis is to have
an effective way of quality control and assess the learning ability of MPA students
to match program’s universal competencies. Thesis examiners are asked to evaluate
student’s thesis according to a number of criteria that included thesis applicability,
research question/set-up, contribution, creativity, and integration/coherence. Each
criteria is aligned with program’s universal competencies that included public
service perspective, problem solving, global vision, leadership/management, and
policy planning. MPA program of SUFE has provided a matching model with
evaluation grid for thesis examiners to evaluate MPA students’ theses.
270 MPA students submitted their application for thesis proposal and 31 students
(12%) were failed between January 2013 to June 2015. Over the same period, 277
MPA students applied for thesis oral defense and 26 students were failed to pass
preliminary review (10%). Among these qualified students, 7 students were failed
to pass their theses oral defense. Furthermore, there were 29 MPA students’ theses
were randomly selected to go through anonymous review process required by the
Shanghai City and only one was failed. In the beginning of thesis proposal, the
MPA center will arrange one staff to record every detail and collect the data. After
thesis proposal, the results will send to the committee members to verify their
suggestions and evaluations. Students will get feedback from their committee
members and advisers. Similarly, the committee members will review students’
theses in the preliminary review process and send their recommendations back to
the students and advisers. MPA candidates and their advisers can provide their
arguments to defend their perspectives. The MPA center will invite outside experts
to review again. The MPA Education Steering Committee presents the overall
results of the MPA students’ theses to their advisers seeking for future improvement
in the end of every semester.
22
Feedback from student forum has always been valued significantly by the MPA
Education Steering Committee as an assessment method in the MPA program
operation. In general, every semester, the MPA Education Steering Committee
invites student cadres and representatives to discuss their learning activities and
take their feedback seriously to make operation improvement. A recent example
was a successful student forum held on June 13, 2015 for student cadres and
representatives in Shanghai. During the student forum, students and MPA center
extensively discussed various topics covering teaching methods, curriculum
modification, and attendance tracking management. In general, majority of the
students were satisfied with all teaching methods and curriculum arrangements.
MPA center took students’ feedback very seriously with an improvement plan
approved immediately from the MPA Education Steering Committee. We truly
believe that MPA students are in the best position to comment on the effectiveness
of program management.
Furthermore, the MPA Education Steering Committee conduced two types of
method to get feedback from current MPA graduates and alumni. The first
evaluation is to use a written questionnaire for current MPA graduates covering
topics on various aspects such as teaching methods, grading system, curriculum
design, and learning satisfaction. In March 2015, a online survey of all alumni is
also used to determine how masters degree students fare in terms of career
development, curriculum learning results, and degree satisfaction.
In recent years, MPA center also received various instructions and suggestions
directly from the Shanghai University of Finance and Economics (SUFE), including
an extensive application of case study in the teaching process, the ways to
strengthen the practice teaching of the course, and possible curriculum reform to
improve learning objectives. In summary, MPA program management is a
continuous improvement process and MPA center recognizes the importance of
incremental improvement from various aspects of feedback. Thus, operation
processes of MPA program are constantly evaluated and improved in light of their
practicability and effectiveness.
In April 2015, an extensive field study was conducted under the supervision of the
National MPA Education Steering Committee and the Ministry of Education to
evaluate MPA academic performance and program management. The MPA Program
in the School of Public Economics and Administration (SPEA) obtained the highest
overall performance grade (Rating A) among the thirty-six MPA programs in China,
sharing the best rating honor with other five schools. One of the significant
23
recommendations from the National MPA Education Steering Committee and the
Ministry of Education was about how to strengthen the practice teaching of the
course for students in our MPA program. This recommendation is similar to the one
just mentioned previously by SUFE. The MPA Education Steering Committee made
an improvement plan in response to this recommendation.
First, in an attempt to enhance our working relationship with all levels of
government, MPA center has developed a wider and deeper cooperation project
with such government agencies as Shanghai Taxation Bureau, Shanghai Communist
Youth League Committee, Shanghai Research Center for Health Development,
Party School of Jiaxing Municipal City, and Party Organization Department of
Rudong in Jiangsu Province. In addition, more guest lectures from various
government agencies were invited and more case studies were introduced as a way
of course learning during the teaching period. Last, MPA center has employed more
than thirty part-time instructors/advisers who are experts in selected fields to
provide more social practice opportunities and guidance for students.
24
Table 1-1 Program Assessment Methods and Evidence by Goals
Goal for the Assessment Plan: How to Continue to Improve the Program by the Program Goals and Assessment Methods
Goals /Objectives
Assessment Means
Evidence
Goal 1: Curriculum
To provide students with public values, knowledge, skills and global vision so that they can effectively response to the challenges of
China’s rapid socio-economic development and deepening globalization. We will continue to work on the improvement of our curriculum
centered on using the assessment loop to make sure that our students are all armed with the mission-specific required competencies.
Objective 1: To train students to have strong
commitment to public service.
 Thesis Evaluation on Criteria Rating
 Assessment Results of Thesis
 Thesis Preliminary Review
 National Excellent MPA Thesis Award in
2013
 Curriculum Designed to Teach the Values of
Public Service
 Percent of Students Passed the Thesis
Preliminary Review with Public Service
 Job Category of Students after Graduation
Perspective Embedded
 Student and Alumni Survey
 Core Course Score/Passing Rate on “Public
Policy Analysis”, “Public Administration”,
&“Administrative Law”
 Percent of In-Service Students in the MPA
Program
 Percent of Graduates Work in Public Service
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
25
 Thesis Evaluation on Criteria Rating
 Papers/Tests in Core Course “Public
Economics” & “Political Science”
Objective 2: To train students to understand
 Faculty and Part-Time Experienced
substantive political, economic, financial, and
Professionals Co-Chair Thesis Advisers
managerial knowledge about how to administer
 Well-Known Public Officials as Keynote
public organizations effectively.
Speakers
 Student and Alumni Survey
Objective 3: To train students to be capable of
applying managerial skills to day-to-day
management and analytical skills to solving
problems in public organizations.
Objective 4: To train students to serve diverse
community in an increasingly globalized
world.
 Thesis Evaluation on Criteria Rating
 Papers/Tests in Core Course “Social
Research Methods”
 Faculty and Part-Time Experienced
Professionals Co-Chair Thesis Advisers
 Student and Alumni Survey
 Thesis Evaluation on Criteria Rating
 Curriculum Designed to Teach in English
 Papers/Tests in Core Course “Public
Administration in English”
 International Internship Exchange Program
with University of Minnesota
 Student and Alumni Survey
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Score/Passing Rate on “Public
Economics” & “Political Science”
 Reflective Papers for Keynote Speech
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Score/Passing Rate on “Social
Research Method”
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Grade/Passing Rate on “Public
Administration in English”
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
26
Goal 2: Faculty
To provide students with theoretical knowledge and practical skills to
prepare them as effective public leaders and managers.
Objective 1: MPA program seeks for faculty
excellence in teaching and research so as to
offer the best-quality education in public
administration.
 International and Domestic Recruitment
Policy
 Student and Alumni Survey
 Evaluation and Substitution Policy by the
MPA Education Steering Committee
 Conference Travel Funds to Support
Academic Studies
 Present Papers in International Conferences
 Award for Excellent Research Projects
 Appointing Adjunct Faculty for Teaching
from Public Organizations
Objective 2: MPA program aims at involving as  On-site Workshop
many experienced professionals and
 Invite Experienced Professionals and
practitioners as possible so as to meet the
Practitioners as Part-Time Instructors
expectations of our stakeholders.
 Well-Known Public Officials as Keynote
Speakers
 Part-Time Experienced Professionals to
Co-Chair Students’ Thesis
 Faculty Diversification
 Research Publication Policy for
Tenure/Promotion
 The Results of Teaching Evaluation by
Ranking for Every Semester
 New Course Instructors for Five Courses
 List of Teaching Award
 List of International Conference
Attendance
 List of Award Winners
 List of Conference Papers and Publications
 The Report of Research Projects
 Number and Expertise of Adjunct
Professors
 Report of On-site Workshop
 Reflective Papers for Keynote Speech
 Numbers of Courses with Guest Speakers
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
27
 Student and Alumni Survey
Goal 3: Program Management
To be a high quality program with student-oriented and efficiency-based management.
 Regular Evaluations from the School,
University and National MPA Education
Steering Committee and the Ministry of
Education
Objective 1: MPA program is committed to
 University’s Inputs for MPA Program
student-oriented management by taking into
 Student and Alumni Survey
account the demands, conveniences and
 Provide Outstanding Student Scholarship
feedback of the students so as to create the best  Create We-Chat Public Account to Improve
learning environment for the students.
Communication
 Develop and Maintain E-thesis System
 Student Forum
 Alumni Meeting
Objective 2: MPA program is dedicated to
efficiency-based management by regularly
collecting information about
inputs-and-outputs and goals-and-feedback so
as to constantly improve the efficiency of our
program management.
 Staff Evaluation Policy
 Recruitment Policy
 Develop and Maintain E-thesis System
 Organize Stakeholders Committee
 Highest Overall Performance Grade
(Rating: A)
 The Results of Teaching Evaluation by
Ranking for Every Semester
 Hardware Accessibility: Library &
Experimental Teaching Lab
 List of Outstanding Students
 SUFE MPA Program We-Chat Platform
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 E-thesis System
 Feedback from Student Forum & Alumni
Meeting
 Evaluation Results
 E-thesis System
 Regular Stakeholder Meeting
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
28
Table 1.2
Logic Model: Alignment of Program Goals, Assessment Methods and Assessment Evidence
Program Goals /Objectives
Program Inputs
Program Activities
Program Outputs
Program Outcomes
Goal 1 Curriculum
Values: to train students to have
strong commitment to public
service.
Knowledge: to train students to
understand knowledge about
administering public organizations
 Curriculum designed
to teach the values of
public service
 Faculty prepare to
teach the curriculum
 Faculty prepare to
interview students in
the second round of
entrance exam
 Part-time instructors
prepare for internship
instruction
 Faculties assign
readings and facilitate
class discussions that
emphasize the values
of contemporary public
service.
 Interviewees will get
additional points if
they are public
employees or take on
certain level of
government position.
 MPA students have to
complete internship in
the public sector
 Curriculum designed  Faculty assign
to teach the
readings and facilitate
mechanics and values
class discussions that
about administering
emphasize managing
public organizations
in public
 Number of students
 The proportion of
passing the preliminary
in-service students in
oral exam to defend
the MPA program
their theses indicating
 Internship report
their value of public
administration and
ability to apply a public
service perspective
 The evaluation results
of interview
 The results of
Internship
 Thesis catalogue
 Reflective papers for
keynote speech
 Students’ academic
results
 The analysis of
students’ learning
effect
29
Skills: to train students to apply
managerial skills to management
and problem-solving
organizations.
 Faculty prepare for
teaching the
 The instruction of
curriculum
master thesis
 Thesis supervision
 A series of public
officials’ lectures
 Faculty and part-time
experienced
professionals co-chair
thesis advisers
 Invite well-known
public officials as
keynote speakers
 Curriculum designed  Faculty assign
 Course grade
to teach students
readings and facilitate  Preliminary oral exam
applying managerial
class discussion that
results for thesis
skills to management
emphasize managerial
and problem-solving
skills to management
and problem-solving.
 Faculty prepare for
teaching the
 Faculty evaluate
curriculum
students’ written and
oral assignments to
 Faculty and part-time
professionals co-chair
assess their
thesis advisers
comprehension of and
ability to apply
managerial skills to
management and
problem-solving.
 The evaluation results
of thesis
 Best MPA thesis in
China
 The final report for
social science
methodology
 Standard of thesis
grading and final
results
 The results of
graduates
self-evaluation
30
 Faculty and part-time
professionals
supervise students’
preliminary oral exam
for thesis.
Global Vision: to train students to
serve diverse community in a
globalized world
 Curriculum designed
to teach in English
 Faculties are able to
teach using textbook
translated from the
United States
 Faculty advise and
instruct students’
thesis using
comparative study
and international
cases.
 The future plan of
Internship exchange
 Students take two
credit hours in the
class of English for
Public Administration
 Students are assigned
to read excellent
textbooks translated
from the United States
 Faculty assign and
facility class
discussion using
international cases.
 Thesis instruction
 Cooperate with
University of
Minnesota
 The course grade
 The results of teaching
evaluation
 The list of excellent
textbook translated
 The proportion of using
from United States
comparative cases
 Course content and the
list of course using
international case
studies
 The proportion of
using international
cases in the thesis in
2014
Goal 2 Faculty
31
Academic: faculty excellence in
teaching and research
Practical: involving as many
experienced professionals and
practitioners
 Faculty prepare for
the curriculum
 Faculty engage in
research
 Conference travel
funds to support
academic studies
 Rewarding for
excellent research
projects
 Teaching evaluation
process
 Faculty attend
international and local
conferences to present
papers
 Faculty conduct
national or local
research projects
 The results of
 The list of teaching
teaching evaluation
award
 The list of faculties
 Conference papers
attending international
and publications
and local conferences  The report of research
projects (Pro. He
 The list of
award-winners
Jinghua and Pro.
Chiang Shuoliang)
 Invite experienced
professionals and
practitioners as
part-time instructors
 Part-time instructors
for internship
instruction
 Invite well-known
public officials as
keynote speakers
 Invite part-time
experienced
professionals as one
of thesis supervisors
 Numbers of courses
 Course grades
have guest speakers to  Internship evaluation
share their
 Reflective papers of
professional and
keynote speech
practical experiences
in governments.
 Students accomplish
internship in the public
sector
 A series of public
officials’ lectures
 The results of
graduates satisfaction
survey
 Internship report
32
Goal 3: Management



Student-oriented: taking into
account the demands, conveniences

and feedbacks of the students
Provide outstanding 
student scholarship
Create WeChat
public account to
update MPA

information
immediately
Conduct interviews
for current students’
interview
Develop and

maintain E-thesis
system

MPA students who
are qualified the
criteria can apply for
the scholarship
All students and
faculties can know
the latest
information about
MPA program
through WeChat.
Current students can
communicate face to
face with MPA
director and core
faculty members.
MPA students can
search for useful
information by
E-thesis system.
 The list of outstanding  The results of MPA
students
graduates satisfaction
survey.
 SHUF MPA program
WeChat platform
 The assess number of
the E-thesis system
 The feedbacks and
suggestions from
current students in the
meeting minutes
 The E-thesis system
33
Efficiency-based: regularly
collecting information for
efficiency improvement
 Organize
Stakeholders’
committee
 Conduct alumni
meeting periodically
 The MPA director and  Conduct alumni
committee members
survey
invite stakeholders to
discuss program
mission and direction.
 The MPA director and
committee members
convene alumni
meeting periodically.
 The results of alumni
survey
34
Standard 2 Matching Governance with the Mission
2.1 Administrative Capacity
The program shall have the administrative infrastructure suitable for its mission, goals
and targets in all teaching models.
Rationale
In Preparing its SSR, the program should: A. Indicate Relationship of the Program to
the Institution (Populated form Program Fact Sheet Pg 3) and B. Indicate Modes of
Program Delivery
2.1.1 Definition of the Program’s Delivery Characteristics
If the program has multiple forms of delivery, please identify how the following
elements are differenced: curriculum, curriculum design, degree expectations,
expected competencies, governance students and faculty.
The MPA Program of SUFE
The MPA Program was established in 2005 and was run and managed by the School
of Public Economics and Administration (SPEA). The Program benefits greatly
from SPEA’s high qualify faculty, among whom 24 members got their PhDs in the
United States, representing the largest group of US-trained faculty among China’s
schools of public affairs and administration. SPEA also has a adjunct faculty pool of
forty members who used to or currently hold high ranking government positions. In
the past decade, the MPA Program at SUFE has endeavored to learn from the
experiences of American MPA programs and adapted them into the Chinese settings,
trying to provide our students with public values, knowledge and skills so that they
will become effective public leaders and managers at various levels of government
agencies.
Up to now, our Program is one of the most globalized MPA programs in the Country,
and is famous for our high-quality training and specialty course modules such as
public organization management, fiscal and taxation management, economic and
financial management, and health economics and management. During the past 9
years, the Program has admitted 1345 students . More than a thousand alumni
currently serve in government agencies, , state-owned enterprises, and NGOs.
35
Here are some recent highlights of our Program:

The Program was ranked as A level MPA program in 2013 by China’s Domestic
Program Teaching Assessment organized by the Diploma Committee of the
State Council and the Ministry of Education,

Two students were honored for the Best MPA Theses Award in China in 2012
(one award recipient and one nominee, among the nation’s five award
recipients and eight nominees.),
 The Program’s admission scores in the entrance exam organized by Ministry
of Education have been the highest in the Country in two consecutive years of
2014 and 2015. ,
All these shining records prove that the MPA Program at SUFE is among the top
programs in China, and the Program faculty and staff members work very hard to
meet the global and NASPAA standards.
The Primary Modes of Delivery
The students admitted to the Program are either Shanghai local students or remote
students in other provinces. All the students study part-time, and over the past 9
years 96% of our students are government employees.
The courses are thus normally scheduled on weekends, evenings and holidays. All
courses are offered face to face. The Shanghai local students are required to study at
the university campus for weekend or evening classes. Remote students are taught
either by SPEA faculty who travel to the remote places to teach or by local experts
in those cities hired by SPEA as adjuncts. . Remote students shall study in the
Shanghai campus twice every school year for 2-5 days each. All students are
required to complete at least 38 credit hours of course work, to finish the master's
degree thesis (no credits are given), and to pass the thesis oral defense. As to the
length of the Program, although some may get their degrees in two school years, it
normally takes four years for students to complete their study. Under special
conditions, it may take up to five years upon approval by SUFE.
The curriculum setting of our MPA Program has experienced changes in recent
years. According to the regulations of the Diploma Committee of the State Council,
the Ministry of Education and the National Steering Committee of MPA Education
set the rule that all MPA programs in China should offer 8 required courses (for a
total of 21 credit hours), among which 4 courses, namely Public Administration,
Public Policy Analysis, Public Administration (English), Theory and Practice of
36
Socialist Construction, should be on the list and the other four can be selected for
the following 8 courses: Political Science, Public Economics, Constitutional and
Administrative Law, Non-profit Organization and Management, Public Ethics,
Social Research Methods, E-government and Official Document Writing. Our
Program selects Political Science, Public Economics, Administrative Law and
Social Research Methods as mandatory courses and the remaining 4 as elective
courses. Besides the 8 required courses, universities has the freedom to design their
own concentration courses and electives..
There has been adjustment to our offering of concentrations in recent years. Our
program has offered 4 major concentrations—Public Organization Management,
Finance and Taxation Management, Economic and Financial Management, and
Health Economics and Management. Each concentration has a faculty committee
responsible for course planning and teaching. The curriculum of each concentration
is developed through communication and negotiation with the Program’s partners
(mainly government agencies supplying MPA students) and approved by SUFE’s
MPA Education Steering Committee.
According to China's degree-granting regulations, all applicants for a master’s
degree must write a thesis. Therefore, SUFE’s all MPA students are required to
complete a master’s degree thesis in Public Administration under the guidance of a
faculty advisor. A master’s degree thesis shall reflect the characteristics of a
professional degree and the students are required to choose a subject closely related
to the specific issues in the practice of public management. The students are
especially encouraged to write a thesis about a topic related to their work fields or
job positions. The students shall use the theory, knowledge and methods they’ve
learnt in the Program to conduct research and analysis, and to propose relevant
policy suggestions. . Students who have completed required course work with total
credits no less than the minimum requirement, and have passed the thesis defense
will be granted a master’s degree in Public Administration upon the review and
approval by SUFE’s Degree Evaluation Committee.
The curriculum setting of SUFE’s MPA program 2015 is shown in the tables below.
To begin with, according to the new criteria, the total credits required for the
students are 38, with 18 credits as mandatory courses for all students. In addition,
all the students are required to take one Lecture Series (10 lectures) to win 1 credit
and one Internship (with supervisors reviewing his or her internship report) to get 2
more credits. So the total credits required for students are 21 credits. Moreover,
37
students are also asked to pick one concentration among the four options—public
sector management, fiscal and taxation management, economic and financial
management, and health economics and management—and each concentration
consists of 4 courses (i.e., 8 credits). These are the mandatory and half-mandatory
requirements for the students. After they completing these requirement, they are
free to take other elective courses to make up the credits they need to earn (i.e., 9
credits or 4 to 5 elective courses.)
I. Mandatory Courses (Required for each student)
Category
Mandatory Courses
Total
Credits
Total
Hours
When Is the
Course Offered
2
32
1st. semester
3
3
2
48
48
32
3
48
2
32
2
32
1st. semester
3rd. semester
2nd. semester
2nd. or 3rd.
semester
2nd. or 3rd.
semester
2nd. semester
2
32
2nd. semester
Total
Credits
Total
Hours
When Is the
Course Offered
Theory of Fiscal Justice
2
32
1st. semester
Tax Law
Public Expenditure and Budget
Management
Art of Leadership
Tax Avoidance and Anti-Tax
Avoidance Research
Tax Assessment and Audit
2
32
3rd. semester
2
32
3rd. semester
2
32
1st. semester
2
32
3rd. semester
2
32
3rd. semester
Name of Course
Socialist Construction: Theory and
Practice
Public Administration
Public Policy Analysis
Social Research Methodology
Public Economics
Administrative Law
Political Science
English for Public Administration
Students
II. Elective Course Modules
Concentration 1: Tax Management
Category
Name of Course
Core Courses
Electiv
e
courses
38
Tax Risk Control Research
Financial Statement Analysis
Civil and Commercial Law
International Tax
Research on Leading Topics in Tax
Policy
2
2
2
2
32
32
32
32
4th. semester
4th. semester
4th. semester
3rd. semester
2
32
4th. semester
Total
Credits
Total
Hours
When Is the
Course Offered
Project Management
2
32
1st. semester
Financial Theory and Policy
Enterprise Financing Model and
Cost Control
Regional Economic Development
Strategy
Financial Asset Valuation
Public Sector Investment and
Financing
International Financial
Management
Urban Planning and Management
Urban Land Resource
Management
Corporate M&A and
Restructuring
Development and Management of
Social Security
2
32
3rd. semester
2
32
2nd. semester
2
32
3rd. semester
2
32
4th. semester
2
32
2nd. semester
2
32
4th. semester
2
32
2nd. semester
2
32
3rd. semester
2
32
4th. semester
2
32
4th. semester
Total
Credits
Total
Hours
When Is the
Course Offered
Health Economics
2
32
st. semester
Health Policy and Management
Medical Insurance Theory and
Management
Hospital Management
Performance Management of
Medical institutions
Financial Budget and Audit of
2
32
2nd. semester
2
32
2nd. semester
2
32
1st. semester
2
32
3rd. semester
2
32
3rd. semester
Concentration 2 Economic and Financial Management
Category
Name of course
Core
Courses
Elective courses
Concentration 3 Health Policy and Management
Category
Name of course
Mandatory
courses
Electiv
e
courses
39
Hospitals
Health Economics and
Management Symposium
Comparison of International
Health Systems
Application of SAS/SPSS/STATA
in Health Policy and Management
2
32
4th. semester
2
32
4th. semester
2
32
3rd. semester
Total
Credits
Total
Hours
When Is the
Course Offered
2
32
2nd. semester
2
32
3rd. semester
2
32
3rd. semester
2
32
3rd. semester
E-Government
2
32
3rd. semester
Urban Social Management
2
32
3rd. semester
Local Government Management
2
32
4th. semester
Government Public Relations
2
32
4th. semester
2
32
4th. semester
2
32
4th. semester
2
32
3rd. semester
Name of course
Total
Credits
Total
Hours
When Is the
Course Offered
Asset Valuation and State Asset
Management
2
32
When needed
Basic Economics
2
32
When needed
Communication Skills and Art
of Leadership
2
32
When needed
Sampling and Statistical Methods
2
32
When needed
Concentration 4 Public Organization Management
Category
Name of course
Mandatory courses
Public Sector Organization and
Management
Human Resource Management of
Public Sectors
Performance Management of
Public Sectors
Public Ethics
Elective courses
Comparison of Public
Administration
Non-Profit Organization
Management
Official Document Writing
III. Elective courses for all concentrations
Category
Elective courses
40
Qualitative Investigation and
Analysis
Government Statistics
Financial Management of Public
Organizations
2
32
When needed
2
32
When needed
2
32
When needed
Research on Fiscal Politics
2
32
When needed
Public Expenditure
Other courses for graduate
students
2
32
When needed
2
32
When needed
2.1.2 Who is/are administrators (s) and describe the role and decision making
authority (s)he/they have in the governance of the Program
The core of the management of the Program include the two Directors of the
Program, the Associate Dean of the School of Public Economics and Administration
in charge of graduate studies, the Dean of the School and the Dean of the Graduate
School of the University. The two directors of the program, Prof. Shu Keng and
Professor Ji-mao Zeng are responsible for daily management of the Program. The
Associate Dean of the School, Prof. Wenlin Fu, is responsible for the graduate
studies, the MPA program is one of them. He sits in between the MPA program and
the School and will make sure that the MPA program will receive enough resources
to maintain its quality. Most of the major decisions related to the MPA program
have to be approved by the Dean of the School of Public Economics and
Administration. For example, the budget of the Program, the new rules of the
Program, and the agreements to collaborate with other institutions must be signed
and approved by the Dean. In addition, the Steering Committee of the MPA
Education of SUFE are also appointed by the Dean of the School.
Above the School is the Graduate School of the University, which is responsible for
the graduate studies of the university, esp., in planning for and supervising on the
different schools to perform their function. Therefore, the MPA program has to
regularly report to the Graduate School on our admission and teaching. First, all the
major policies and rules (e.g., the policy about the tuition), once proposed by the
School, have to be submitted to the Graduate School for final review. Secondly, the
final list of our admission can only be publicized by the Graduate School. Thirdly,
the curriculum and its revision also need to be approved by the graduate School.
Finally, the final defense of student’s’ thesis and their awarding of the diploma are
also reviewed and approved by the Graduate School. After the Gradate School
41
approved, the students’ records can be sent to the Diploma Committee of the
University so that students can be granted the Diploma and the MPA Degree.
2.1.3 Describe how the governance arrangements support the mission of the
Program and match the program delivery. Program may upload an
organizational chart if helpful in describing their university or college
governance structures.
SUFE’s MPA Education Center (hereinafter “the Center”) is an organization
responsible for daily management of its MPA program and is directly under the
supervision of the School of Public Economics and Administration (hereinafter “the
School”). The School sets up the Steering Committee of MPA Education which
consists of core MPA faculty from the School and some external practical experts,
as the institution to make decisions and policies for the Program. A center with two
directors, four full time staff and one part-time staff is also established by
implement the decisions of the Steering Committee. Please see the attachment for
the organizational chart of the program.
2.2 Faculty Governance
An adequate faculty nucleus—at least five full-time faculty members or their
equivalent—will exercise substantial determining influence for the governance and
implementation of the Program.
2.2.1a Faculty Nucleus and Governance
Provide the following information for no fewer than 5 nucleus faculty members of
your choosing:
The MPA program has 9 faculty nucleus who constitute the core of teaching and
governance of the Program. Following is a list of all the faculty members.3.1.2
Members of the Faculty Nucleus of the MPA Program of SUFE
Name
3.1.2
Academically or
professionally
qualified
Highest
Academic
Degree Earned
Major Fields
to the courses
Specializations
Courses Taught
42
Shuo-liang
Jiang
Jing-hua He
Shu Keng
Feng Wang
Ji-mao Zeng
Li Tang
Ph.D. in Law
(Wuhan
University)
Public Policy
Analysis;
Public Sector
Human
Resources
Management
Leadership and
management;
problem solving;
public service
Public Policy
Analysis; Public
Administration;
Public Sector
Human Resources
Management
Academically
qualified
Ph.D. in Public
Administration
(Wuhan
University)
Public
Administration;
Government
Governance;
Policy Analysis
Leadership and
management;
problem solving;
communication
and coordination
Public
Administration;
Policy Analysis;
Public Sector
Performance
Management
Academically
qualified
Ph.D. in
Government
(University of
Texas at
Austin)
Research
Methods;
Political
Science;
English
Public service;
Diversity of
Audience;
international
perspective
Social Research
Methods; Political
Science; Public
Administration;
English
Academically
qualified
Ph.D. in Public
Administration
(University of
Southern
California)
Public
Organization
Administration;
Community
Governance
Leadership and
management;
international
perspective
Public
Administration;
Public Organization
Administration
Academically
qualified
Ph.D. in Politic
Science (Fudan
University)
Government
Governance;
Community
Administration
Policy planning;
problem solving;
public service
Policy Analysis;
Political Science
Scientific and
Technological
Policy;
Information
Technology
Communication
and coordination;
international
perspective;
public service
Public Organization
Administration;
Public Human
Resources
Management; Public
Policy
Academically
qualified
Ph.D. Politic
Science
(Perdue
University)
Political
Theories;
Research
Methods
Public service;
international
perspective;
problem solving
Political Science;
Social Research
Methods
Academically
qualified
Ph.D. in Public
Administration
(University of
Texas at
Arlington)
Performance
Management;
Research
Methods
Leadership and
management;
communication
and coordination;
international
Public Sector
Performance
Management; Public
Economics; English
Academically
qualified
Academically
qualified
Ph.D. in Public
Policy (Georgia
Institute of
Technology)
Min Tang
Cheng Chia
43
perspective
Na-Risong
Huhe
Academically
qualified
Ph.D. Politic
Science (Old
Dominion
University)
Political
Theories;
Research
Methods;
Public Policy
Problem solving;
international
perspective;
communication
and coordination
Political Science;
Policy Analysis;
Social Research
Methods
2.2.1b Faculty Other Than Faculty Nucleus
In addition to our faculty nucleus, we also invite two professors from the Law
School to offer the mandatory course, Administrative Law in the Program, two
professors from the Department of Foreign Languages to offer the mandatory
course, English for Public Administration Students, and two professors from the
School of Humanities to offer mandatory course Socialist Development: Theory and
Practice. All of them come from our university. Other professors from the School of
Public Economics and Administration would take about 50% of all the courses
regularly offered in the Program (see Table 3.1.3 for the exact percentages of the
courses taught by different categories of faculty, and please note that the
percentages may slightly vary over time). In addition to their contributions, we also
invite professors coming from other school, from other universities, or themselves
practioners, such as retired government officials to offer about a dozen courses in
the Program annually (the exact number may vary over time). In total, we have
normally about 30 faculty members regularly offering courses in the Program (the
number may slightly vary over time).
2.2.2 Form Assessment of Program Determining Influence (Thanks for the
reminder. We will see and check on this. )
1
None
2
Low
3
Medium
4
High
Who Participate
(Can select all)
1 Dean or higher
authorities; 2 All
faculty; 3 All
course teachers;4
Team of core
teachers; 5 Subteam of core
teachers; 6 Course
leaders; 7 Others
Curriculum and policy planning
X
1, 2, 3, 4, 6
44
Setting requirements for academic
degrees
Developing and implementing
suggestions for enrollment
restrictions
Guiding students
Specifying curriculum setting and
learning outcomes
Assessing student performance and
granting degrees
X
1, 3, 5
X
1
X
1, 3
X
3, 4, 7
X
1, 2, 3, 4
Employing and promoting teachers
X
1, 4, 5, 7
Involving in defining and ensuring
teacher performance
X
1, 5, 7
2.2.2a Please provide a detailed assessment of how the program’s faculty nucleus
exerts substantial determining influence over the program. Describe its role in
program and policy planning, curricular development and review, faculty recruiting
and promoting, and student achievement through advising and evaluation.
SUFE doesn't offer faculty positions exclusively designed to the MPA Program.
Full-time faculty teaching for the MPA Program have their primary teaching load
with undergraduates and graduate students in Public Administration and related
disciplines besides their responsibilities in the MPA Program.. Faculty who teach
for the MPA Program meet every year to discuss and share their experience in
academic research and teaching.
The nucleus faculty in our Program are full-time faculty members who are
intensively involved in the MPA Program and take serious administrative
responsibilities. . Each of them teaches at least one course in the MPA Program.
They are extensively involved in: (1) MPA enrollment and re-examination, (2)
MPA thesis defense, (3) MPA thesis guidance, (4) MPA thesis review, (5) on-site
practical MPA teaching guidance, and (6) the management of the following matters:
(a) Improvement of the MPA admission standards
(b) Course teaching effectiveness
(c) Promotion of new instructional methods
(d) Program assessment
(e) Alumni services and relations with partner organizations
45
The MPA program has established the Curriculum Construction Committee, the
Committee of Case Study, and the Committee for Education Assessment. All of
these committees are chaired by our nucleus faculty members.
The Program’s normally meet to discuss issues of specific planning, policy change,
and curriculum adjustment before a proposal is submitted to the MPA Education
Steering Committee for approval. As SUFE doesn't have any faculty member
exclusively designated to the MPA Program, faculty recruitment is carried out at the
school level through a search committee of no less than five members. Our nucleus
faculty often serve in various search committees.
Faculty promotion requires the recommendation of the School’s Professor
Committee and then the approval of the School’s Title Appraisal Committee. Thus,
the nucleus faculty do not directly participate in faculty promotion. In terms of
assessing student performance, nucleus faculty , as teaching faculty, are responsible
for setting the evaluation rubrics, assessing the performance of the students and
collaborate with the students to improve their performance..
Each MPA student shall complete all courses according to the training plan and pass
the thesis defense。The Degree Defense Committee will then suggest the Degree
Evaluation Committees both at the school and university levels grant the student a
master’s degree in Public Administration.
2.2.2b Please describe how the Program Director exerts substantial determining
influence over the program. Describe his or her role in program and policy planning,
curricular development and review, faculty recruiting and promoting, and student
achievement through advising and evaluation.
Associate Professor Shu Keng is now the director of the MPA Program. He Center’
is appointed by the School. The School has also set up the Steering Committee for
MPA Education of SUFE, where the Center’s Director serves as the
Secretary-General. The authority of the Center’s Director is determined by the
School. The recruitment of MPA teachers and thesis advisors is carried out in the
name of the School and so is the recruitment of the Center’s administrative staff.
The Center’s Director can provide suggestions about the adjustment to the training
plan, curriculum setting and the recruitment of MPA faculty, thesis advisors and the
Center’s administrative staff. The MPA Education Steering Committee is
responsible for revising the MPA program’s development strategy, planning and
training plan and the Center’s Director is responsible for planning, implementation
46
and daily management. Several faculty members serving in the MPA Education
Steering Committee are respectively responsible for curriculum construction, case
construction and teaching evaluation and are involved in specific management of
the MPA program.
MPA Center’s Director has the following responsibilities:





Submit an annual enrollment plan
Contact and maintain relations with partner organizations
Organize the annual re-examination and admission work
Propose the recruitment of candidates for part-time faculty
Coordinate and organize the meetings of the MPA Education Steering
Committee









Supervise the implementation of the course schedule for each term
Supervise the implementation of MPA thesis management
Submit materials for MPA program assessment
Receive the visitors from other MPA training institutions
Arrange trainings for MPA faculty s and thesis advisors
Provide suggestions about the MPA training plan and curriculum revision
Submit the MPA budget of each school year for review by the School
Responsible for organizing the participation in NASPAA certification
Organize the MPA faculty to discuss about teaching methods and share
experience

Organize the MPA thesis advisors to discuss thesis research and share
experience

Organize meetings for communication between the MPA Graduate Committee
and the MPA Education Steering Committee
2.2.3 Faculty Governance Comments
The MPA Program’s core administration is through the Steering Committee of MPA
Education of SUFE. The Committee has 15 members, including 7 MPA faculty , 5
external practitioners, and 1 university-level official who is the Dean of the
Graduate School and the Dean and the Party Secretary of the School of Public
Economics and Administration. The School of Public Economics and
Administration appoints the chair of the Committee. Currently, Prof. Haijiao Ding,
a retired high-ranking government leader serving the municipal government of
Shanghai.The members of the Committee are appointed by the School for a
three-year term. The members have the responsibilities of guiding and coordinating
MPA education, building the faculty team, and implementing the enrollment and
47
talent training plan in accordance with relevant policies and requirements of the
Academic Degrees Committee of the State Council, the Ministry of Education and
SUFE. The goal is to promote the transformation and development of our
university’s MPA education and constantly improve our university’s MPA education.
Any major decisions on the MPA Program shall go through the Committee.
Under the leadership of the Steering Committee of MAP Education, in recent years,
several major reforms have been introduced to our MPA program. The first is to
appoint an external expert who is both experienced in theory and practices to be the
Chair of the Committee. The Chair helped greatly with the comprehensive
assessment of the MPA Program. Secondly, the Alumni Association of SUFE MPA
Program was established, on the one hand, to provide services to our alumni and,
on the other hand, to include our alumni to participate in the management of our
MPA Program. Alumni are now involved in giving guest lectures, offering
suggestions, expanding our enrollments, among other activities.
Thirdly, the Employment Representative Commission was also established. In
addition to occasional exchanges, we have a regular annual meeting with all the
representatives of from the Commission for us to learn about their opinions and
suggestions for us to maintain our cooperation and partnerships.
Fourthly, a Student Representative Commission was also established. In addition to
our student forums in the end of each semester and casual talks with our students
from time to time, we also invite student representatives to the Commission so that
they can meet faculty and administrative staff to express their opinions and
suggestions directly. The Steering Committee of MPA Education will later respond
to the opinions and suggestions collected in the Commission. Fifthly, at the end of
2014, based on the new missions, goals, and required competencies, the MPA
Program has extensively revised its curriculum and management. The detailed
information will be provided in the Standard 5 of the Self Study Report.
Sixthly, also based on the new missions, goals, and required competencies, the MPA
Program has adopted new approaches for course and teaching evaluation, with
standardized syllabi and course documents as the core of our Assurance of Learning
(AOL) system. Seventhly, we’ve developed a Teaching Performance Evaluation
System based on evaluations from the current students and alumni. Finally, to meet
the standard of being a internationalized program, we continue to devote efforts on
promoting international cooperation by recruiting some innational students, holding
international conferences, and hosting the visits of foreign scholars. Moreover, we
have initiated a new program to start international exchange of interns with the
48
University of Minnesota in Oct. 2014. In the future, we shall be able to become a
more globalized program.
49
Appendix Organizational Structure of the MPA Program of SUFE
President of SUFE
Diploma Committee of SUFE
Vice President of SUFE (in
Charge of Graduate Education)
Dean of Graduate School of
SUFE
Dean of the School of Public
Economics & Administration
Vice Dean of the School of Public
Economics & Administration
Diploma Committee of SPEA
Affairs
Academic
Affairs
Stakeholders
Committee
Alumni
Committee
MPA Teaching Committee
Directors of
MPA Program
Admin.
Faculty
Admission
Alumini
Nuclei
Affairs
Affairs
Faculty
50
Academic
Advisors
Student
ommittee
Standard 3 Matching Operations with the Mission: Faculty
Performance
3.1 Faculty Qualifications
The Program’s faculty members will be academically or professionally qualified to
pursue the program’s mission.
Shanghai University of Finance and Economics (SUFE) School of Public
Economics and Administration hired 36 MPA faculty members in 2013-2014.
According to the stipulation of the MPA Teaching Guidance Committee under the
Ministry of Education, the faculty members consist of two major types: full-time
teachers and part-time advisors. Full-time teachers are required to have academic
qualifications and are responsible for teaching and thesis guidance, while part-time
advisors are required to have professional qualifications. They normally do not give
lessons but offer lectures and provide guidance for MPA graduation theses for
students. Over 60% of the part-time advisors have Ph.D. degrees, and those without
a Ph.D. degree have worked for over 15 years in government departments with rich
experience. There are 61 full-time teachers and 16 part-time thesis advisors in total.
Among the full-time teachers, 9 teachers engaged by SUFE School of Public
Economics and Administration constitute the core MPA teaching team. They all
have Ph.D. degrees in areas like Public Administration, Political Science and Public
Economics, and their academic specialties match the courses they teach. In addition,
they are qualified graduate teachers of SUFE Graduate School.
51
Table 3.1.1 A List of Faculty Nuclei in the MPA Program of SUFE
Name
ShuoLiang
Jiang
Full or
Part
time
Full-ti
me
Academically/
Professionally
Qualified/Other
Academically
Qualified
Highest
Degree
Earned Drop
Down
Ph.D. DPA
MPA MA
MS JD Other
JD (Wuhan
University)
Demonstrate their Academic or Professional Qualifications: Drop down menu (select all that apply)-Publishes in
area of program responsibility
-Attends annual conferences and/or workshops associated with area of program responsibility
-Provides community or professional service in the area of program responsibility
-Is currently or previously employed in field associated with area of program responsibility
-Maintains professional certification in area of program responsibility
-Other, please specify
Paper Published
1. Government Reputation Management in the Network Environment: Theoretical Framework and Practical
Countermeasure, Jianghan Tribune, 2014/2.
2. Construction of the Evaluation Indicator System in Resources-conserving Government Agencies, Statistics and
Decision, 2012/7.
3. Analysis of the Reputation of the Communist Party of China from the Perspective of Political Science, Journal
of Shanghai Normal University, 2012/2.
4. Ethical Risks of “Naked Officials” and Mitigation, Journal of China National School of Administration, 2011/6.
5. Policy Network Path: New Paradigm of the Western Public Policy Analysis, Cass Journal of Political Science,
2010/6.
6. Regulation Official Capture in the Transition Period and Prevention Strategies, China Public Administration,
2010/11.
Research Projects
1. Study on How to Achieve Scientific, Democratic and Systematic Cadre Selection and Appointment, 2012
52
National Social Science Fund (Approval No.: 12BZZ048)
2. Study on Shanghai Free Trade Zone System Innovation and Government Function Change, 2014 National
Natural Science Fund (Approval No.: 71341046)
Social Services
1. Conducted massive investigation, research and project design as the consultation expert for the project of
“Shanghai City Public Servant Integrity System Construction” of Shanghai Public Servant Bureau during
2012-2013.
2. In 2014, as the consultation expert of Shanghai Food and Drug Administration, conducted in-depth analysis of
food safety supervision in Shanghai Free Trade Zone, and recommended countermeasures that were adopted by
government departments.
Conference Papers
1. Attended public policy analysis course workshops organized by the MPA Teaching Guidance Committee of the
Ministry of Education in 2011 and 2013.
2. Attended the International Symposium of “International Metropolitans Public Governance Modernization” held
in Shanghai on July 5, 2014.
Academic Services
Member of the Chinese Public Administration Society; Director of Shanghai Public Administration Society
JingHua
He
Full-ti
me
Academically
Qualified
DPA (Wuhan
University)
Paper Published
1. Intergovernmental Cooperative Governance: Generation Logic, Theoretical Connotation and Policy Tools,
Journal of Shanghai Normal University, 2011/6.
2. Subsequent Development Framework of Shanghai Expo Park – From the Perspective of the Needs of the State,
53
Shanghai and the Park’s Neighboring Area, East China Economic Management, 2011/2.
Conference Papers
1. Attended public policy analysis course workshops organized by the MPA Teaching Guidance Committee of the
Ministry of Education in 2011 and 2013.
2. Attended the International Symposium of “International Metropolitans Public Governance Modernization” held
in Shanghai on July 5, 2014.
Academic Services
Member of the Chinese Public Administration Society; Executive Director of Shanghai Public Administration
Society.
Shu
Keng
Full-ti
me
Academically
Qualified
Ph.D. in
Government
(University of
Texas at
Austin)
Paper Published
1. Keng Shu & Zeng Yuzhen (2010), Political Impact of Visit Invitation by the Chinese Communist Party on the
Youth Policy, Issues & Studies, 49(3) (July Issue): 29-70, TSSCI.
2. Keng Shu & Hu Yusong (2011), State-Social Relationship in Emergencies: Investigation of Anti-SARS in
Grassroots Communities in Shanghai, Society, 31(6) (November Issue): 41-73, CSSCI.
3. Keng Shu & Chen Wei (2013), Case Study of Comparative Politics: Reflecting on Several Methodological
Myths, Social Science, Issue 5, 21-31, CSSCCI / Reprinted in Copied Materials of Renmin University (Political
Science), 2013/July.
4. Keng Shu & Chen Wei (2014), Developing Overall Honest Government System: Investigation of Corruption
Governance in Taiwan, Henan Social Science, 2014/6, 12-16, CSSCI.
5. Keng Shu, ZhongLingna & Pang Baoqing (2014), Different Perceptions from Different Perspectives: How to
Distinguish the Political Status of Provincial-Level Leaders, Comparative Economic & Social Systems, 2014/9,
82-95, CSSCI.
54
6. Shu Keng, 2010, Developing into a Developmental State: Changing Roles of Local Government in the Kunshan
Miracle, in Dynamics of Local Government in China during the Reform Era, Yunhan Chu &Tse-Kang Leng, eds.,
Lanham, MD: Rowman & Littlefield, pp. 225-271, Collection of Academic Theses.
Research Projects
1. Comparative Political and Economic Study of Government Governance and Independent Innovation, Chen
Shuqu Comparative Political Research Center of Fudan University, May 13, 2013.
2. Study on the Political Effect of the “Polices Favoring Taiwan”, a project of the Ministry of Education, July 3,
2014.
Academic Services
Specially-appointed professor: lecturer for the national faculty training for “Social Study Methods” organized by
the MPA Teaching Guidance Core Course Committee.
Serves as various external committee members for universities including Beijing University, Fudan University,
Shanghai Communications University, Tongji University, East China University of Political Science and Law, and
East China University of Science and Technology, as well as academic committee member of the International
Graduate Contemporary China Seminar of Hong Kong Chinese University, and executive committee member of
the European Research Center of Taiwan (ERCCT).
Journal editorial board: serves as the editorial board member of Issues & Studies, a SSCI journal, and Public
Administration Review, a CSSCI public administration journal.
Journal Reviewer: serves as an academic journal appraiser for World Politics (a comparative political journal),
Journal of East Asian Studies, and Modern China, as well as domestic journals including Society, Public
Administration Review, and Fudan Political Science Review.
Faculty training lecture: lecturer for the national faculty training for “Social Study Methods” organized by the MPA
Teaching Guidance Core Course Committee.
Student Training: run 3 academic seminars each week; the first Ph.D. under my supervision Liangsong Yang is
55
now a teacher at Southwestern University of Finance and Economics (one of the 211 or top universities in China),
and the second Ph.D. Chaoran Ren is now a teacher at East China University of Science and Technology (another
211 or top university) and the third Ph.D. Baoqing Pang is going to teach at another 211 or top university. These
are quite unusual in our university.
Academic Conferences: planed and organized the “Joint Political Economics Seminar by Shanghai University of
Finance & Economics, Beijing University and Shanghai Communications University” in a bid to establish a
systematic academic exchange platform and leverage the school’s research advantages in the area of Political
Economics.
Feng
Wang
Full-ti
me
Academically
Qualified
Ph.D. in
Public
Administratio
n (University
of Southern
California)
Paper Published
1. Sun, J., Wang, F. & Yin, H.T. Community Institutions and Corporate Social Responsibility Practices in China’s
Banking Industry. Management and Organization Review. Accepted.
2. Sun, J., Yin, H.T. &Wang, F. (2014). Net Private Benefits of Purchasing Eco-labeled Home Appliances and
Subsidization Policies in China. Energy Policy, 73:186-195.
3. Jun, K., *Wang, F. & Wang, D. (2014). E-government and citizen attitudes towards local government in China:
Transparency and capacity for service delivery. Public Performance & Management Review, 38(1): 125-151
(*corresponding author)
4. Wang, F. (2014). The Determinants of the Effectiveness of Chinese Homeowner Associations in Solving
Neighborhood Issues. Urban Affairs Review, 50(3): 311-339.
5. Wang, F. & Yin H.T. (2013), New Governance Model or Reunion of Government and Enterprise – Individual
Case Studies based on Rural Housing Insurance System of Zhejiang in China, International Public Management
Journal, 16 (s1): 31-48.
6. Blandy, S. & Wang, F. (2013). Curbing the Power of Developers? Law and Power in Chinese and English Gated
Urban Enclaves, Geoforum, 47: 199-208.
7. Wang, F. Yin, H.T. & Zhou, Z.R. (2013). Democracy Starts at Home? Bottom-up Governance in China’s
56
Homeowner Associations. Chinese Management Insights, 2(2): 62-66.
8. Democracy Starts with Family Management? The Governance Structure of Homeowner Organizations in China.
Chinese Management Insights, Issue 2 of Volume 2, 2013, 16-19. (Chinese Version).
9. Wang, F. & Yin, H.T. (2012). A New Form of Governance or Reunion of the Government and Business Sector?
A Case Analysis of the Collaborative Natural Disaster Insurance System in the Zhejiang Province of China,
International Public Management Journal, 15 (4): 429-453.
10. Wang, F. Yin, H.T. & Zhou, Z.R. (2012). The Adoption of Bottom-up Governance in China’s Homeowner
Associations, Management and Organization Review, 8: (3): 559-583.
11. Zhao, X.L., *Wang, F., & Wang, M. (2012). Large-Scale Utilization of Wind Power in China: Obstacles of
Conflict between Market and Planning, Energy Policy, 48: 222-232. (*corresponding author)
12. Chen, B., Wang, F. & Song, J.M. (2012). Are They Connected? Exploring Academic and Social Networks
Among MPA Students at a Chinese University, Journal of Public Affairs Education, 18 (1), 137-156.
13. Zhao, X.L., Lyon, T. Wang, F. & Cui, S. (2012). Why Do Electricity Utilities Cooperate With Coal Suppliers?
A Theoretical and Empirical Analysis from China, Energy Policy, 46: 520-529.
14. Yin, H.T. & Wang, F. (2011). The Future of Renewable Energy Development in China – A Policy Perspective,
Modern Energy Review, 3(1), 17-19.
15. Wang, F., Yin, H.T. & Li, S.D. (2010). China’s Renewable Energy Policy: Commitments and Challenges,
Energy Policy, 38 (4): 1872-1878.
16. Wang, F. (2010). Regulations and the Imbalance of Power Relationships in Newly Developed Residential
Neighborhoods in Urban China. In Sarah Blandy, Jennifer Dixon, Ann Dupuis (eds.) Multi-Owned Housing: Law,
Power and Practice, chapter 7, pp 125-144, Aldershot: Ashgate Publisher.
Research Projects
1. Key project of residential community property management in Zhabei District. Shanghai Zhabei District
Housing Ensurance and Administration Bureau, October 24, 2014.
2. Study on shanghai city homeowner organization governance model and capability, a philosophical and social
57
science project of Shanghai city, July 1, 2013.
3. Study on the governance capability of residential community homeowner organizations in Shanghai, a project of
the Ministry of Education, April 28, 2013.
Conferences Papers
1. Jun.K. & Wang, F. (2014) “Community-based citizen participation mechanisms in the City of Detroit”, to be
presented at the 2014 Midwest Political Science Association (MPSA) conference, Chicago, IL.
2. Wang, F., Jun, K. & Yin, H.T. (2013) “Citizen Experience with Public Service and Its Impact on Satisfaction: An
Empirical Study in a Local Jurisdiction of China”, presented at the Conference of Improving Chinese Public
Services: Theory and Empirical Evidence, City University of Hong Kong, Hong Kong, China
3. Wang, F. (2012). “Participation-oriented governance innovation in China’s Homeowner Associations”, paper
presented at the Sixth Sino-US International Conference on Public Administration, Renmin University, Beijing,
China
4. Chen, B., Wang, F., Song, J. (2012). “The Ties that Lead: A Network Approach to Emergent Leadership among
Chinese MPA Students”, paper presented at the 12th Public Management Research Conference, Fudan University,
China.
Academic Awards
1. The Adoption of Bottom-up Governance in China’s Homeowner Associations, Excellent Thesis Award of
“Zhongzhen Scientific Research Fund” of Shanghai University of Finance and Economics, January 30, 2013.
2. China’s Renewable Energy Policy: Commitments and Challenges， Excellent Thesis Award of “Zhongzhen
Scientific Research Fund” of Shanghai University of Finance and Economics, January 10, 2011.
JiMo
Zeng
Full-ti
me
Academically
Qualified
JD in Politic
Science
(Fudan
Paper Published
1. Exploration of and Thoughts on MPA Thesis Quality Management, July 3, 2014.
58
University)
2. Rural Scenes at the Era of Industry Supporting Agriculture, March 24, 2014.
3. Public Cultural Service Must Cater for the Needs of the Public, November 27, 2013.
4. Drive MPA Training Mode Innovation with Case Study Research, August 2011.
5. Operation Logic and Consequences of Corporatization of Local Governments, December 2011.
Research Projects
1. Study on the Rational Allocation of Public Service Resources in Zhabei District, Zhabei District Development
and Reform Committee, 2013.
2. Research on the Top Layer Design of Shanghai Municipal Administrative System Reform, a Shanghai municipal
government policy consultation project, 2011.
3. Shanghai Urban Management Study, a Shanghai municipal government policy consultation project, 2010.
Social Services
1. Vice President of the Society for Research on Shanghai City Public Affairs Management
2. Executive Director of Shanghai Political Science Association
3. Member of Shanghai MPA Teaching Guidance Committee
Temporary government post:
Served as the vice director of Shanghai Yangpu District Innovative Urban Area Leadership Team Office from
March 2011 to February 2012
Min
Tang
Full-ti
me
Academically
Qualified
Ph.D. Politic
Science
(Perdue
University)
Paper Published
1. (2014) “Do Political Tensions Take a Toll? The Effect of Sino-Japan Relationship on the Sales of
Japanese-Brand Cars in China.” Asian Business & Management. 13(5): 359-378.
2. (2014) “The Effect of Media Use on Institutional Trust in China.” Problems of Post-Communism. 61(3):45-56.
3. (2014) “Alternative Framing: The Effect of the Internet on Political Support in Authoritarian China.”
59
International Political Science Review. 35(5):559-576.
4. (2014) “Conditional Effect of Economic Development on Democracy – The Relevance of the State.”
Democratization. 21(3): 411-433.
5. (2011) “Political Behavior of the Chinese Middle Class.” Journal of Chinese Political Science. 16(4): 373-387.
Research Projects
1. 2013: the overseas returnee scientific research activation fund project “Experimental Research on the
Cause-Effect Mechanism of Network Media Impacting Citizen Attitudes”.
2. 2012: the national natural science fund youth project “Experimental Research on the Cause-Effect Mechanism
of Network Media Impacting Political Attitudes”.
3. 2012: Shanghai PuJiang talent program “Research on the Effect Mechanism of the Internet Impacting Citizen
Attitudes”.
4. 2010: “Undergraduate Teaching Reform Project concerning Innovative Talent Training: Study on the Training of
New-Type Public Administration Talents”, a undergraduate teaching reform project of Shanghai University of
Finance and Economics regarding innovative talent nurturing under the undergraduate innovation training support
program.
Part-time social job: part-time research fellow of the Chinese Government and Policy Joint Research Center of
Nankai University.
Social Services
1. Thesis appraisal：Political Research Quarterly, International Political Science Review (twice), Democratization,
China Journal, Problems of Post-Communism, Sociological Quarterly.
2. Graduate and faculty training lectures: participated in the national graduate summer school of “Local
Government and Intergovernmental Relationship” of Nankai University twice during 2012-2013.
Li
Full-ti
Academically
Ph.D. in
60
Tang
me
Qualified
Public Policy
(Georgia
Institute of
Technology)
Paper Published
1. Is There a Clubbing Effect Underlying Chinese Research Citation Increases? March 23, 2014
2. Developing an Innovative Materials Enterprise in China: A Nanotechnology Small Business Case study,
February 13, 2014
3. Tracing the Footprint of Knowledge Spillover: Evidence from U.S.-China Collaboration in Nanotechnology，
September 15, 2013
4. The Rise of China in Nanotechnology and the Role of U.S.–China Knowledge Moderation，July 15, 2013
5. Beyond the Hype: Exploring Interfaces of the Knowledge Economy, February 8, 2013
6. Does “Birds of a Feather Flock Together” Matter—Evidence from a Longitudinal Study on US–China Scientific
Collaboration, February 1, 2013
Research Projects
1. Study on Scientific Collaboration and Policy of Shanghai in the High-tech Area – Evidence from MEMS, a
Shanghai Municipal Science and Technology Committee project, June 6, 2014
2. Study on Shanghai’s Scientific Collaboration Development Status, Dynamic Trends and Policies from the
Perspective of Scientometrics, a project of Shanghai PuJiang Talents Program, September 1, 2013
3. Empirical Study on International Scientific Research Collaboration and Knowledge Spillover Effect: Evidence
from U.S.-China Collaboration in Nanotechnology，a National Natural Science Fund project, August 21, 2013
Academic Awards
Best Doctoral Dissertation (Asian Studies) of the US Public Policy and Administration Society 2011-2012, the US
Public Policy and Administration Society, October 22, 2012.
Cheng
Chia
Full-ti
me
Academically
Qualified
Ph.D. in
Public
Administratio
Paper Published
1. Shanghai City Development Construction and Local Financing Platform, May 2014.
61
n (University
of Texas at
Arlington)
Risong
-Na
Huhe
Full-ti
me
Academically
Qualified
Ph.D. Politic
Science (Old
Dominion
University)
Research Projects
1. Establishment of Financial Status Indicators of China’s Local Governments, September 2013.
Paper Published
1. Cause-Effect Mechanism of Social Trust and Grassroots Community Governance, Society, 2011/6, 63-84. The
thesis is of very important reference meaning in understanding issues existing in our country’s grassroots
governance.
Research Projects
1. Led the project of “New Media and Public Governance” in 2014, leading students to participate in the study on
how new media impact public administration.
62
The Advantages of the Program lie in following three aspects. First, we have a MPA
Teaching Committee, with one Chair, one Secretary-in-General and 13 members, 5
of them coming from other institutions and 10 from SUFE. The members are either
experienced in public management of reputable in the field of PA studies. The
committee is responsible for the planning, designing and implementing our
curriculum and teaching affairs. Secondly, we have a very strong nuclei faculty with
9 members and 6 of them are trained in the prestigious universities in the United
States and 5 of them are trained in the field of public administration and public
affairs. The nuclei faculty is the core of course teaching and thesis supervising of
our program. Finally, the Program also has 9 senior faculty and 6 adjunct faculty,
both are well-known in the country. With their participation in advising our
development, we shall have more resources and higher probabilities to attain our
goal.
In addition, the Program is famous for its balance in “academics” and “practices.”
Judging from the faculty structure, the Program recruits both well-trained,
especially, those trained in the US, and academically strong faculty for teaching and
thesis supervision. And at the same time, the program also invites 6 adjunct faculty
and 35 part-time thesis supervisors to help with teaching, talks and thesis
supervising so that students can learn from their experiences.
In addition, in order to improve teaching quality, in recent years the school has also
hired high caliber teachers from other schools to give lessons. For example,
Administrative Jurisprudence is taught by a professor hired from the Law School of
SUFE, and Financial Theories and Policies is taught by a professor hired from the
Financial School of SUFE, and both of them have the Ph.D. degree required by the
courses.
SUFE School of Public Economics and Administration requires that MPA course
teachers and thesis advisors must have academic qualifications and professional
qualifications requested by the school.
Academic qualifications (AQ): MPA program teachers who meet the following
conditions are deemed to have academic qualifications (AQ):
1. Meet the recruitment qualification conditions for SUFE teachers, including
academic background and academic degree, academic level, and scientific
63
research potential.
2. Pass the school’s teaching and scientific research appraisal each year.
Professional qualifications (PQ)
MPA program teachers who meet the following conditions are deemed to have
professional qualifications (PQ):
1. Has at least one Master’s degree in his/her area of program responsibility,
and has worked in the area of public administration for at least 10 years.
2. Is working in the area of public administration within his/her area of program
responsibility, and has held a division-level post or above for at least 5 years.
3.1.2Academically and Professionally Qualified Faculty Information
Provide information about academically and professionally qualified faculty and
information about how faculty qualifications match the competencies within the
curriculum.
Table 3.1.2 Academically and Professionally Qualified Faculty of Faculty Nuclei
Name
Academically or
professionally
qualified
Highest
Academic
Degree Earned
Major Fields
to the courses
JD (Wuhan
University)
Specializations
Courses Taught
Public Policy
Analysis;
Public Sector
Human
Resources
Management
Leadership and
management;
problem solving;
public service
Public Policy
Analysis; Public
Administration;
Public Sector
Human Resources
Management
Public
Administration;
Government
Governance;
Policy Analysis
Leadership and
management;
problem solving;
communication
and coordination
Public
Administration;
Policy Analysis;
Public Sector
Performance
Management
Research
Methods;
Political
Science;
English
Public service;
Diversity of
Audience;
international
perspective
Social Research
Methods; Political
Science; Public
Administration;
English
Nuclei Faculty Members
Shuo-liang
Jiang
Jing-hua He
Shu Keng
Academically
qualified
Academically
qualified
Academically
qualified
DPA (Wuhan
University)
Ph.D. in
Government
(University of
Texas at
Austin)
64
Feng Wang
Ji-mao Zeng
Li Tang
Academically
qualified
Ph.D. in Public
Administration
(University of
Southern
California)
Public
Organization
Administration;
Community
Governance
Leadership and
management;
international
perspective
Public
Administration;
Public Organization
Administration
Academically
qualified
JD in Politic
Science (Fudan
University)
Government
Governance;
Community
Administration
Policy planning;
problem solving;
public service
Policy Analysis;
Political Science
Scientific and
Technological
Policy;
Information
Technology
Communication
and coordination;
international
perspective;
public service
Public Organization
Administration;
Public Human
Resources
Management; Public
Policy
Political
Theories;
Research
Methods
Public service;
international
perspective;
problem solving
Political Science;
Social Research
Methods
Public Sector
Performance
Management; Public
Economics; English
Political Science;
Policy Analysis;
Social Research
Methods
Academically
qualified
Ph.D. in Public
Policy (Georgia
Institute of
Technology)
Tang Min
Cheng Chia
Na-Risong
Huhe
Academically
qualified
Ph.D. Politic
Science
(Perdue
University)
Academically
qualified
Ph.D. in Public
Administration
(University of
Texas at
Arlington)
Performance
Management;
Research
Methods
Leadership and
management;
communication
and coordination;
international
perspective
Academically
qualified
Ph.D. Politic
Science (Old
Dominion
University)
Political
Theories;
Research
Methods;
Public Policy
Problem solving;
international
perspective;
communication
and coordination
3.1.3 Provide information about how faculty qualifications match the
competencies within the curriculum.
Provide the percentage of courses in each category that are taught by nucleus and
full-time faculty in the self-study year. Please upload a separate table for each location
and modality, if appropriate. * The total across all rows and columns will not add up
to 100%.
65
Table 3.1.3 Percentages of the Courses Taught by Different Categories of Faculty
(Decomposed by Different Campuses) (in %)
Total Course
Nucleus
Full-Time
Academically
Numbers
Faculty
Faculty
Qualified Faculty
All Courses
54
29
91
95
Courses
Delivering
Required
Competencies
41
36
93
97.6
Shanghai
Total Course
Nucleus
Full-Time
Academically
Campus
Numbers
Faculty
Faculty
Qualified Faculty
All Courses
23
30
80
90%
Courses
Delivering
Required
Competencies
18
39
94
100%
Total Course
Nucleus
Full-Time
Academically
Numbers
Faculty
Faculty
Qualified Faculty
All Courses
12
33
100
100
Courses
Delivering
Required
Competencies
10
40
100
100
Total Course
Nucleus
Full-Time
Academically
Numbers
Faculty
Faculty
Qualified Faculty
10
30
90
90
All Campuses
Jiaxing Campus
Rudong Campus
All Courses
66
Courses
Delivering
Required
Competencies
8
38
88
88
Shaoxing
Total Course
Nucleus
Full-Time
Academically
Campus
Numbers
Faculty
Faculty
Qualified Faculty
All Courses
9
22
90
100
Courses
Delivering
Required
Competencies
5
40
80
100
3.1.4 Faculty Support
Describe the steps and strategies the program uses to support faculty in their efforts to
remain current in the field. (Limit 500 words)
For faculty members who have just jointed the program, the school will arrange
relatively low workload for them in their first teaching year. The school and the
MPA Center will try their best to satisfy various needs of these faculty members.
Each year the school will arrange newly joined teachers to participate in relevant
course trainings organized by China MPA Teaching Guidance Committee, and bear
traveling and training cost. The school and the MPA Center usually assign
appropriate advisors for new teachers according to their major fields. Trainees and
advisors meet often within the entire academic year to discuss issues encountered in
teaching and matters relating to work arranged by the MPA School.
The School of Public Economics and Administration offers subsidies of RMB3000
for academic and teaching scientific research projects each year, and only the
school’s full-time and life-long faculty members are entitled to such subsidies.
Young faculty members have the priority of obtaining the project subsidies. In
particular, the school encourages newly joined faculty members to apply for the
subsidies, which do not have harsh conditions. Faculty members who participate in
domestic or overseas academic activities can be subsidized. In fact, the school has
always actively encouraged more faculty members to apply for research funds.
67
SUFE actively encourages faculty members to go abroad as visiting scholars or for
further studies. Faculty members can apply for overseas study funds from the state
overseas study fund committee and Shanghai Municipal Education Committee. If
the application is successful, faculty members will have guaranteed funds during
the period of studying abroad, and they can also receive their salaries. In recent
years, multiple faculty members of the school have been granted overseas study
funds. This program provides strong support to faculty in their efforts to stay
current in their respective areas.
The MPA program of SUFE School of Public Economics and Administration also
offers faculty traveling funds, providing subsidies to nucleus faculty members of
the MPA program. The program has recently helped its nucleus members pay
membership fees to the Chinese Public Administration Society and Shanghai Public
Affairs Research Association, encouraging faculty to participate in various
academic exchange activities held in China (including Hong Kong and Taiwan).
Meanwhile, the school subsidizes faculty members to subscribe to magazines
including China Public Administration and Public Administration Review, which
plays a key role in keeping the faculty current in their major fields.
The school has set up a MPA Teaching Guidance Committee, which provides
support to course development. The committee solicits recommendations each term,
and appropriates funds to subsidize individual and team teaching research activities.
The content of projects includes unit design and transformation, courses or course
outline development, teaching experiments adopting new teaching strategies, or
development of teaching materials.
SUFE provides teaching innovation subsidies for faculty of all departments.
Teaching innovation includes experimental teaching and talents training innovation
plan. The subsidy amount ranges from RMB30,000 to RMB200,000. Quite some
nucleus faculty members of the MPA program have been granted teaching
innovation subsidies in recent years.
3.2 Faculty Diversity
The Program will promote diversity and a climate of inclusiveness through its
recruitment and retention of faculty members.
3.2.1 Strategies adopted in recruitment
68
Faculty Recruitment Strategy
The recruitment advertisement of SUFE clearly indicates that the program
welcomes legal application of various talents. The advertisement should be
published in multiple publications with different audiences and distributed to
various types of key universities (mainly focusing on graduating Ph.D. students).
Relevant database should also be purchased for distributing recruitment
advertisements. Approach females and ethnic minorities known by existing faculty
members and encourage them to apply. Teachers, administrative staff, female
teachers and teachers of ethnic groups are all our recruitment targets. With respect
to recruiting teachers, the school engages Ph.D. and other high caliber talents from
overseas each year; in addition, close to 10 teachers are from Taiwan. Among
faculty members, female teachers account for 40%, ethnic teachers account for 20%,
non-communist party members account for 30%, and teachers from the
mid-western area account for 60%. The school has set up an applicant database
according to the assessment criteria; female and applicants of ethnic groups will be
interviewed by other female and teachers of ethnic groups, and talents from
overseas will be interviewed by teachers with overseas educational and work
background.
Detailed Descriptions
We have formulated a diversity plan for the MPA program to better achieve the
diversity goal and take actions to improve the diversity level in the following three
areas: (1) Selection, recruitment and retention of faculty members, (2) Matriculation,
admission, retention after graduation and subsidy of students, and (2) Student
experience.
Faculty Retention Strategy
We assign mentors for new teachers, and provide relevant information of the staff
association and the contact information of the association’s president and
counselors. The teaching center and senior teachers can provide help for the course
development of new teachers. The program leader or president will meet with new
teachers on a regular basis to discuss issues they encountered at work and help
needed.
Other strategies to ensure that students obtain rich teaching experiences
Invite guest professors and government officials with rich experience to give
lectures.
69
Table 3.2 Faculty Recruiting Strategies of the MPA Program of SUFE
Strategies adopted in retention
(can choose all)
Other strategies adopted to
ensure that students can obtain
diversified perspectives and
experiences
Advertising
X (We train new faculty
members and provide
information about promotion
and lifelong tenure
X (We try our best to engage
part-time advisors)
Mass mailing
X (We have group mailing and
WeChat groups to offer new
faculty the support
immediately)
X (We offer academic lectures
regularly)
Advertising in famous
overseas universities
X (We hold teaching forums
for new faculty members
regularly
X (We paid multiple visits to
learn from the experiences of
the programs in the US.)
Calling suitable candidates
X (We have the Course Teach
Team arrangements and the
group member will meet and
discuss course design and
rubrics)
Introduction by famous people
in the academic community
W (We provide various
teaching research supports for
new faculty members)
Recommendation by existing
faculty members
X (We assign advisors to new
faculty members)
Publicizing in national
conferences
X (We have commercials in
the National Steering
Committee for MPA
Education)
Expanding diversified talent
pool
X (We keep an watching eye
on the new graduated from
American universities in
different fields.
70
School leaders personally go
overseas to select and engage
candidates
X (The Dean of the School
overseas the recruiting
procedures.)
3.2.2 Faculty Diversity Report
Complete Teacher Diversity Form for all the teachers participating in MPA teaching
and thesis guidance (about the legal and system background relating to the program):
3.2.2b Faculty Diversity Report (for Programs Outside the US)
Non-Chinese citizens
Full-time
male
Full-time
female
Part-time
male
Part-time
female
Total
2
2
0
0
4
15
0
0
15
Female teachers
With overseas educational
and work background
8
7
3
0
18
Teachers of ethnic groups
3
2
5
0
10
Teachers from Taiwan
4
4
0
0
8
Teachers from mid-western
China
12
10
23
0
45
Teachers with party
background
25
12
16
0
53
Advisors who are working
in government agencies
0
0
16
0
16
3.2.3c Current Faculty Diversity Efforts
Describe how faculty diversity helps to achieve the program targets currently. How to
determine whether faculty members achieve teaching diversity in the course delivery?
Describe course planning that is clearly in line with the course characteristics,
objectives and environment. Discuss how courses promote diversity and a climate of
inclusiveness.
The program and its faculty are dedicated to teaching diversity. The program’s
71
mission includes diversity values, and a program diversity plan has been formulated,
which describes the following work and targets in detail: 1) selection, recruitment
and retention of faculty members, 2) matriculation, admission, retention after
graduation and subsidy of students, and 3) student experience.
Task objectives relating to diversity:
In order to promote diversity and create a climate of inclusiveness, SUFE has taken
the following measures in the MPA program:
Understand and strengthen the role of public service diversity. The ultimate goal of
the MPA program is to realize “full diversity of courses”. That means all the
program courses involved in the entire evaluation process need to have diversified
content and diversified teaching experiences so as to effectively achieve the
teaching goal. Considering that diversified teaching methods are hard to be seen
directly in the class, we will implement an assessment process. Two nucleus
teachers (Keng and Zeng) will assess relevant “segments” in the courses that relate
to diversity. They will have pre-class and after-class assessment for selected courses,
and the assessment will be applied to all the courses in the future. The tool used in
the assessment is the revised survey for diversified cultural awareness, knowledge
and skills. We have been using the tool in some elective courses since the autumn of
2013, and the number of courses to be assessed will reach five by the spring of
2015. After that we will analyze the data and will eventually assess all the courses.
The assessment will integrate the diversity plan with the course assessment plan to
realize course diversity. This process will help us to achieve “full diversity of
courses” driven by assessment. Following are some case studies relating to the
promotion of course diversity:

Public Economics: a case study of an ethnic enterprise. The key point is the
challenge and difficulty encountered by the ethnic enterprise when signing a
contract with the government, and the defense to safeguard legal rights
according to the affirmative action plan in relation to motions and contracts.

Research Methods: students will participate in designing the survey and
assisting in the survey implementation to assess the diversity level of the public
sectors and the diversity variables in public administration. During the
assessment, students need to personally contact an ethnic public administrator
and have interview with him/her.
72

Public policy analysis: students will analyze data from the above survey,
including coding the data and setting up a database, and supplement the survey
data using secondary data and the statistical analysis results, combing
quantitative and qualitative analysis.

Political Science: during the legislation and execution process, students will
observe for a week the role played by race and gender in the legislation
decisions for a week. For example, the role of race and gender in voting and the
composition of delegates.

Public Administration: the following topics will be discussed in the course:
 The attitude of the management of the public sector towards senior civil
servants
 Factors that affect the success of public servants with disabilities in the
public sector
 Racial inequalities in the public sector
 China’s ethic policies
3.2. Faculty Diversity over Past 5 Years
Describe changes in terms of faculty member diversity over the past 5 years (limited
to 250 words).
Significant progress has been made in the past five years. Five years ago the
school’s nucleus MPA teachers were all recruited among Ph.D. graduates from
universities in Mainland China. Significant change occurred in 2011, when the
school recruited five teachers including Feng Wang, Min Tang, Li Tang and
Na-Risong Huhe among graduating doctors from renowned universities in the US,
drastically improving the knowledge structure and capability structure of the MPA
nucleus teachers’ team, representing a big step forward in diversity and
internationalization. In addition, in 2011 the school engaged four faculty members
from Taiwan: Shu Keng, Ruihua Lin, Kai-Jo Fu and Cheng Chia. They are familiar
with Taiwan’s public administration affairs and are able to provide guidance to
students in projects concerning comparative study on public administration areas
from both sides of the Taiwan Straits.
Five years ago, there were only two female teachers in the MPA nucleus teacher
team. Currently, there are 7 male teachers and 2 female teachers. The addition of
female teachers further improves the gender structure and the temperament
structure of the faculty, and is conducive to the diversity of students. This is because
73
it is easier for female teachers to exchange and communicate with female students,
and to better provide guidance in research projects concerning female issues and
policies.
There were no ethnic teachers in the MPA nucleus teacher team five years ago.
Through 2011-2013 faculty recruitment, 2 ethnic teachers have joined the faculty.
They demonstrate the real life scenes of China’s ethnic minorities in the class,
which is conducive to enhancing the research on the public administration and
public polity of China’s ethnic minorities. The arrival of the ethnic teachers has
improved the ethnic structure of the nucleus teacher team and promoted the
diversity of the faculty.
In 2013, the school recruited two professors from China’s central area. There is a
big gap between the economic and social development of Midwestern China and
that of the Yangtze Delta area. As some of the MPA students are from Midwestern
China, it is more relevant for these professors to provide guidance for projects
regarding public administration in Midwestern China.
In addition to the nucleus teachers, there are 33 part-time advisors who give part of
the lectures and provide guidance for theses. There are two reasons that we have
this many non-nucleus teachers. Firstly, it is required by the MPA Teaching
Guidance Committee under China’s Ministry of Education that a dual-tutor system
be implemented: for each MPA student, there must be a academically qualified
full-time tutor and a professionally qualified government official with rich work
experience as a part-time tutor. In 2011, the school engaged administrative officials
from relevant government departments in Shanghai as part-time teachers. For
example, one of them was Chief Ding MeiChiao. He had worked in the government
department for almost 30 years with abundant work experience. He was
professionally qualified, and was very popular among students. And secondly, MPA
students are required to write a graduation thesis, and part-time advisors are only
responsible for providing guidance to MPA students for their graduation these.
In short, the Dean of SUFE Public Economics and Administration School Professor
Yu Wei attaches great importance to the diversity and internalization of the nucleus
MPA faculty. Professor Yu Wei worked in Stanford University in the US for a long
time. He boasts rich experience and is responsible for the overall MPA planning and
certification work. The diversity of the school’s MPA nucleus faculty is mainly
reflected in gender, ethnic groups, educational background, source, party
background and working experience. This is attributable to the great importance
74
attached to the diversity and high quality of the MPA faculty by SUFE and the
school in the past five years.
3.3 Research, Academic Achievement and Service
Research, Scholarship and Service: Program faculty members will produce
scholarship and engage in professional and community service activities outside of
the university appropriate to the program’s mission, stage of their careers, and the
expectations of their university.
Teachers of the program will be dedicated to academic contribution and attending
professional and community service activities outside the school. These service
activities are aligned with the task objectives of the project as well as the teachers’
career planning and the school’s expectations for them.
75
Table 3.3.1 List of Some Significant Outcomes Related to These Exemplary
Efforts
Name
Research or Scholarship
Shuo-liang
Jiang
Thesis “Policy Network Path: New Paradigm
of the Western Public Policy Analysis,”
Journal of Political Science (CASS), 2010/6,
100-107. The thesis is a good reference for
benchmarking foreign policy analysis theories
and improving decision-making capabilities.
In 2014, as the consultation expert of
Shanghai Food and Drug Administration,
conducted in-depth analysis of the issues of
food safety supervision in Shanghai Free
Trade Zone, and recommended
countermeasures that were adopted by
government departments.
Led the nat
System Inn
leading stud
survey, and
Provide gui
repeated ex
and thesis f
Jing-hua
He
Thesis “Intergovernmental Cooperative
Governance: Generation Logic, Theoretical
Connotation and Policy Tools,” Journal of
Shanghai Normal University, 2011/6. The
entire thesis was reprinted by the authoritative
journal Xinhua Digest and produced
important academic influence.
Provided assessment opinions on the
development and role of social organizations
in Minhang District of Shanghai in 2013 as a
government consultation expert.
Provided gu
repeated ex
and thesis f
The first paper of serial studies in personnel
economics, “How to Distinguish the Political
Status of Provincial-Level Leaders,”
Comparative Economic & Social Systems,
(Sept. 2014: 82-95) generated lots of popular
interests, and its WeChat version was
forwarded almost 10 thousand times in about
a week.
Academic consultation: serves as a member
of various external committees for
universities including Beijing University,
Fudan University, Shanghai Communications
University, Tongji University, Eastern China
University of Political Science and Law, and
Eastern China University of Science and
Technology, as well as the academic
committee member of the Outside Advisors
for the USC of the Chinese University of
Hong Kong, and executive committee
member of the European Research Center of
Taiwan (ERCCT) at Tubingen University.
The Adoption of Bottom-up Governance in
China’s Homeowner Associations,
Management and Organization Review, 8:
(3):559-583, November 2013.
Social service and part-time social jobs:
Evaluation expert for philanthropic venture
projects of Shanghai Charity Foundation.
Evaluation expert for the subject of early
warning in Shanghai.
Evaluation expert for the National Natural
Science Fund.
Shu Keng
Feng
Wang
Community Service
76
Provided gu
repeated ex
and thesis f
Master and
program stu
(2009, 2010
master-Ph.D
Provided gu
repeated ex
and thesis f
Provided gu
Challenge C
Editorial board member for Modern
Management.
Book review editor of Fudan Public
Administration Review.
Anonymous judge for international journals
like Urban Studies and Energy Policy and
international conferences like the Annual
Meeting of the American Association of
Management.
Jimao
Zeng
Exploration of and Thoughts on MPA Thesis
Quality Management, July 3, 2014
Li Tang
Tracing the Footprint of Knowledge
Spillover: Evidence from U.S.-China
Collaboration in Nanotechnology, September
2013.
Cheng
Chia
Shanghai City Development Construction and
Local Financing Platform, May 2014
Min Tang
Conducted a series of scientific studies on
how new media impacts political attitudes
and won sponsorship from the National
Natural Science Fund. One of the
achievements was published in one of the
world’s first class magazines International
Political Science Review (2014/5).
Na-Risong
Huhe
Cause-Effect Mechanism of Social Trust and
Grassroots Community Governance, Society,
2011/6, 2011, 63-84. The thesis is of
significant reference meaning in
understanding issues existing in our country’s
grassroots governance.
77
Participated
Administra
repeated ex
and thesis f
Center, and
managemen
Expert of RDI project of the European Union
Editorial board member of Chinese Studies,
Graduate Journal of Social Science.
Provided gu
repeated ex
and thesis f
Lead the na
Internationa
Knowledge
Collaborati
students in
and improv
Provided gu
repeated ex
and thesis f
Has served as a part-time research fellow of
the Chinese Government and Policy Joint
Research Center of Nankai University.
Has served
and Admini
responsible
meetings an
Provided gu
repeated ex
and thesis f
Led the pro
2014 and le
new media
Provided gu
repeated ex
and thesis f
Standard 4 Matching Operations with the Mission: Serving
Students
4.1 Student Recruitment
The Program will have student recruitment practices appropriate for its mission.
Describe the Program’s recruiting efforts. How do these recruiting efforts reflect your
program’s mission? Demonstrate that your program communicates the cost of
attaining the degree. (Limit 250 words)
4.1.1 Program Recruitment
The mission of the SUFE MPA program is to provide a high-quality program for
students with pubic values, knowledge, and skills to become effective public leaders
at various levels of governments. When recruiting students to the MPA program,
SUFE seeks applicants who have demonstrated their leadership potential and
commitment to public service through their academic and professional preparations.
To ensure a diverse pool of highly qualified students, SUFE uses four methods of
formal and informal recruiting methods recruiting activities:
1. The MPA website (http://mpa.shufe.edu.cn/), with its constant updates, is an
excellent method to recruit students from across the country.
2. A second way to advance our recruitment efforts is through participating in the
SUFE Graduate School’s national and regional recruiting efforts.
3. We also use social media to cast a wide net in our prospective student pool.
We designed the WeChat and Weibo, Chinese versions of Facebook and
Twitter, respectively, in 2015 and use the alumni network to diffuse our
advertisements via these social medias.
4. Finally, due to the strong reputation of SUFE and its MPA program, over the
years we have been established partnerships with public agencies, such as
Shanghai Municipal Taxation Bureau and Shanghai Municipal Young League,
just to name a few. These agencies recommend their exemplary employees and
reserve cadres apply for the SUFE MPA program. As a result, SUFE is ranked
number one nationally in terms of the average score of admitted students over
the last two years (2014–2015).
Figure 4.1 reports the numbers of applications, admissions, and enrollments for the
78
SUFE MPA program in the period of AY2010–AY2014. As depicted, 2525
applicants selected SUFE to advance their knowledge and skills and about 25% of
them were admitted into the MPA Program. In terms of the average score of the
national joint exam for the MPA program, we have been ranked number one in the
country in two consecutive years (2014 and 2015). In summary, these numbers
indicate our MPA program is very competitive.
Please note that starting from 2011 the Diploma Committee of the State Council
split MPA prospective students into two categories: MPA degree seeking only, who
are only admitted in spring, and MPA degree seeking with a graduate certificate,
who are admitted in fall. The MOE ranks each university based on the average
score of enrolled students in the previous year’s MPA national entrance tests. The
higher the university ranking is, the larger the quota of spring enrollments. In
contrast, the quota of fall enrollments of the MPA program is decided by SUFE,
with a number ranging from 30 to 45 over the last five years.1
Prospective students are informed of the cost of attaining the degree through the
1
This policy change may partially explain a jump in terms of the number of applicants and
enrollments in the academic year of 2012. Another possibility is that because the SUFE MPA
program has been ranked number 1 nationally since 2010, some potential applicants recognize the
intense competition for admission to the MPA program and opt for other less competitive MPA
programs.
79
SUFE MPA website. Our official MPA website
(http://spea.SUFE.edu.cn/structure/mpa/index.htm) explicitly lists the program cost
(for example,
http://gs.shufe.edu.cn/manage/ueditor/server/upload/uploadfiles/2015-03-04-23bbc7
fee2-9fe1-45c1-b1c5-7dca6b3bc2ba.pdf, for the year 2015). Secondly, the webpage
for the Admission Information clearly states the related costs to attend the Program.
Finally, below the tab “Prospective Students,” we also list the two-dimensional
codes of the SUFE MPA program for WeChat and Weibo, so students can have easy
access to our latest updates, including tuition fees, with their cell phones.
Compared to some other MPA programs in Shanghai, the tuition of SUFE program
is at the middle level. For example, in 2014 our tuition was 40,000 RMB for the
complete degree program, which is equivalent to 6,205 U.S. dollars.2 In contrast,
the costs of completing the MPA program at neighboring Fudan University and
Tongji University are about 52,000RMB and 50,000RMB respectively. And
according to national MPA program ranking based on the average score of admitted
MPA students, SUFE was ranked No.1 in 2014 and 2015 while Fudan University
and Tongji University were ranked 3rd and 8th respectively in the same year. 3 In
this sense, a high-quality program with a reasonable expense itself is an excellent
advertisement for our MPA program.
4.2 Student Admissions
The Program will have and apply well-defined admission criteria appropriate for its
mission.
4.2.1a Admissions Criteria and Mission
Our admission policies and practices are directed to enroll a high-caliber student
population into our program. This is a reflection of the SUFE MPA program’s
mission to make students become effective public leaders and managers at regional
and local governments in the context of China’s rapid economic and social
development and deepening process of globalization.
For example, our admission policies set a minimum three years of working
experience for prospective students, require a bachelor’s degree or above, and
require a recommendation letter from a human resource department. We make no
2
We use yearly average exchange rates for converting foreign currencies into U.S. dollars as publicized on the
U.S. Internal Revenue Service website
(http://www.irs.gov/Individuals/International-Taxpayers/Yearly-Average-Currency-Exchange-Rat
es). 1USD=6.2 RMB.
3 Data source: the official website of National MPA Education Steering Committee. The
electronic version is available at http://mpa.org.cn/displaynews2.asp?id=2828.
80
exceptions to the above three admission criteria.
Our program strived to select the best students based on national exam and
face-to-face interviews. Each applicant, regardless of whether they are admitted in
spring or fall, has to experience two rounds of examinations. First they have to
attend a national MPA entrance exam, which is organized every October and May.
Their scores are collected and ranked by the SUFE Graduate School. With n quota
designated by first the Diploma Committee of the State Council and then the
Graduate School of SUFE, a number of n * 1.2 students are provided opportunities
for the next round of exams. Students who enter into the second round of exams are
required to come to the SUFE campus at the same designated time and both take a
written essay exam and sit in face-to-face interviews with a group of core MPA
faculties.
Different from national exams which test students’ academic preparations, the
second round of exams pays more attention to applicants’ public values,
commitment to public services, and leadership. To ensure transparency, the SUFE
MPA Administration Office records and maintains accurate records of the minutes
from each interview. The summed score of the national entrance exam and the
SUFE exam with 1:1 weighting determines who will be offered the opportunity of
becoming a member of the SUFE MPA. The list of finalists who are ranked as the
top n students, where n is the designated quota by the MOE for spring admission or
SUFE for fall admission, is publicized and overseen by the SUFE Graduate School.
4.2.1b Exceptions to Admissions Criteria
As noted in the previous section, there are no exceptions to the college degree
prerequisite, working experience, and approval of applicants’ working organization
criteria. But, in order to give each applicant an equal chance to be accepted into our
program we do consider specific circumstances if the applicant does not make it to
the face-to-face interview at the designated time and location—in such situations,
our MPA program will give them another chance.
For example, in 2012 spring, an outstanding female applicant who was working in
Fengxian District in Shanghai was likely to give birth around the day of the unified
oral interview. After this was reported to and approved by the SUFE Graduate
School, we gave her the second round of exams two weeks later at her home,
videotaping the whole process. She was admitted to our program given the high
ranking. She turned out to excel in the program. She qualified and graduated in
2014 spring with the title of “Outstanding MPA Student,” which is only granted to
the top 10% of enrolled students.
81
4.2.1c Admissions Criteria (check all that apply)
Bachelor Degree:：
Required
Letter of Recommendation
Resume:
Standardized Tests
N/A
GRE
Minimum Total Score*
GRE Verbal Minimum*
GRE Quantitative Minimum*
GRE Analytical Minimum*
GMAT
Minimum Score*
LSAT
Minimum Score*
TOEFL
Minimum Score*
Other Standardized Test (please specify name and score)
National MPA Entrance tests
Required
SUFE oral Exam
Required
GPA Required
Minimum Required*_____
Statement of Intent
Essay/Additional Writing Sample
Professional Experience
Required
Bachelor’s degree & ≥ 3 years of working experience;
Master’s degree & ≥ 2 years of working experience
N/A
N/A
N/A
N/A
N/A
OR
4.2.2a Please provide the following application, admission, and enrollment
data for the Self Study Year (SSY):
Total SSY Applicants (2014 fall+2015 spring)
347
Total SSY Admits
160
Total SSY Enrollments
160
Fall SSY Total Full Admissions
30
Fall SSY Total Conditional Admissions
Fall SSY Total Full Enrollments
0
30
82
Fall SSY Total Conditional Enrollments
0
Fall SY Total Pre-Service Enrollments
0
Fall SSY Total In-Service Enrollments
30
4.2.2b Please provide the Full Time Equivalency (FTE) number for enrolled
students in the Fall of the Self Study Year.
* Note: If your program calendar does not allow for a Fall calculation, please use a
reasonable equivalent and note your methodology below.
There is no formula on changing part-time students to Full Time Equivalency (FTE)
in China. Thus, we adopt the formula used by the U.S. Department of Education
IPEDS for student equivalency (currently .361702) for public institutions.
The FTE number for enrolled students in fall 2014, i.e. MPA degree seeking with a
graduate certificate, is 10.85. If spring 2005 enrollment also considered, the FTE
number for AY2014 is 48.83.
4.2.2c Admitted/Enrolled Students and Mission
Given the described applicant pool, discuss how the pool of admitted students and
enrolled students reflects the program mission. Programs can also use this space to
explain any of their quantitative data.
The SUFE MPA program has been the most selective one in the country over the
last five years, with the highest average score of the national entrance exam in the
year 2014 and 2015. Take the 2011 spring cohort, for example. Of the 377
applicants, 120 were admitted and 112 of them actually enrolled. In 2013, we
received 557 applications in total, and 148 (i.e., about one quarter) were admitted.
All students who got the offer in 2013 are actually enrolled in our program. Figure
4.2 depicts the SUFE MPA program’s admission and yield rates over the academic
years of 2010 to 2014. As shown, the constant low admission rates and high yield
rates indicate the high selectivity and reputation of our MPA program.
83
Not only are the enrolled students in the SUFE MPA program well prepared for the
academic rigor, but also they are diverse as a group. 4 Take the AY2013 cohort, for
example. Our students are all in-service professionals. Of the 148 students, 87 (59%)
are women. The ages of the 148 students ranged from the mid-20s to 39 when
enrolled the program. Of the enrolled students, 127 (86%) worked in government
(mainly regional and local government) and 13 (9%) in enterprises, and the rest in
non-profit organizations. In terms of academic backgrounds, 71, i.e. 50%, of
students have a final degree in a finance or economics related discipline (such as
public budgeting, taxation, accounting, economics and so on), 32 majored in
science and engineering, 22 in public affairs and management related fields, 12 in
jurisdiction, 11 in foreign languages and other social science disciplinary. The
communications and interactions of such a diverse student population are effective
conduits for MPA students to meet the needs of a diverse and changing workforce
and citizenry.
4.3 Support for Students
The Program will ensure the availability of support services, such as curriculum
advising, internship placement and supervision, career counseling, and job placement
Please note according to China’s Sixth National Population Census, in 2010 about91.51%
population in mainland China is Han Nationality. Thus races and ethnicity are not main elements
of diversity in the context of China.
4
84
assistance to enable students to succeed or advance in careers in public affairs,
administration, and policy.
4.3.1 Academic Standards & Enforcement
In the box below, describe how the program’s academic continuance and graduation
standards are communicated to the students (current and prospective), as well as
monitored and enforced.
Both prospective and currently enrolled students are well informed about our
program policies and requirements, such as academic continuance (academic
standing) and graduation standards. First, we constantly update our website and
social media posts. Secondly, an electronic copy of the MPA Handbook is uploaded
to our web page under the tab “Prospective Students.” Third, all new students who
enter the program attend a mandatory orientation session where standards and
expectations are discussed and reinforced. In the orientation, the MPA directors, Dr.
Jimao Zeng and Dr. Shu Skeng, who take charge of academic management and
MPA recruitment, respectively, and MPA Administration Staff give detailed
information about academic policies and graduation standards, faculty advising, and
university resources. Core MPA faculty members also attend the orientation for a
question and answer session.
The MPA program works with the SUFE Graduate School in monitoring and
enforcing continuance (academic standing) and graduation standards. To better
serve our in-service students, in 2014 spring the SUFE MPA program adopted a
dual-track-advisor mechanism. Each MPA student is assigned to two advisors at the
very beginning of the third semester. One is an academic advisor who must be a
core full-time professor, and the other is a practitioner advisor who often holds a
high-ranked position in a public sector with years of working experience.
All courses are taught on weekends. Additionally, a flexible program schedule
ranging from two to four years is provided for our part-time in-service students.
Students are notified that the top 10% of students of each cohort are selected as
“Exemplar MPA Students” at the beginning of the third semester, and academic
performance is an important criterion. The selection is made by the MPA Faculty
Committee based on scores and the diversity considerations of regional and gender
balance. “Outstanding Graduates” are also selected before graduation. They will
serve as effective conduits to strengthen the relationships between the MPA
program and employers. Figure 4.3 illustrates the administration of the SUFE MPA
program.
85
86
唐莉老师：根据曾老师 email 告知的春季 MPA 入学人数是由国务院学位办而不是教育部决
定的.也恳请李老师留意一下我用 core 和 foundational courses 的表述是否与其他部分一致。
若不同，我再改。
4.3.2 Support Systems & Special Assistance
In the box below, describe the support systems and mechanisms in place to assist
students who are falling behind in the program, need special assistance, or might be
considered “exceptional” cases under advising system described above.
As described earlier, the competitiveness of MPA program itself is secured by
carefully screened admission practices. In other words, those admitted students are
academically well prepared for MPA degree. Throughout the whole program
(starting from application), prospective and newly admitted students are well
informed of the criteria for obtaining a degree in our MPA program. For example,
during the orientation session, prospective students are informed that once they
begin falling behind in the program, or have any other academic trouble, they
should contact and meet individually with their instructors. If the problem still
cannot be solved, they are highly encouraged to seek assistance from the MPA
Director.
Counseling and tutoring services are available to MPA students. The SUFE
Graduate School oversees MPA students’ performance. Each semester the MPA
Director carefully reviews notices, if any, from the Graduate School. In addition,
the MPA Administration Office routinely reports an analysis of students’
performance to the MPA Director at the end of each semester. The MPA Director
pays extra attention to students who seem to be falling behind in the program. The
Director will call, email, or meet face-to-face with a student to explore why he/she
is falling behind. In some cases, the student will be encouraged to retake the
required courses or take other optional courses in order to fulfill degree criteria.
Thus, as shown in Table 4.3.3a, it is a very rare case of SUFE students who cannot
graduate within four years.
4.3.3a Below, using the SSY-5 cohort7, indicate the cohort’s initial enrollment
numbers, how many of those enrolled graduated within the program design length,
and within 150% and 200% of program design length. Note that the numbers in each
successive column are cumulative, meaning that the number of students in the column
for 200% of degree length should include the numbers of students from the 150%
column, plus those that graduated within 150-200% of program length.
87
Initially
Enrolled
Graduated within
Graduated in
Graduated in 200%
Degree Program
150% of Degree
of Degree Program
Length
Program Length
Length
34.9%
63.8%
84.9%
(53 students in two
(97 students in
(129 students in four
years)
three years)
years)
Total Number of
Students in the
SSY-5 Cohort
142 students
(AY2010)
4.3.3b Completion Rate additional information/explanation
Use the text box below the table to provide any additional information/explanation of
these numbers (to include such issues as FT/PT, Pre-Service vs. In-Service or other
limitations that impede progress towards graduation).
As demonstrated in Table 4.3.3a, over one-third of students graduated within a
two-year-degree program length, while 97 out of 142 students graduated within
three years, and 129 students got their degree within four years. Since all of our
students are part-time in-service professionals, the completion rates seem
reasonable if not satisfactory. For students who cannot complete the program within
three years, the MPA program administrators collect and report detailed information
to the MPA Director. The Director contacts each person and finds out the reasons.
Remedial measures are taken on a case-by-case basis. For example, two students of
the 2011 spring cohorts who withdrew from our program did so due to the changing
of their jobs. Their new jobs are far away, which makes it difficult for them to
attend classes and fulfill the residency requirements. Another student got a serious
disease during the program and had to quit.
4.3.4 Career Counseling and Professional Development Services
Describe career counseling, job search, professional development, and career support
services, personnel, and activities.
In addition to two MPA Directors, the SUFE MPA Administration Office consists of
three full-time staff to serve the needs of MPA students. Ms. Hong Jiang is in charge
of career counseling and professional development services. Her contact
information is explicitly listed on the MPA website and in the MPA Student
Handbook.
88
Although career counseling and job searches are not important for the SUFE MPA
program as all students are in-service professionals, we do encourage all kinds of
networking activities among students. Now it is becoming routine that at the end of
each semester, MPA students self-organize network activities. The SUFE MPA
Alumni Network also holds meetings annually to strengthen the relationship of
MPA alumni and current students.
4.3.4a (1) Internship Requirement
Describe your program’s internship requirement(s), any pre-requisites before
undertaking an internship, and the requirements for receiving credit for the internship,
as well as any exceptions to, or waiver of these policies. This should include the
specific mechanisms used to determine that a student will be granted a waiver. (Limit
250 words) If available, provide a LINK to these policies on the program’s website.
A three- month internship is mandatory in the SUFE MPA program. This provides a
great opportunity for in-service students to explore unsolved problems in their work
place and delve into potential solutions. Most students complete their internship
with their current employer during the fourth semester. In addition to their academic
advisor, each student selects an internship supervisor in hosting agency. Under their
instruction, students are required to integrate their academic work with public
management practices by applying what they learned during the work-related
internship. A completed internship report must be approved by both the academic
advisor and the internship supervisor to fulfill the internship requirements.
Detailed information of the internship requirement can be found at
http://spea.SUFE.edu.cn/structure/mpa/xsyd/index.htm.
4.3.4a(2) How many internship placements did the program have during the Self
Study year?
Theoretically students can apply to the MPA Program Director for an internship
waiver. But since all of our students are in-service professionals, all of our students
fulfilled the internship requirement. Take 2014 fall, for instance—48 students did
internships and submitted internship reports.
4.3.4a (3) Internship placements
Please provide a sample of at least 10 internship placements during the Self Study
Year. (If the program had less than 10 placements, please list all placements.)
89
Table 4.3.4a provides a sample of 12 internship placements during 2015, the
self-study year.
Student
ID
Name
Academic
advisor
Professional
advisor
2011252
001
Feng,
Weili
Wang,
Keqiang
Lu, Jiangen
2011252
004
Luo,
Qiwen
Jiang,
Hong
Li, Zhiming
2011252
009
Huang,
Xianzen
Ding,
HaiJiao
2011252
014
Pan,
Zimin
Li,
Zhengmin
g
2011252
016
Shen, Ji
Wang,
Qianghua
2011252
018
Wan,
Yizhao
2011252
019
Wang,
Weili
Internship report
title
Internship site
City Administration
Practice: A case
study on Yinhang
Street
City Management
Unit at Yangpu
District
How to manage
petition complaints
Shanghai Road
Administration
Bureau
Qingpu People’s
Practice report on
Political
pension management Consultative
at Qingpu District
Conference
Office
Ding,
HaiChiao
90
Relocation
management at Luo
residential area
Relocation
Administration
Office at XuJing
Town
Practicing
democracy in
compensation
collection practices
Compensation
Collection Office
at XuJing Town
Population control
and management
practices at Qingpu
District
Qingpu District
Baihe Town
People’s
Government
Reflections on
illegal land use of
Xiayang Street at
Qingpu District
Qingpu District
Xiayang Land
Planning Office
2011252
020
Wang,
Zhenfen
g
Yang,
Yongmei
2011252
023
Yuan,
Xiaoyan
Xu,
Xiangming
2011252
030
Bao,
Xingwan
g
2011252
066
2011252
118
Jin,Bo
Zeng,
Jimao
Liu,
Xiaochun
Zhang,
Ming
Chen, Jinjun
Xu, Zuli
Summary of mass
line educational
practice at Shanghai
propaganda system
Propaganda
Department of
Shanghai
Municipal
Committee of
CPC
A study on land
finance issues at Xu
Jing Town
Qingpu District
Xujing Town
Peoples’
Government
City Facilities
management at
Shangcheng District,
Hangzhou
Shangcheng
District
Landscape
Planning Bureau,
Hangzhou
Some thoughts on
constructing a new
tax service system
Taizhou
Municipal Local
Taxation Bureau,
Chiao Jiang
Branch
Practice report on
reforming cultural
industry
development in
Xinxiang City
Propaganda
Department of
Xinxiang
Municipal
Committee of
CPC, Henan
Province
4.3.4a(4) Internship Support
Briefly discuss the program support and supervision for students who undertake an
internship, to include job search support, any financial assistance for unpaid interns,
on-going monitoring of the student internship. (Limit 250 words)
In alignment with the internship requirements of National MPA Steering Committee,
SUFE MPA students are required to spend three months with an agency and work
on specific projects. For detailed requirements on internships, please refer to
http://spea.SUFE.edu.cn/structure/mpa/jxgl/gzzd.htm. Ms. Dou, the internship
coordinator in the MPA Administration Office, is in charge of managing internship
91
status, including but not limited to identifying each student’s internship site,
internship on-site supervisor, internship report, and other ongoing monitoring
activities.
All SUFE MPA students are employed and their salaries are paid by their employer
during the internship. Hence, no financial assistance is needed or provided to
interns.
4.3.4a (5) Internships and Mission
Briefly discuss how the distribution of internships reflects the program mission. Limit
250 words.
The distribution of SUFE MPA internships clearly reflects our program mission: to
provide students with public values, knowledge, and skills to become effective
public leaders and managers at regional and local governments. As illustrated in the
above listed internship report titles, a majority of them, if not all of them, concern
the governmental needs in the context of China’s rapid economic and social
development and deepening process of globalization. For example, one student
focuses on managing dissidents’ petition complaints, and another details the
practices, problems, and potential solutions of pension management at a
grassroots-level government Qingpu District.
4.3.4 (b) Employment Statistics
Report the job placement statistics (number) for the self-study year, of students who
were employed in the “profession” within six months of graduation, by employment
sector, using the table below. (Note: Include in your totals those students who were
employed while a student in the program, and who continued that employment after
graduation.)
Self-Study
Year Minus 1
(2013)
Employment Statistics
National or central government in the same country as the program
0
State, provincial or regional government in the same country as the
program
3
City, County, or other local government in the same country as the
program
58
92
Foreign government (all levels) or international quasi-governmental
0
Nonprofit domestic-oriented
10
Nonprofit/NGOs internationally-oriented
0
Private Sector - Research/Consulting
2
Private Sector but not research/ consulting
11
Military
0
Obtaining further education
0
Unemployed seeking employment
0
Unemployed not seeking employment
0
Status Unknown
2
Total Number of Graduates
86
4.4 Student Diversity
The Program will promote diversity and a climate of inclusiveness through its
recruitment and admissions practices and student support services.
4.4.1 Ongoing “Diversity” Activities
In the box below briefly describe how the program’s recruitment efforts include
outreach to historically underrepresented populations and serve the program’s mission.
(Note: the definition of “underrepresented populations” may vary between programs,
given mission-oriented “audience” and stakeholders, target student populations, etc.)
(Limit 250 words)
4.4.1 Ongoing “Diversity” Activities
Our program’s commitment to diversity is not only reflected in the recruitment and
admissions practices, but also demonstrated in program management and student
support services.
93
As discussed in section three, our nucleus MPA faculty is highly diverse in terms of
academic background, national origin, and party membership. Of 9 nucleus
faculty, 6 received their Ph.D. degrees in the U.S., demonstrating a high level of
internationalization, especially when compared with other public administration
faculties in China. Two are women and one-third of our nucleus faculty are
ethnic/racial minorities or from Taiwan.
Starting from 2013 we adopted a dual-advisor mechanism such that students can
apply knowledge and skills they learned from our program to solve problems in
their working agencies. We also invite guest speakers from different backgrounds
each semester to give the lectures. All these combined together contribute to our
MPA students’ awareness of the diverse needs of citizens and workforce they serve.
Several foundational courses such as Public Administration and Administrative
Ethics explicitly discuss the topic of diversity as prime public service values. When
making decisions for our program, such as the recipients of student awards,
practitioner advisors, members of our Advisory Board, and guest speakers, we are
aware of the balance and inclusion for gender and the types of working units (such
as whether they come from a Shanghai municipal organization or from a grassroots
unit).
4.4.2 Program Recruitment Diversity Activities
Our program mission is to equip in-service professionals with public values,
knowledge, and skills and enable them to become effective public leaders and
managers in the Yangzi River Delta Region, China’s most economically and
technologically developed region. Meanwhile, through recruiting and educating
professionals in central China, we try to bring open-minded ideas, advanced
knowledge, and skills to less developed regions. For instance, we recruited four
cohorts of students from Xinxiang City, Henan Provinces in 2007, 2008, 2009, and
2011. Our faculty members went to Xinxiang, which is about one thousand
kilometers away from Shanghai, to give lectures. In total, 126 out of an initial 140
Xinxiang MPA students have completed their study and achieved MPA degrees. Our
follow-up survey with Xinxiang Municipal Government indicates a majority of the
students have been promoted to higher-ranking government positions. Our program
plans to continue this practice of training public servants inland in the future.
In addition to reaching out to historically underrepresented populations, the
applicant pool already is diverse. The National College Entrance Exam includes a
reserved quota for less developed regions and lower admission scores for certain
94
ethnic groups.
4.4.3a
The Program will promote diversity and a climate of inclusiveness through its
recruitment and admissions practices and student support services.
Check appropriate box: Non-US Based Program
Non-US Based Program – Complete the following table for all students enrolling in
the program in the year indicated, enumerating categories of “diversity” appropriate
for your location.
Ethnic DiversityEnrolling Students
Self-Study Year
Minus 1 (AY 2013)
Self-Study Year
(AY 2014)
Male
Female
Male
Female
Male
Female
Han
61
86
79
80
140
166
Ethnic Minority
0
0
1
1
Total
61
80
141
167
1 (Dai
1 (Manchu
Nationality) Nationality)
87
80
Total
Han Chinese is the largest ethnic group in China and mostly concentrated in the east.
According to China’s Sixth National Census released by National Statistics Bureau,
in 2011 Han constitute approximately 91.51% of the population of Mainland China.
In our two academic year cohorts, over 99% MPA students are Han Chinese.
4.4.3 Please use the box below to provide any additional information regarding
the diversity of your student population.
As shown in Table 4.4.3b, in AY2013 and AY2014, 167 enrolled students (54%) are
female.
Political diversity can be illustrated in the cohort of AY2013, where 18 students are
members of the Communist Youth Leagues5, 14 are nonpartisans, 95 are Chinese
Communist Party members, and the party status of the remaining 21 are not
5
According to the Communist Party of China (CPC) Constitution amended in 2007, the
Communist Youth League (CYL) of China is a mass organization of advanced young people
under the leadership of the CPC. In other words CYL is the CPC’s reserve force.
95
reported.
Our student body is also diversified in terms of age distribution. Again take the
cohort of AY2013 as an example. Although all of the students are mid-career
professionals, the age difference between the youngest and oldest student is 14
years.
With regard to bachelor’s degrees, 71 students were trained in economic or
financial management disciplines, 12 in jurisdiction, 24 in social science (the
majority in public management), 32 in science and engineering, and 8 in foreign
languages. The cohort of AY2014 has a similar diversity pattern in terms of gender
distribution, age, and students’ academic backgrounds.
96
Appendix The Diversity Plan of MPA Program
The Shanghai University of Finance and Economics (SUFE) offers its Master of
Public Administration (MPA) program within the context of the highly diverse and
richly multicultural environment of Shanghai. The University, the School of Public
Economics and Administration, and MPA program welcome students of all
backgrounds, and prepare them for effective public managers and leaders at all
levels of public sectors with widely divergent perspectives and backgrounds.
The following initiatives are reflective of our MPA program’s commitment to
embracing diversity in our faculty, student body, and curriculum.
1. Faculty
Consistent with the mission of SUFE United Front Department, the MPA Diversity
Plan will continue to recruit and retain a richly diverse faculty body. Our MPA
faculty staff consists of overseas returnees and domestically trained PhDs from a
variety of ethnicity, academic background and regions. Our nucleus MPA faculty is
highly diverse in terms of academic background, national origin, and party
membership. Of eight nucleus faculty, five received their Ph.D. degrees in the U.S.,
demonstrating a high level of internationalization, especially when compared with
other public administration faculties in China. The engagement of adjunct faculties
from government adds different perspectives and professional opinions. Moreover,
our MPA program requires some courses to adopt an open-discussion format which
ensures diversity plan remains up-to-date.
2. Students
The initiative Efforts for the MPA Program’s Diversity Plan aims to recruit students
from diverse background groups. China’s National College Entrance Exam has
ensured the diversity of our MPA program’s applicant pool due to the reserved
quota for less developed regions and lower admission scores for certain ethnic
groups. Located in Shanghai, the majority of SUFE MPA students who are
in-service professionals are from Yangtze River Delta - China’s most economically
and technologically developed region. Our MPA program also reaches out to
historically underrepresented populations through recruiting and educating
professionals in inland China such as Henan Provinces. Our program plans to
continue this practice of training public servants inland in the future.
97
Our enrolled MPA students are diverse in terms of gender, origins, academic
training, and positions at different levels of government and non-profit
organizations.
Take AY2013 cohort for example 87 out 148 enrolled students (59%) are female.
Political diversity can be reflected in the cohort of AY2013, where 18 students are
members of the Communist Youth Leagues, 14 are nonpartisans, 95 are Chinese
Communist Party members, and the party status of the remaining 21 are not
reported. Our student body is also diversified in terms of age distribution. Again
take the cohort of AY2013 as an example. Although all of the students are
mid-career professionals, the age difference between the youngest and oldest
student is 14 years. With regard to academic background, 71 students were trained
in economic or financial management disciplines, 12 in jurisdiction, 24 in social
science (the majority in public management), 32 in science and engineering, and 8
in foreign languages. The cohort of AY2014 has a similar diversity pattern in terms
of gender distribution, age, and students’ academic backgrounds.
3. Curriculum
Our program’s commitment to diversity is not only reflected in the
composition of faculty and students, but also demonstrated in program management
and student support services. We will continue the dual-advisor mechanism such
that students can apply knowledge and skills they learned from our program to
solve problems in their working agencies. We also invite guest speakers from
different backgrounds each semester to give the lectures. All these combined
together contribute to our MPA students’ awareness of the diverse needs of citizens
and workforce they serve. Additionally, several foundational courses shall discuss
the topic of diversity as prime public service values. When making decisions for our
program, such as the recipients of student awards, practitioner advisors, members of
our Advisory Board, and guest speakers, the balance and inclusion for gender and
the types of working units (such as whether they come from a Shanghai municipal
organization or from a grassroots unit) should be highly valued.
The MPA Diversity Plan is available at http://mpa.shufe.edu.cn/
98
Standard 5 Matching Operations with the Mission: Student
Learning
5.1 Universal Required Competencies
As the basis for its curriculum, the program will adopt a set of required competencies
related to its mission and public service values. The required competencies will
include five domains: the ability: • to lead and manage in public governance; • to
participate in and contribute to the policy process; • to analyze, synthesize, think
critically, solve problems and make decisions; • to articulate and apply a public
service perspective; • to communicate and interact productively with a diverse and
changing workforce and citizenry.
The Master in Public Administration (MPA) Program at Shanghai University of
Finance and Economics (SUFE), just like many US programs, targets all the five
universal competencies recommended by the NASPAA. But in addition to those, as
a non-US program, our program also seeks to analyze public issues with a global
vision, to communicate policy ideas across borders, and to assess our program from
international standards. Finally, as one of the best universities in the field of public
finance, we are also aims at a program-elective competency, i.e., the training in
public finance and government budgeting.
Therefore, all the six mission-specific required competencies and the one additional
mission-specific elective competency of our MPA Program are follows.
Mission-Specific Required Competencies

to lead and manage in public governance,

to participate in and contribute to the policy process,

to analyze, synthesize, think critically, solve problems and make decisions,

to articulate and apply a public service perspective,

to communicate and interact productively with a diverse and changing
workforce and citizenry, and

to analyze public issues with global vision, to communicate policy ideas across
national borders, to be trained in programs qualified for international standards
and global trends.
Mission-Specific Elective Competencies
99

to complete all the required courses in either the “fiscal and taxation
management” or the “economic and financial management” as the two course
modules as the two optional concentrations of our program so that our
graduates would be able to serve all levels of governments as the professionals
in the areas such as government budgeting, government finance, government
accounting, and in charge of economic management and local-level
development.
On the basis of the above-mentioned competencies, the MPA program of SUFE has,
first, designed the our curriculum to assure our courses and training shall fulfill the
needs of all the competencies, and, secondly, designed the assessment procedure to
gather the evidence to evaluate whether our training does meet the criteria, and
finally, used the assessment data to improve our curriculum and thus fulfill an
assessment cycle. In this section, we are going to target the following three
competencies: (1) to lead and manage in public governance, (2) to participate in and
contribute to the policy process, and (3) to analyze, synthesize, think critically,
solve problems and make decisions, for this review the rest the next round. This is
because we believe that these three competencies are most critical for public leaders
and managers to work effectively at different levels of governments.
In this section, we will show, (1) how our curriculum is designed to assure our
courses and training shall meet those standards? (2) how the program assessment is
designed and implemented to help evaluate whether our training does meet those
standards? (3) how the assessment data is used to help improve our curriculum and
thus fulfill an assessment cycle?
PART A. Defining Competencies Consistent with the Mission
The Design of Curriculum to Fulfill the Required Competencies
In our curriculum, each student will be expected to meet all the competencies in our
three core courses and five basic courses, all of them are mandatory to our students.
In other words, our curriculum is organized as follows: all the students have to take
two types of courses: (1) mandatory courses and (2) specialty courses (Please refer
to the following Table 5.1 for an overview of our course design). First of all, both
“core courses” and “basic courses” are mandatory for all MPA registered students.
They are designed to meet the requirements of the Ministry of Education of China
100
and the Office of Academic Degree of the State Council of the China (and the
Steering Committee of the MPA Education). At the same time they are also
designed to meet: (1) the needs of the discipline of public administration, (2) the
requirements of the University, the Graduate School and the School of Pubic
Economics and Administration, and (3) the expectation of the institutions
encouraging or sending their employees to our program, and most importantly, (4)
the six universal competencies required for our MPA program.
Among them, the “mandatory courses” can be further divided into two categories:
the “core courses” are the focus of the MPA program, including 3 courses which
provide the most important trainings for public servants. Among these courses, (1)
the Public Administration is related to leadership and management capability, (2)
the Public Policy Analysis aims at enhancing policy planning capability, while (2)
the Social Science Methodology focuses on evidence collection and analysis,
helping to improve problem solving skills of students. In addition, we also have five
“basic courses,” which add up to the training for the basic competencies of public
servants. These courses are (1) Public Economics, (2) Administrative Law, (3)
English for PA Students, (4) Socialist Development: Theories & Practices, and
finally, (5) Introduction to Political Science.
In addition to those mandatory courses, our MPA program also offers “specialty
courses.” Students must choose one major out of the four fields based on their
personal specialties and professional requirements. They have to complete 4 to 6
specialty courses in the field to train their professional expertise. The four fields in
our program are: (1) Government Administration, (2) Economic and Financial
Management, (3) Fiscal and Taxation Management, and (4) Health Economics and
Management. Among them, the “Government Administration” and “Fiscal and
Taxation Management” attracts most of our students. And, the “Economic and
Financial Management” is a specialty of our university, while “Medical Economics
Management” is a specialty of our school. Both “Fiscal and Taxation Management,”
and “Medical Economics Management” are among the best in the country.
Mandatory Courses and Universal Required Competencies
The aforesaid 8 mandatory courses (core courses and basic courses) are designed to
for the training of the six “universal competencies” targeted by our MPA program.
In the following Table 5.2 to show how the mandatory courses match the
101
competencies. As we can see, the core courses definitely touch upon all the
“universal competencies” and the basic courses normally cover most of these
competencies. As a result, each competency has been covered by 6 to 8 courses and
been the primary foci of at least two mandatory courses. And, among them the
two most important courses of our MPA program– Public Administration and Public
Policy Analysis – cover all the 6 universal competences. In the process of training
various universal competencies, part of the mandatory courses are defined as key
courses for training specific competencies. This cross-course work can make sure
all the competencies would be well-crafted and well-supported in our curriculum.
For this design, please refer to the following Table 5.3 for the matching of courses
and competencies
102
Table 5.1.1 Curriculum of the MPA Program of Shanghai University of Finance and Economics
Course Category
Course Design Target
Course Content
Mandatory Courses: Required for All the MPA Students (8)
Core courses
(Mandatory for all students)
3 Courses: Public Administration, Public Policy Analysis, and
Focus of the Training of the MPA program
Social Science Methodology
Basic Courses
For basic competencies for public administration
(Mandatory for all students)
employees
5 Courses: Public Economics, Administrative Law, English for PA
Students, Socialist Develop: Theories & Practices, and
Introduction to Political Science
Specialty/Elective Courses: Picking One among the Four Majors (4-6 for each module)
4-5 Courses: Public Sector Human Resources Management, Public
Concentration 1 Public Sector
Management Course Module
Specialty training in government administration
Sector Performance Management, Social Security Theories &
Practices, and Public Ethics comprise the mandatory courses of
one major field
103
4-5 Courses: Organizational Behavior & Leadership,
Concentration 2 Fiscal and
Taxation Management Course
Fundamentals of Economics, Enterprise Financing Models & Cost
Specialty training in economics and finance
Control, and Project Management comprise the mandatory courses
Module
Concentration 3 Economic and
Financial Management Course
Module
of one major field
4-5 Courses: Theory on Fiscal Justice, Tax Law, Public Sector
Specialty training in fiscal and taxation
Investment & Financing, and Land Resources Management
management
comprise the mandatory courses of one major field
4-5 Courses: Medical Economics, Health Policy, Medical
Concentration 4 Health
Economics and Management
Specialty training in hospital management
Insurance Theories & Management, and Hospital Management
comprise the mandatory courses of one major field
Course Module
Other Elective Courses
Students can choose based on their interests and
4-6 electives including Art of Leadership, E-Government, Political
needs
Communication, and Urban Planning & Management
104
Table 5.1.2 Curriculum Alignment of Mandatory Courses and Mission-Specific Required Competencies
Competency 1
Leadership &
Management
Competency 2
Competency 3
Policy Planning
Problem Solving
Competency 4
Competency 5
Public Service
Diversity of
Perspective
Audience
Competency 6
Global Vision
Mandatory Core Courses
Public Administration
X
Public Policy Analysis
X
X
X
X
X
X
X
Social Science Methodology
X
Mandatory Basic Courses
Public Economics
X
Administrative Law
X
X
English for PA Students
Socialist Development
X
X
X
X
Intro to Political Science
X
X
Remarks: The X mark indicates that the contents of the course highly match with the “universal competencies” of the Program, and that the design and teaching of
the course can effectively target the related universal competencies.
105
Table 5.1.3 Summary of the Matching between Mandatory Courses and the Mission-Specific Required Competencies
Mission-Specific Required Competencies
Number of Courses for Cross Training of the
Courses Responsible for the Training of the
Competencies
Competencies
Competency 1 Leadership & Management
2 mandatory courses
Public Administration, Socialist Development
Competency 2 Policy Planning
3 mandatory courses
Competency 3 Problem Solving
3 mandatory courses
Competency 4 Public Service Perspective
2 mandatory courses
Public Administration, Public Economics
Competency 5 Diversity of Audience
2 mandatory courses
Socialist Development, Introduction to Political Science
Competency 6 Global Vision
4 mandatory courses
Public Policy Analysis, Public Economics, Administrative
Law
Public Administration, Public Policy Analysis, Social
Science Methodology
Public Administration, English for PA Students, Socialist
Development, Introduction to Political Science
106
Table 5.1.4 Matching Thesis Evaluation Criteria with Mission-Specific Required Competencies
Thesis Reviewing and Evaluating Criteria
Leadership &
Management
Criteria One (Research Questions/Set-up
Related to Core Issues in Public Service)
X
Criteria Two (Creativity in Targeting New
Issues in Public Policy Area)
X
Policy
Planning
Problem
Solving
Public Service
Perspective
Diversity in
Audience
Global
Vision
X
X
X
X
X
X
Criteria Three (Solving Policy Problems and
Applicability of Findings to Policy Areas)
X
Criteria Four(Contribution to the Theory or
Practices of the Diverse Areas of Public
Policy or Administration)
X
Criteria Five (Integration/Coherence in
Presenting Ideas and Proposals)
X
X
X
Remarks: The X mark indicates that students’ theses match with the “universal competencies” of the MPA Program.
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Table 5.1.5 Using the Criteria of Mission-Specific Required Competencies to Evaluate the Students Awarded Degrees in June 2015
Universal Competencies Rank the Thirty-Four Student Theses (No. & %)
Leadership/
Management
Policy Planning
Problem Solving
Public Service
Perspective
Diversity in
Audience
Global Vision
A
1
1
1
1
1
1
B
18
13
12
20
19
19
C
12
16
18
10
11
11
D
2
3
2
2
2
2
E
1
1
1
1
1
1
N
34
34
34
34
34
34
Leadership/Managem
ent
Policy Planning
Problem Solving
Public Service
Perspective
Diversity in
Audience
Global Vision
A
3%
3%
3%
3%
3%
3%
B
53%
38%
35%
59%
56%
56%
C
35%
47%
53%
29%
32%
32%
D
6%
9%
6%
6%
6%
6%
E
3%
3%
3%
3%
3%
3%
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The Three Universal Required Competencies Collected Data to Be Assessed
After briefly introducing the design for the marching between our curriculum plus
thesis between the required competencies, we can now provide some more specific
individual report of how some of the mission-specific required competencies are
delivered in our program. As specified earlier, in this review, among all the six
mission-specific required competencies, we will focus on the following three
competencies for the review of this accreditation: (1) to lead and manage in public
governance, (2) to participate in and contribute to the public policy process, and (3)
to analyze, synthesize, think critically, solve problems and make decisions, so that
we can provide more evidence to show how we deliver these competencies.
to lead and manage in public governance
The ability to lead and management is the number one target in our mission-specific
competency, therefore, in our curriculum, we design two mandatory courses, (1)
Public Administration, and (2) Socialist Development, both offered in the first
semester of the course work of the students, to build up this competency.
In the first course, Public Administration, prepare the students on (1) understanding
the history of public governance, including the roles of the government, public
sector, nonprofit organizations, (2) understanding major theories, approaches and
perspectives in the general and specific fields of public administration and public
policy, (3) understanding the knowledge and skills for effective public management,
(4) leaning to apply theories of public management to a variety of public spheres,
such as administrative, budgetary, organizational and among others), (5) leaning
how to tackle real-life policy problems and solve them with appropriate policy tools
and mobilize necessary public resources, (6) learning to make the suitable policy
decision on the basis of costs and benefits so as deliver effective public
management to the policy communities.
On the other hand, the second course, Socialist Development, touches on: (1) the
public values and strong commitment necessary for public leaders and managers, (2)
the social environments, institutional settings and organizational background public
leaders and managers need to apply their knowledge and skills, (3) the ethical codes
of practice to serve as a public servants, (4) the mission to serve various populations,
esp., marginalized populations, and diverse communities, e.g. a globalized
109
community, (5) the idea about the changes in public values, social environments
and institutional settings, (6) the idea about the partnership between the public
sector and private sector, and dual approaches of market mechanisms and policy
tools.
Finally, in addition to coursework, in our efforts to assess the students’ competence
on “to lead and manage in public governance,” we adapted the two thesis review
criteria, (1) Thesis Reviewing Criteria Number One: Research Questions/Set-up
Related to Core Issues in Public Service, and (2) Thesis Reviewing Criteria Number
Two: Creativity in Targeting New Issues in Public Policy Area, to make sure that
students have demonstrated the competence “to lead and manage in public
governance.”
to participate in and contribute to the public policy process
The ability to participate in and contribute to the public policy process is another
key target in our mission-specific competencies, therefore, in our curriculum design,
we devote three mandatory courses, (1) Public Policy Analysis, (2) Public
Economics, and (3) Administrative Law, all offered in the second or third semester
of the course work of the students, to build up this important competency.
In the first course, Public Policy Analysis, it is designed to prepare the students on
(1) understanding major theories, approaches and perspectives in study of public
policy, (2) understanding of the various stages of policy process, from agenda
setting, policy formation, policy implementation and policy evaluation, (3)
understanding a toolbox of policy tools so that students can deal with alternative
scenarios of local governance, (4) understanding how citizens can participate in the
policy process and develop strategies to enhance their roles, (5) understanding of
how policies may affect diverse populations and interest groups, (6) understanding
of how to collect feedbacks of public policy so that they can improve policy
proposals or implementation in the next stage, and (7) understanding of how to
evaluate the public policy not just from the efficiency but also from an ethical
criterion.
The second course to build up the competency is Public Economics, which aims at:
(1) understanding of the role of public sector in the provision of public goods, (2)
the understanding the relative advantages of market mechanisms and policy tools as
110
well as public provision and private provision of public goods in different
institution settings, (3) the ability of applying cost-benefit analysis in reaching
policy decision among alternative policy proposals, (4) the ability of using
game-theoretical analysis in analyzing the institutional settings for the
implementing policy proposals, and (5) the ability to evaluate and compare
alternative policy proposals in terms of their implications to the policy
communities.
And the third course to build up the ability for the students to participate in and
contribute to the public policy process is Administrative Law. The course is
designed for the students to: (1) to understand the institutional environments (legal
and political) public policy are to be implemented, (2) to propose and implement
policy options under all constitutional and legal constraints, (3) to engage leaders,
organizations, stakeholders, and populations being affected in a legal framework, (4)
to manage the public sector (including budgetary, personnel and among others) by
observing all the related administrative codes, (5) to allocate and apply the budget
by following the related budgetary rules and administrative procedures.
Finally, in addition to the course works, in our efforts to assess the students’
competence on “to participate in and contribute to the public policy process,” we
adapted the two thesis review criteria, (1) Thesis Reviewing Criteria Number Three:
Solving Policy Problems and Applicability of Findings to Policy Areas, and (2)
Thesis Reviewing Criteria Number Four: Contribution to the Theory or Practices of
the Diverse Areas of Public Policy or Administration, to make sure that students
have demonstrated the competence “to participate in and contribute to the public
policy process.”
to analyze, synthesize, think critically, solve problems and make decisions
The ability to analyze, synthesize and think critically, solve problems and make
decisions is another emphasis of our program and also a specialty of our program
for we have a largest numbers of faculty members trained in the US, comparing
with all other institutions in China. Therefore, in our curriculum design, we devote
three mandatory courses, (1) Public Administration, (2) Public Policy Analysis, and
(3) Social Science Methodology, offered in a sequence in the first, second and third
semester of the course work of the students, to build up this important competency.
111
In the first course, Public Administration, the program prepares the students on (1)
understanding the history of public governance, including the roles of the
government, public sector, nonprofit organizations, (2) understanding major
theories, approaches and perspectives in the general and specific fields of public
administration and public policy, (3) understanding the knowledge and skills for
effective public management, (4) leaning to apply theories of public management to
a variety of public spheres, such as administrative, budgetary, organizational and
among others), (5) leaning how to tackle real-life policy problems and solve them
with appropriate policy tools and mobilize necessary public resources, (6) learning
to make the suitable policy decision on the basis of costs and benefits so as deliver
effective public management to the policy communities.
In the second course, Public Policy Analysis, it is designed to prepare the students
on (1) understanding major theories, approaches and perspectives in study of public
policy, (2) understanding of the various stages of policy process, from agenda
setting, policy formation, policy implementation and policy evaluation, (3)
understanding a toolbox of policy tools so that students can deal with alternative
scenarios of local governance, (4) understanding how citizens can participate in the
policy process and develop strategies to enhance their roles, (5) understanding of
how policies may affect diverse populations and interest groups, (6) understanding
of how to collect feedbacks of public policy so that they can improve policy
proposals or implementation in the next stage, and (7) understanding of how to
evaluate the public policy not just from the efficiency but also from an ethical
criterion.
And the third course to build up the ability for the students “to analyze, synthesize,
think critically, solve problems and make decisions” is Social Science Methodology.
The course is the specialty of the Program: We have helped the National Steering
Committee of MPA Education to train the MPA faculty teaching the course from the
country. The course, Social Science Methodology, in our program is designed for
the students to: (1) be familiar with a toolbox of research methods so that they can
use to analyze the formation, implementation and evaluation of public policy and
thus become more effective public leaders and mangers, (2) develop a habit to think
critically among different theoretical perspectives on their interpretations of public
management and public policy, (3) develop a habit to analyze and synthesize the
policy issues on the basis of empirical evidence used to solve policy problems and
make policy decisions, (4) be able to propose a policy arguments when facing
112
alternative discourses of policy proposals and legitimation, (5) be familiar with
various approaches, methods, techniques and skills useful for identifying policy
problems, analyzing policy proposal and making policy decisions, (6) be able to
develop strategies to engages stakeholders and citizens in solving policy problems
and making policy decision in a collective and deliberative way.
In addition, in our efforts to assess the students’ competence on “To analyze,
synthesize, think critically, solve problems and make decisions ,” we adapted the
two thesis review criteria, (1) Thesis Reviewing Criteria Number Two: Creativity in
Targeting New Issues in Public Policy Area, and (2) Thesis Reviewing Criteria
Number Three: Solving Policy Problems and Applicability of Findings to Policy
Areas, to make sure that students have demonstrated the competence “To analyze,
synthesize, think critically, solve problems and make decisions.”
Given the goal to fulfill the above-mentioned mission-specific competencies, the
program adopts dual approaches, the curriculum design and the thesis reviewing to
help make sure that all these competencies would be able to effectively and
assuredly delivered to the students in the Program.
5.2 Mission-Specific Required Competencies
The MPA program of SUFE basically adapts dual approaches to guarantee that the
students graduated from the program can meet all the mission-specific required
competencies: the first is our curriculum map and the second is our MA thesis.
First of all, our curriculum involves eight mandatory courses, each targeting one to
four mission-specific required competencies (See Table 5.1.2 and 5.1.3 for details)
so that we can guarantee that each competency will be covered by at least two and
up to four courses (See Table 5.1.2 and 5.1.3 for details). In other words, with this
curriculum design, we can sure that all of the mission-specific required competency
will be carefully crafted in our program.
In addition, we also ask each of our students to conduct a research project and then
write a MA thesis. Students are expected to practice the competencies they have
learned from their course works and express them in their thesis. Our students also
have to go through the rigid triple reviewing processes and an oral defense to pass
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the thesis. And the reviewing processes are designed to evaluate above-mentioned
competencies (Please refer to Table 5.1.4 and Table 5.1.5). Therefore the thesis
stage provides an additional assurance for the program to deliver the
mission-specific required competencies. Combine curriculum design and thesis
review, we should be able guarantee that every graduate from our program will be
armed with all the required competencies.
5.3 Mission-Specific Elective Competencies
Our “specialty courses” can be considered as the elective courses for MPA students
to pursue their own specialties, or self-defined competencies. As being explained
earlier, our students are required to choose one major out of the four concentrations,
on the basis of their personal interests or professional requirements. Each specialty
is composed of 4 to 6 courses in the field for students to develop their professional
expertise (see Table 5.1.1).
The four fields in our program are: (1) Public Sector Management, (2) Fiscal and
Taxation Management, (3) Economic and Financial Management, and (4) Health
Economics and Management. Among them, the “Government Administration” used
to be the most popular in our program while the new trend is the “Fiscal and
Taxation Management.”
Both field stress the administrative practices at the local
governments. The other two, the “Economic and Financial Management” is the
most famous field of our university, while the “Medical Economics Management”
is a specialty of our school. These are the reasons why they are picked as the four
specialties of our MPA program.
In addition to the specialty courses, the MPA Program of SUFE also offers other
elective courses. Our students can choose 4-6 courses among the ten elective
courses, and Art of Leadership, E-Government, Political Communication, Urban
Planning & Management being the most popular elective courses offered in our
MPA program.
After finished the training of any of the specialty courses, the students should be
able to:

Know how to lead, manage and serve for the local government especially, core
services and functions in their specialized areas
114

Understand how government institutions are similar to and different from other
institutions and the sectors of fiscal and financial services from other or general
services,

Demonstrate an understanding of the daily management at the local
government in their specialized areas in different level of governments, with an
emphasis on how to play the role of the professional chief executive.

Articulate the purposes of and skills to communicate with citizens, as
government leaders at different level of governments, and hopefully engaging
them in the process of local Understand the relationships among key local
officials and from other governmental agencies,

Apply the management of local government human and financial resources to
provide the high-quality services in their specialized areas.
Table 5B provides the required information on what assessment activities have
taken place for judging student learning on the required NASPAA universal
competencies.
5B. Universal Required Competencies: One Assessment Cycle
Assessment Frameworks: Internal and External
The MPR Program of SUFE is engaging in ongoing assessment of student learning
for all the “universal competencies”, all the mission-specific competencies, and all
elective competencies as being specified earlier. We adopt an “Assurance of
Learning” evaluation system to guarantee that the curriculum will achieve the goals
specified earlier.
The AOL system in our MPA program basically requires the alignment of all five
elements: Goal – Design – Implementation – Evaluation – and Improvement, and
make the whole system a self-improving loop, to achieve our learning effects. The
complete loop thus includes four stages: (1) setting expectations, that is, setting the
“learning goals” for our program; (2) curriculum alignment, that is , using the
“curriculum map” and the “curriculum assessment plan” to bring together the goals
and the courses; (3) collecting evidence, that is, collect the information about course
design and their rubrics for course evaluation; and finally is actions for
improvement, that is, improvement proposals based on our evaluation.
115
The based on the above-mentioned AOL system, we have been able to evaluate the
effectiveness of our curriculum, on the basis of a evaluation plan to assess each
competency every semester. The general conditions of our evaluation plan are
reported as attached “Assessment Plan.” For now, we will report our current
assessment framework and how we use this framework to help improve our
program so as to make a full Assessment Cycle.
In addition to our own review, the National Steering Committee of MPA Education
also conducted two types of method to get feedback from current MPA graduates
and alumni. The first evaluation is to use a written questionnaire for current MPA
graduates covering topics on various aspects such as teaching methods, grading
system, curriculum design, and learning satisfaction. In March 2015, a online
survey of all alumni is also used to determine how the Master students feel about
the program efficiency in terms of career development, curriculum learning results,
and degree satisfaction.
In recent years, MPA center also received various instructions and suggestions
directly from the Shanghai University of Finance and Economics (SUFE), including
an extensive application of case study in the teaching process, the ways to
strengthen the practice teaching of the course, and possible curriculum reform to
improve learning objectives. In summary, MPA program management is a
continuous improvement process and MPA center recognizes the importance of
incremental improvement from various aspects of feedback. Thus, operation
processes of MPA program are constantly evaluated and improved in light of their
practicability and effectiveness.
In April 2015, an extensive field study was conducted under the supervision of the
National MPA Education Steering Committee and the Ministry of Education to
evaluate MPA academic performance and program management. The MPA Program
in the School of Public Economics and Administration (SPEA) obtained the highest
overall performance grade (Rating A) among the thirty-six MPA programs in China,
sharing the best rating honor with other five schools.
How Evidence of Learning Was Gathered and Analyzed
There are three ongoing assessment processes considered in the MPA program
116
operation. The first assessment process is to evaluate the program development and
management control over daily operations from the MPA Program in the School of
Public Economics and Administration (SPEA). The second assessment is a
periodical evaluation from the Shanghai University of Finance and Economics
(SUFE). The last assessment is also a periodical one conducted by the National
MPA Education Steering Committee.
The daily operation assessment of the MPA program mainly involves four aspects:
(1) it focuses on the curriculum evaluation，(2) it is about thesis evaluation, (3) it
focuses on the understanding of students’ feedback on course teaching and
recommendation after student forum, and (4) it is about to get feedback for
operation improvement from currently graduated students and MPA alumni through
a questionnaire or an online survey.
First of all, at the end of each course teaching, MPA center staff conducted an
extensive class survey that requires students to complete a course evaluation
questionnaire to determine how MPA students feel in terms of teaching satisfaction.
The evaluation results of each course will be summarized and the final report of the
evaluation will be presented to the MPA Education Steering Committee. MPA
Education Steering Committee recognizes the crucial role that course evaluation has
in the teaching process and seeks to ensure that an appropriate teaching is
developed across the MPA curriculum. There are five teaching instructors who
received the below-average teaching evaluation scores over the past 3 years. Since
MPA center considers that an effective teaching evaluation is a core element of
program improvement, MPA Education Steering Committee changed the course
instructors for that five classes to ensure that there is an appropriate alignment
between teaching, learning, and assessment. In the attached Table 5.6, we offer a
sample of the course evaluation.
Secondly, stipulating to the thesis requirement from the National Steering
Committee for MPA Education in China, a written thesis is an important aspect of
assessment for MPA program. From the third semester, MPA students are asked to
determine their theses advisers and research topic in order to be getting ready for
thesis proposal. MPA students prepare for writing their theses in the fourth semester.
Then, students submit their theses and get into the process of preliminary review,
anonymous review, and oral defense. The purpose to establish this system for thesis
is to have an effective way of quality control and assess the learning ability of MPA
117
students to match program’s universal competencies. Thesis examiners are asked to
evaluate student’s thesis according to a number of criteria that included thesis
applicability,
research
question/set-up,
contribution,
creativity,
and
integration/coherence. Each criterion is aligned with program’s universal
competencies that included public service perspective, problem solving, global
vision, leadership/management, and policy planning. MPA program of SUFE has
provided a matching model with evaluation grid for thesis examiners to evaluate
MPA students’ theses.
270 MPA students submitted their application for thesis proposal and 31 students
(12%) were failed between January 2013 and June 2015. Over the same period, 277
MPA students applied for thesis oral defense and 26 students were failed to pass
preliminary review (10%). Among these qualified students, 7 students were failed
to pass their theses oral defense. Furthermore, there were 29 MPA students’ theses
were randomly selected to go through anonymous review process required by the
Shanghai City and only one was failed. In the beginning of thesis proposal, the
MPA center will arrange one staff to record every details and collect the data. After
thesis proposal, the results will send to the committee members to verify their
suggestions and evaluations. Students will get feedback from their committee
members and advisers. Similarly, the committee members will review students’
theses in the preliminary review process and send their recommendations back to
the students and advisers. MPA candidates and their advisers can provide their
arguments to defend their perspectives. The MPA center will invite outside experts
to review again. The MPA Education Steering Committee presents the overall
results of the MPA students’ theses to their advisers seeking for future improvement
in the end of every semester. A sample taking the students of graduated in June
2015 is attached to show how the thesis are reviewed and graded in our program
(See attached Table 5.7).
Thirdly and fourthly, feedbacks from student forum have always been valued
significantly by the MPA Education Steering Committee as an assessment method
in the MPA program operation. In general, every semester, the MPA Education
Steering Committee invites student cadres and representatives to discuss their
learning activities and take their feedback seriously to make operation improvement.
A recent example was a successful student forum held on June 13, 2015 for student
cadres and representatives in Shanghai. During the student forum, students and
MPA center extensively discussed various topics covering teaching methods,
118
curriculum modification, and attendance tracking management. In general, majority
of the students were satisfied with all teaching methods and curriculum
arrangements. MPA center took students’ feedback very seriously with an
improvement plan approved immediately from the MPA Education Steering
Committee. We truly believe that MPA students are in the best position to comment
on the effectiveness of program management. In the attached Table 5.8, we offer a
sample of the evaluation and analysis of the feedbacks from the alumni.
How Evidence of Learning Was Used to Improve Student Learning
The Program has made many changes over the years based upon the evidence seen
under this competency, as well as from other sources (for example, the standards
recommended by NASPAA, the advice from our three Stakeholders Committees,
and feedbacks from our alumni and students). Among the changes we have made to
link the program with our mission-specific competency are as follow:

Design a curriculum map to guarantee that our curriculum will be able to
deliver the required competencies (in 2014).

Initiated a complete revision of the course structure and the entire course
syllabi, so that each course has to stated clearly what is the course learning goal
of the course and that mast target at least one of the required competencies
(started in 2014 and completed in 2015).

Establish an institutionalized approach to collect feedbacks from the
stakeholders, the alumni and current students, including regular surveys, focus
group meetings, and personal interviews. An institutionalized procedure to
collect evidence, analyze evidence and form proposal for improvements are
also established (started in 2014 and completed in 2015).

Establish our nuclear faculty system, each responsible one of the mandatory
courses and collectively participate in making the decisions about the teaching
and administrate matters of the program (in 2014).

Emphasizing the eight mandatary courses and linking them to the six
mission-specific required competencies. Constantly examining the course
materials, case studies and alternative teaching approaches so that we can make
119
sure that these courses can effectively deliver the competencies we are perusing
(in 2014).

An assessment plan is designed and revised so that we can use that as a plan to
make sure that in the future (at least 3 coming assessment loop), we can use the
plan to improve our ability to deliver the required competencies (first proposed
in 2014 and significantly revised in 2015).
We started the efforts of NASPAA accreditation and initiated all the reforms on
2013. We then revised our institutional structure and collect the evidence for the
next-stage reforms. We then introduced the wave of reforms in 2014, and then we
kept collecting more evidence for further improvement. Most of the improvements
are implemented in the spring of 2015. In other words, we are in the middle of the
second assessment-improvement loops (2013-2014 and then 2014- 2015).
120
Table 5.B.1 The Review and Evaluation of the Written Thesis in Our MPA Program to Match Universal Competencies
Course/Instructor Evaluation (A Total of 23 Courses)
Course No.
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
#23
4.68
4.69
4.70
4.70
4.44
4.73
4.28
4.83
4.96
4.96
4.17
4.57
4.73
4.95
3.69
4.01
3.70
4.10
2.58
3.82
3.66
4.47
3.29
10
9
7
7
13
5
14
4
1
1
15
11
5
3
19
16
20
16
23
18
21
12
22
*
*
*
*
**
*
**
Mean of All
the Survey
Questions
Ranking
Warning
25Percentile
75
Percentile
*
**
4.60
4.65
4.69
4.69
4.00
4.63
3.90
4.93
5.00
5.00
3.89
4.00
5.00
5.00
3.40
3.96
3.81
4.00
1.91
3.21
3.00
4.00
2.64
5.00
5.00
5.00
5.00
5.00
5.00
4.93
5.00
5.00
5.00
5.00
5.00
5.00
5.00
4.03
4.04
4.04
4.09
3.30
4.79
4.55
5.00
4.00
Note: To main anonymous, we skip the name of the courses and instructors ; Warning: The top 3 lowest in ranking will be marked in **, the top 9 lowest in ranking
will be marked in *, the instructors being marked will be given a warning and the full report of their performance in the student survey. The instructors being marked
in red will need a substitute.
121
Table 5.B.2 The Review and Evaluation of the Written Thesis in Our MPA Program to Match Universal Competencies
Stipulating to the thesis requirement from the National Steering Committee for MPA Education in China, one of the objectives of a written
thesis is to assess whether or not the thesis matches the universal competencies for the MPA program sought. Examiners are asked to evaluate
the thesis according to a number of criteria as indicated in the grid in the thesis examination form. A grade rating should be provided for each
criteria to assess the learning ability of MPA students to match program’s universal competencies. Thesis evaluation using the following scale:
excellent (A), very good (B), good (C), satisfactory (D), no match (E). A thesis is not graded as good (C) or better graded will be considered as a
failed defense and thus must revise their theses substantially and go through the defense once again.
Overall Thesis Evaluation (Students Graduated in June, 2015)
No. of Thesis Evaluated: 34
Thesis Evaluation
# of Thesis
June, 2015 MPA Program
Excellent
Very Good
Good
Satisfactory
No Match
Total
1
15
14
3
1
34
Notes: A（Excellent) 90-85；B (Very Good) 84-80；C (Good) 79-75；D (Satisfactory) 74-70；E (No Match) Below 70
Notes: There are two ratings for each thesis
Notes: Each of the two ratings is equally weighted to assess the final thesis evaluation
As of Spring 2015, 402 full-time students enrolled in the MPA program. The table above indicates that thirty-three students have passed
their theses requirement in the Spring of 2015. One of our graduating students (1/33) obtained the excellent rating of thesis evaluation. Over 85
122
percent (85.2%) completed their theses with either very good or good evaluation rating (29/34).
As shown in the table on the next page, in the case of research question/set-up among the thesis evaluation criteria, excellent or very good
rating accounted for 68% of total thirty-four student theses, while good and satisfactory rating accounted for 23% and 6% respectively. This
evaluation standard attempts to match students’ research questions/set-up with such program required competencies as public service perspective,
leadership/management, and global vision. In the case of applicability, matching thesis evaluation with competencies of policy planning and
problem solving, assessment grading such as very good and good rating have much larger shares (47% and 35%, respectively). Thesis evaluation
with excellent and very good rating accounted for 53% of total thirty-four theses, in terms of the criterion of integration/coherence to match
students’ capacity of problem solving with a delivery of public service value. Evaluating the criterion of contribution for matching required
competencies of policy planning and global vision, assessment rating with very good and good rating has accounted for four-fifths (82%) of the
total thirty-four student theses. As also shown in the table on the next page, in terms of the criterion for creativity to match students’ capacity of
problem solving and leadership/management, excellent rating accounted for only 6% of total master’s theses, with very good rating accounting
for 44%, with good rating accounting for 41%, and satisfactory rating accounting for the remaining 6%.
Thesis Evaluation
Rating Range -
Category
Research
A（Excellent)；B (Very Good)；C (Good)；D (Satisfactory)；E (No Match)
Rating
June, 2015 No. of Thesis Evaluated: 34
Description
# (%)
A
Research questions clearly articulated with management insight, global vision mentioned, and public perspective fully included
5 (15%)
B
The purpose of study generally connected with public perspective, management concept, and a global vision is being expressed
18 (53%)
C
Research question included the concepts of public service perspective, global developments, and management concept
8 (23%)
D
Shows research questions and somewhat a public perspective, management concept, or the issue of globalization is stated
2 (6%)
Question /
Set-up
123
Creativity
Applicability
Contribution
Integration /
Coherence
E
Research question is lacking or is not clearly linked to the public service perspective, management concept, and global trends
1 (3%)
A
Creative ideas expressed with exceptional clarity and management insight with a comprehensive outline of problem solving
2 (6%)
B
Implications with management improvement for future research generally discussed and provided a solution to the problem
15 (44%)
C
A solution to the discussed issue was moderately clear with administrative sense or leadership
14 (41%)
D
The purpose of study was somewhat focused and clear with management awareness or problem solving
2 (6%)
E
Research topic is not related to leadership/management and problem solving is not demonstrated
1 (3%)
A
Results clearly summarized, discussion of results focused and tied to problem solving and policy planning work
2 (6%)
B
Generally identifies relevant issues and offer information for problem solving and future policy recommendation
16 (47%)
C
Results was focused and recommendation for policy planning and a solution to the problem was stated
12 (35%)
D
Only moderate relevance or significance to policy planning area and make a somewhat applicability
3 (9%)
E
Analysis results lacks focus, are unorganized, and results produce no insight into the problem and related policy discussions
1 (3%)
A
Clearly summarizes the key information and describes insights for policy planning and meets the global challenge
2 (6%)
B
Discussion of results focused and connected to policy planning and international standards/global trends
15 (44%)
C
The study added to the further understanding of the policy planning within a global context
13 (38%)
D
Research will make a nominal contribution to policy planning and the understanding of global trends/developments
3 (9%)
E
The knowledge gained from the study and implications of the study are not clearly discussed
1 (3%)
A
Provided very accurate, clear, and complete responses to the study with a public perspective and an insight in problem solving
1 (3%)
B
Conclusions and suggestions appropriate based on analysis results that helps the work of problem solving with the public value
17 (50%)
C
Presentation with coherent narrative and conclusions that lead to an effective problem solving and a delivery of public value
14 (41%)
D
Purpose was somewhat focused and clear and the solution to the public problem is somewhat effective/consistent
1 (3%)
E
Too much or too little detail, goals and directions not clear, not logical
1 (3%)
124
Table 5.B.3 A Sample of the Analysis for the March 2015 Alumni Survey Results
Overall Report
The Master of Public Administration program in SUFE conducted an extensive
online survey of all alumni to determine how masters degree students fare in terms of
career development, curriculum learning results, and degree satisfaction.
Overall, graduates of MPA program in SUFE have reported considerable career
advancement and have favorable opinions of how their MPA degree has helped them
achieve their career objectives.
Participants were asked to provide their current position information, curriculum
learning feedback, as well as their suggestion for future improvement toward MPA
program after graduation. The online survey included results from 179 alumni who
received MPA degree from the SUFE. The online survey was received by 960 alumni,
producing a 19% completion rate. Survey participants were asked about their
perceptions of the MPA program. Specifically, alumni were asked, “How much has
your MPA degree from SUFE helped you achieve your current career position?”
Overall, 27% of respondents gave an answer of Very Important, and 66% gave an
answer of Important, or higher.
Detailed Analysis
Survey participants were given the opportunity to provide opinion about their
learning experiences with the MPA program. One hundred and four respondents (58%)
agreed that the MPA training really gave them a broad global perspective. The MPA
degree has helped students immensely in their problem-solving ability. In this case, 21%
of respondents gave an answer of Very Important, and 60% gave an answer of
Important, or higher. 62% of respondents reported strengthening their ability in
policy planning after their graduation. Forty-seven respondents (26%) gave an answer
of Very Important, and sixty-five respondents (36%) gave an answer of Important.
Survey participants were asked to identify whether the MPA program training has
helped their management ability and leadership. Thirty-one respondents (17%) gave
an answer of Very Important, and forty respondents (22%) gave an answer of
Important. In terms of public service perspective, one hundred and five respondents
(58%) with either an answer of Very Important or Important have expressed that the
focus of public value and related program training has helped their work after
graduation.
125
Survey participants were also asked if they have any suggestions for
improvement in terms of curriculum design and course learning? We had received
various suggestions such as more lectures from visiting scholars, field study, and
others. One of the most important suggestions is to have more case study during the
teaching period. Overall, 37% of respondents indicated they would like to have more
opportunities to use case study as a way of course learning.
5.4 Professional Competencies
The professional competencies are one of the emphases of the MPA program of
SUFE. The requirements and frequencies of the professional competencies are
reported as in the following Table 5.9.
To begin with, the Program is famous for its balance in “academics” and “practices.”
Judging from the faculty structure, the Program recruits both well-trained,
especially, those trained in the US, and academically strong faculty for teaching and
thesis supervision. And at the same time, the program also invites 6 adjunct faculty
and 35 part-time thesis supervisors to help with teaching, talks and thesis
supervising so that students can learn from their experiences.
In addition to academic requirements, the Program also asks students to complete a
three-month internship. This provides a great opportunity for in-service students to
explore unsolved problems in their work place and delve into potential solutions.
Most students complete their internship with their current employer during the
fourth semester. In addition to their academic advisor, each student selects an
internship supervisor in hosting agency. Under their instruction, students are
required to integrate their academic work with public management practices by
applying what they learned during the work-related internship. A completed
internship report must be approved by both the academic advisor and the internship
supervisor to fulfill the internship requirements. Detailed information of the
internship requirement can be found at
http://spea.SUFE.edu.cn/structure/mpa/xsyd/index.htm.
126
Table 5.9 The Frequency of the Professional Competencies
Activities for Professional Competencies
(R)
Attending formal meetings (e.g. planning board)
(F)
(S)
(N)
X
Case studies
X
Externally-based projects (e.g., student consulting)
X
Guest lectures
X
Internships
X
Instructors from the profession (Adjunct or part-time)
X
Presentations of student work to practitioner panels or juries
X
X
Professional meeting participation (APPAM, ASPA, etc., including conferences
X
held in China)
Service Learning
X
Simulations
X
Team Based Problem Solving
X
Volunteer work (paid or unpaid)
X
Other: please specify_____________________
Note: (R) required of all students; (F) students have frequent opportunities to participate in or with;
(S) students seldom have such opportunities in or with; (N) it is not usually available to students in
or with.
127
Appendix Assessment Plan of the Program on the Basis of the Mission-Specific Required Competencies
Definition of Program Assessment
The mission and goals of our MPA program are defined as follows. We will develop assessment methods and collect evidence on the basis of
these goals and objectives.
 Goal 1: The primary purpose our curriculum is to provide students with public values, knowledge, skills and global vision so that
they can effectively response to the challenges of China’s rapid socio-economic development and deepening globalization.
1. Objective 1: To train students to have strong commitment to public service;
2. Objective 2: To train students to understand substantive political, economic, financial, and managerial knowledge about
how to administer public organizations effectively;
3. Objective 3: To train students to be capable of applying managerial skills to day-to-day management and analytical skills to
solving problems in public organizations;
4. Objective 4: To train students to serve diverse community in an increasingly globalized world.
 Goal 2: The primary focus of our faculty is to provide students with theoretical knowledge and practical skills to prepare them as
effective public leaders and managers.
1. Objective 1: MPA program seeks for faculty excellence in teaching and research so as to offer the best-quality education in
public administration;
2. Objective 2: MPA program aims at involving as many experienced professionals and practitioners as possible so as to meet
the expectations of our stakeholders.
 Goal 3: The objective of our program is committed to be a high quality program with student-oriented and efficiency-based
management.
1. Objective 1: MPA program is committed to student-oriented management by taking into account the demands,
conveniences and feedback of the students so as to create the best learning environment for the students;
2. Objective 2: MPA program is dedicated to efficiency-based management by regularly collecting information about
inputs-and-outputs and goals-and-feedback so as to constantly improve the efficiency of our program management.
128
Table 5.5 Program Assessment Methods and Evidence by Goals
Goal for the Assessment Plan: How to Continue to Improve the Program by the Program Goals and Assessment Methods
Goals /Objectives
Assessment Means
Evidence
Goal 1: Curriculum
To provide students with public values, knowledge, skills and global vision so that they can effectively response to the challenges of
China’s rapid socio-economic development and deepening globalization. We will continue to work on the improvement of our curriculum
centered on using the assessment loop to make sure that our students are all armed with the mission-specific required competencies.
Objective 1: To train students to have strong
commitment to public service.
 Thesis Evaluation on Criteria Rating
 Assessment Results of Thesis
 Thesis Preliminary Review
 National Excellent MPA Thesis Award in
2013
 Curriculum Designed to Teach the Values of
Public Service
 Percent of Students Passed the Thesis
Preliminary Review with Public Service
 Job Category of Students after Graduation
Perspective Embedded
 Student and Alumni Survey
 Core Course Score/Passing Rate on “Public
Policy Analysis”, “Public Administration”,
&“Administrative Law”
 Percent of In-Service Students in the MPA
Program
 Percent of Graduates Work in Public Service
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
129
 Thesis Evaluation on Criteria Rating
 Papers/Tests in Core Course “Public
Economics” & “Political Science”
Objective 2: To train students to understand
 Faculty and Part-Time Experienced
substantive political, economic, financial, and
Professionals Co-Chair Thesis Advisers
managerial knowledge about how to administer
 Well-Known Public Officials as Keynote
public organizations effectively.
Speakers
 Student and Alumni Survey
Objective 3: To train students to be capable of
applying managerial skills to day-to-day
management and analytical skills to solving
problems in public organizations.
Objective 4: To train students to serve diverse
community in an increasingly globalized
world.
 Thesis Evaluation on Criteria Rating
 Papers/Tests in Core Course “Social
Research Methods”
 Faculty and Part-Time Experienced
Professionals Co-Chair Thesis Advisers
 Student and Alumni Survey
 Thesis Evaluation on Criteria Rating
 Curriculum Designed to Teach in English
 Papers/Tests in Core Course “Public
Administration in English”
 International Internship Exchange Program
with University of Minnesota
 Student and Alumni Survey
130
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Score/Passing Rate on “Public
Economics” & “Political Science”
 Reflective Papers for Keynote Speech
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Score/Passing Rate on “Social
Research Method”
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 Assessment Results of Thesis
 National Excellent MPA Thesis Award in
2013
 Core Course Grade/Passing Rate on “Public
Administration in English”
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
Goal 2: Faculty
To provide students with theoretical knowledge and practical skills to
prepare them as effective public leaders and managers.
Objective 1: MPA program seeks for faculty
excellence in teaching and research so as to
offer the best-quality education in public
administration.
 International and Domestic Recruitment
Policy
 Student and Alumni Survey
 Evaluation and Substitution Policy by the
MPA Education Steering Committee
 Conference Travel Funds to Support
Academic Studies
 Present Papers in International Conferences
 Award for Excellent Research Projects
 Appointing Adjunct Faculty for Teaching
from Public Organizations
Objective 2: MPA program aims at involving as  On-site Workshop
many experienced professionals and
 Invite Experienced Professionals and
practitioners as possible so as to meet the
Practitioners as Part-Time Instructors
expectations of our stakeholders.
 Well-Known Public Officials as Keynote
Speakers
 Part-Time Experienced Professionals to
Co-Chair Students’ Thesis
131
 Faculty Diversification
 Research Publication Policy for
Tenure/Promotion
 The Results of Teaching Evaluation by
Ranking for Every Semester
 New Course Instructors for Five Courses
 List of Teaching Award
 List of International Conference
Attendance
 List of Award Winners
 List of Conference Papers and Publications
 The Report of Research Projects
 Number and Expertise of Adjunct
Professors
 Report of On-site Workshop
 Reflective Papers for Keynote Speech
 Numbers of Courses with Guest Speakers
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 Student and Alumni Survey
Goal 3: Program Management
To be a high quality program with student-oriented and efficiency-based management.
 Regular Evaluations from the School,
University and National MPA Education
Steering Committee and the Ministry of
Education
Objective 1: MPA program is committed to
 University’s Inputs for MPA Program
student-oriented management by taking into
 Student and Alumni Survey
account the demands, conveniences and
 Provide Outstanding Student Scholarship
feedback of the students so as to create the best  Create We-Chat Public Account to Improve
learning environment for the students.
Communication
 Develop and Maintain E-thesis System
 Student Forum
 Alumni Meeting
Objective 2: MPA program is dedicated to
efficiency-based management by regularly
collecting information about
inputs-and-outputs and goals-and-feedback so
as to constantly improve the efficiency of our
program management.
 Staff Evaluation Policy
 Recruitment Policy
 Develop and Maintain E-thesis System
 Organize Stakeholders Committee
132
 Highest Overall Performance Grade
(Rating: A)
 The Results of Teaching Evaluation by
Ranking for Every Semester
 Hardware Accessibility: Library &
Experimental Teaching Lab
 List of Outstanding Students
 SUFE MPA Program We-Chat Platform
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
 E-thesis System
 Feedback from Student Forum & Alumni
Meeting
 Evaluation Results
 E-thesis System
 Regular Stakeholder Meeting
 The Results of Alumni Survey 2015
 The Results of MPA Graduates Satisfaction
Survey
Standard 6 Matching Resources with the Mission
6: Resource Adequacy
The Program will have sufficient funds, physical facilities, and resources in addition
to its faculty to pursue its mission, objectives, and continuous improvement.
If available, please provide the Budget of the degree seeking accreditation:
800,000 RMB (129,032 USD, year 2014-2015)
6.1a Overall budget for program [increasing, stable, decreasing]
The MPA programs’ revenue came primarily from students’ tuition (See in Table
6.1a).
Table 6.1a: Budget
Year 2013-2014
Year 2014-2015
Year 2015-2016
Total Revenue
4,034,000
（650,645 USD)
4,887,000
(788,225 USD)
6,885,000
(1,078,225 USD)
Enroll new students
96,700
(4,629 USD)
134,900
(10,790 USD)
150,940
(24,345 USD)
Faculty teaching activities
543,500
(87,661 USD)
902,500
(145,564 USD)
715,300
(115,371USD)
Thesis instruction and review
264,020
(42,583 USD)
386,100
(62,274 USD)
746,600
(120,419 USD)
Student tuition
Operating Budget
133
Field study and expert lecture
21,200
(3,419 USD)
34,000
(5,483 USD)
50,000
(8,065 USD)
Salary of key administrators
180,000
(29,032 USD)
200,000
(32,258 USD)
250,000
(40,322 USD)
Other administration expense
32000
(5,161 USD)
32000
(5,161 USD)
132,500
（21,371 USD）
Opening & graduation
ceremony, conferences…etc
42,000
(6,774 USD)
60,000
(9,677 USD)
180,000
(29,032 USD)
Teaching and research
colloquium
200,000
(32,258 USD)
150,000
(24,193 USD)
300,000
(48,387 USD)
Physical facilities
(classrooms, electricity…etc.)
60,000
(9,677 USD)
60,000
(9,677 USD)
60,000
(9,677 USD)
Not Applicable
80,000
(129,032 USD)
96,000
(15,484 USD)
614000
(99,032 USD)
548,200
(88,419 USD)
413,540
(66,700 USD)
Scholarship
Not Applicable
150,000
(24,194USD)
150,000
(24,194USD)
Financial aid
Not Applicable
30,000
(4,839USD)
30,000
(4,839USD)
Best thesis award
Not Applicable
30,000
(4,839USD)
30,000
(4,839USD)
Program budget
NASPAA accreditation
Tuition share with our partner
school ( Communist Party
School in Jiaxing)
Scholarship and Award
134
Other Expenses
Membership Fee for the
National Steering Committee
of MPA Education
15,000
(2,419 USD)
15,000
(2,419 USD)
15,000
(2,419 USD)
Membership Fee for the
Shanghai Steering Committee
of MPA Education
8,000
(1,290 USD)
8,000
(1,290 USD)
10,000
(1,613 USD)
Alumni association
Not Applicable
Not Applicable
50,000
(8,065 USD)
Websites, logos & souvenirs
Not Applicable
Not Applicable
100,000
(16,129 USD)
General Fees to the University
for faculty and facility support
1,008,500
(162,661 USD)
1,221,750
(197,056 USD)
1,671,250
(269,556 USD)
General fees to the School for
scholarly activities and facility
support
949,080
(153,077 USD)
862,550
(139,120 USD)
1,563,870
(252,237 USD)
Total Budget
4,034,000
(650,645 USD)
4,887,000
(788,225 USD)
6,685,000
(1,078,225 USD)
General Fees
Note: currency exchange rate 1 USD to 6.2 RMB
6.1b Please describe the adequacy of your program’s budget in the context of
your mission and ongoing programmatic improvement, and specifically, the
sufficiency of the program’s ability to support its faculty, staff, and students.
135
The MPA program has sufficient funds, physical facilities, and resources to
achieve the program’s mission as well as pursue continuous improvement.
1. Program Budget
The program’s budget was 4034,000 RMB (650,645 USD) through 2013-2014
academic year. As enrollments increased in our MPA program, the total amount
of budget in 2014 increased 21% compared to 2013. Enrollments in the same
period increased _about 34%.
The budget consists of two major parts including operating budget and program
budget. The operating budget supports students and teaching activities such
enrollment management, course instruction, thesis review, and field study. The
MPA program budget is separate from the Department’s budget and supports
faculty research, opening ceremony and graduation commencement, and physical
facilities. The faculties’ salaries are not included in the operating or program.
Moreover, teachers’ travel fund is to support their teaching to the locations
outside Shanghai.
Beginning with the 2014-2015 academic year, the budget of MPA program was
4,887,000 (788,225 USD) and the budget in the year 2015-2016 is 6,685,000
(1,078,225 USD) and increased 46% in the first academic year and increased 37%
in the second academic year. Accordingly, the enrollment of the students in the
same period increased 28% in the first year and second year another about 28%
as well. Several new items add up in the budget. The purpose of the scholarship
is to reward outstanding students and encourage their learning development (See
Appendix for The List of Students’ Scholarship). Students’ scholarship accounts
for up to 3 percent of their tuition. Another new item in the budget is Other
Expenses, which mainly cover national and domestic MPA membership fee.
Additionally, the MPA office makes preparations for alumni association.
2. Program Administrator
The MPA director has full support of the school. The school provides
additional assistance for the MPA director in two ways. First, the MPA director
has teaching release time and additional compensation. Second, the MPA
program has a vice director to ensure effective program management. In
addition, two part-time assistants helped with documentation of self-study
activities and some administrative tasks in SSR year.
136
1. Supporting Personnel
Four full-time staff members assist to manage the MPA program. The staff
salaries are not included in the MPA program budget but from school. Thus, their
work is under the supervision of the school. These individuals serve as chief of
the office, executive secretary, chief of curriculum, and data manager. Together,
they :
1) maintain daily office functions and assist the program with all aspects of
curriculum, program implementation, and accounting.
2) schedule courses, manage the curriculum and theses, and schedule the
oral defenses for all MPA graduate students.
3)provide other student services such as advice on living arrangements.
4) process program applications and recruit within the Graduate School’s
guidance and help expand our MPA program market.
5) assist the School and the Graduate School to accomplish the annual review
for both MPA faculties and thesis instructors. The MPA program managers
have regular meeting every two weeks to share job schedules, report progress,
and arrange new tasks.
2. Teaching loads/Class size/Frequency of Class Offerings
All of the MPA curriculum is offered in two and half year cycles and in Shanghai
and outside campuses. MPA core faculties and part-time teachers teach one same
course each semester. With about 180 students enrolled in the Program, and most
of them are taking about 4 courses per semester, the average class size is about
20-30 students. The core courses are offered at least two times per year. The
classes are always offered on Saturday and Sunday since most of our MPA
students are in service. For example, MPA students in Shanghai take classes on
Saturday. Each course usually takes four whole Saturdays to complete from 8 am
to 5 pm. On the other hand, students take classes on the weekend outside
campuses. Each course usually takes two whole weekends to complete. More
specifically, a class is from 8 am to 5 pm on Saturday and Sunday. And in the
137
next two weeks, it’s the same class schedule. Students can have a week to finish
assignments or projects. The class size and teaching load allows our MPA
faculties sufficient time to fully prepare an effective learning experience that
focuses on competencies.
3. Information Technology
We have adequate information technology available to faculty, staff, and students
to meet our program mission and develop student competencies. All of the MPA
faculties and staff have their own desk computers. Students can enroll in our
MPA program through our website. However, prospective students are required
to submit their applications in hard copies by mail. The MPA committee
members determine the list of students who are invited for a second interview and
announce their final decisions on the graduate school electronic bulletin board.
MPA students can access course syllabi and handouts from the website.
Additionally, we manage students’ theses in electronic version in order to
facilitate students’ queries.
4. Library
The MPA faculty and staff have access to a newly constructed and well-stocked
library located on the SUFE campus in Shanghai. A separate MPA library and
reference room is not available, but it is not necessary given the considerable
resources that are available in the central library. As students enroll in our MPA
program, they are issued a campus card based on their student number. The
campus card system allows MPA students to access the library, borrow books,
surf the web, and download references from campus or other locations with
Internet access. Although outside locations don’t have their own libraries, our
MPA students can use their campus card to assess SUFE’s library. Our MPA
students can enjoy all kinds of campus facilities such as school cafeteria and
computer lab. All students have reasonable access to library facilities and services
that are recognized as adequate for our MPA students.
5. Classrooms, Offices, and Meeting Space
138
Our MPA program offers classes in three locations: Shanghai,Rudong and
Jiaxing. The classrooms of Rudong and Jiaxing are approximately 172 km and
116 km from the central campus respectively.
(1) The MPA program in Shanghai has access to all of SHFE resources so
sufficient physical facilities and other resources are available to support our
MPA program.
a. Classroom: Our MPA program arranges the class schedule before the
new semester begins in order to reserve classrooms through the
scheduling system of the university. A variety of classrooms such as an
auditorium, lecture rooms, and traditional classrooms are managed
through a single system in the university. In general, all classrooms are
equipped with multi-media systems and central air-condition. All
students and faculties have a comfortable and pleasant environment to
study and work.
b. Discussion room and meeting space: The Phoenix Building, which is
where the MPA offices are located and most classes are held, houses
eight discussion rooms and six meeting rooms with different sizes. In
total, all of the available rooms provide adequate space for students to
study, learn, and discuss their coursework.
(2) Other locations: All MPA courses are offered at two locations, Jiaxing and
Rudong. These courses are offered through an existing school supported by
the Communist Party of China. The School of Communist Party is similar
to the civil service training center, which allows SUFE to use its
well-maintained classrooms that are fully-equipped with audio-visual
hardware. Several professional staff supports the faculty and students in
both sites.
Table 6.2a: Frequency of Required Course Offerings
Required Course (list
them by name and
number)
Less than once
per pear
One semester,
session, or
quarter per year
139
More than one
semester,
session, or
quarter per year
Every semester,
session or
quarter
Public Administration
X
Public Policy Analysis
X
Social Study
Methodology
X
Public Economics
X
Administrative Law
X
English for Public
Administration Students
X
Political Science
X
Socialist Construction:
Theories & Practice
X
6.2b Frequency of Elective Emphases Course Offerings
Number of
Courses
Required for
Specialization
Number of
Courses Offered
within SSY
Number of
Courses Offered
in SSY-1
Number of
Courses Offered
in SSY-2
Public Administration
9
11
10
11
Fiscal Taxation and
Management
9
9
7
0
Financial Economics and
Movement (Alternating
Program)
9
9
9
0
140
Health Economics and
Management (Alternating
Program)
9
n/a
n/a
n/a
6.2c
Our MPA program offers four tracks to MPA students: the General Track (Public
Administration), Financial Economics, Fiscal Taxation, and Health Economics and
Administration. Students in each track must take all of the required core courses,
which consist of:







Introduction to Public Administration
Public Policy Analysis
Public Economics
Administrative Jurisprudence
Public Administration English
Political Science
Socialist Construction: Theories & Practice
Students in each track must choose four elective courses. In the specialization of
Public Administration, all courses are provided by the faculties at the Public
Administration department. Normally, newly admitted students would like to take
four required courses first. And second-year students can take 2 elective courses.
The other two tracks, Financial Economics and Fiscal Economics, were conceived
and developed in our school, but the courses are taught by the faculties from the
Department of Public Finance, Department of Taxation, and Department of Public
Investment. One elective from each track was offered every semester in the SSY.
Additionally, our MPA program developed a new specialization of Health
Economics and Administration in the SSY. The curriculum was designed and
taught by the faculties from the Department of Social Medicine and Health
Administration and other related departments.
Students are fully informed of a track’s requirements as they enroll their first
semester. Thus, students can plan their academic courses and academic program
and complete the necessary credit hours to graduate in two years. .
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Standard 7. Matching Communications with the Mission
7.1 Communications
The Program will provide appropriate and current information about its mission, policies,
practices, and accomplishments—including student learning outcomes--sufficient to inform
decisions by its stakeholders such as prospective and current students; faculty; employers of
current students and graduates; university administrators; alumni; and accrediting agencies.
Meeting the Standard
Data and Information Requirements
The information listed in the table below is expected to be publicly available through electronic
or printed media. Exceptions to this rule should be explained and a clear rationale provided as to
why such information is not publicly available and/or accessible. The URLs themselves are listed
below the table.
Table 7.1: Data and Information Provided
Data and
Information
Data supplied to COPRA as
part of self study
NASPAA
Standard
PROGRAM Will
Publicly Release
These Data
NASPAA Will Publicly
Release These Data
Supplied by Each
Program
X
X
1. Degree Title
2. Organizational Relationship
between program and university
General
Information
about
the
degree
3. Modes of program delivery
4. # Credit Hours
Eligibility
Section
5. Length of degree
6. List of dual degrees
7. List of specializations
8. Fast-track Info
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9. # Of students (varies)
Standard 1
X Link or URL
1. Mission statement
Mission of the
Program
2. Please link your program
performance outcomes to the
contributions
your
program
intends to produce to advance the
knowledge, research, and practice
of public affairs, administration.
Standard 1
X
3. SEE MISSION-TRIGGERED
DATA TABLE BELOW
Standard 1
Mission elements that trigger
additional public communication
of information and data.
Admission
1. Admission criteria
Standard 4
X
1. # Enrolled
Enrollment
2. Enrollment - Diversity
a. Gender
b. Race/Ethnicity
c. International
Standard 4
1. # Faculty teaching in the
program
Faculty
X
2. Faculty identified within the
unit
including rank
3.
Faculty
diversity
(%
teaching faculty by ethnicity)
Cost of Degree
Standard 3
of
10
)
Standard 4.1
1. Tuition cost (in- state /
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X
out-of-state)
2.Description of Financial Aid
Availability,
including
assistantships
Career
Services
1. Distribution of placement of
graduates (#)
Current
Student
1. Internship Placement List (use
list in Std. 4)
1. Faculty Publication Titles (1
per faculty member) that best
exemplify program mission.
Faculty
Standard 4.3
X
X
Standard 4.3
Standard 3.3
2. Faculty contributions (1 per
faculty member) to public policy
and administration
1. Evidence of Student Learning
Outcomes (such as Graduate
Portfolios, Research Papers, etc.)
Standard 5
Graduates
2. Completion Rate (% of class
entering five years prior to the
self-study year that graduated
within 2 years, and within 5
years)
Standard 4.3
X
General Information
1. Degree title
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=23&flag=3
2. Organizational relationship between program and University
http://mpa.shufe.edu.cn/en/content.aspx?info_lb=17&flag=1
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3. Modes of program delivery
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=23&flag=3
4. Credit units required
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=23&flag=3
5. Length of degree
http://mpa.shufe.edu.cn/en/show.aspx?info_lb=25&flag=3&info_id=244
6. Dual degrees
Not Applicable
7. List of specializations
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=23&flag=3
8. Fast-track info
Not Applicable
9. Number of students
http://mpa.shufe.edu.cn/en/content.aspx?info_lb=16&flag=1
Mission of the Program
1. Mission statement
在自评报告 1.1 需要窦老师 upload info
2. Assessment Methods: Please link your program performance outcomes to the contributions
your program intends to produce to advance the knowledge, research, and practice of public
自评报告的 Logic Model 需要窦老师
affairs, administration.
upload info
3. Self-Study Report: Entire self-study and details about performance outcomes is at 自评报
告 需要窦老师 upload info
Admissions
1. Admissions criteria
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=23&flag=3
145
Enrollment
1. Number Enrolled
http://mpa.shufe.edu.cn/en/content.aspx?info_lb=16&flag=1
需要唐莉老师 diversity report 窦老师 upload info
2. Enrollment-Diversity
a. Gender
b. Race / Ethnicity
c. International
Faculty
1. Number faculty teaching
http://mpa.shufe.edu.cn/en/pictrue.aspx?info_lb=32&flag=30
2. Faculty identified within the unit including rank
http://mpa.shufe.edu.cn/en/pictrue.aspx?info_lb=32&flag=30
3. Faculty diversity
需要唐莉老师 diversity report 窦老师 upload info
Cost of Degree
1. Tuition cost
http://mpa.shufe.edu.cn/en/show.aspx?info_lb=25&flag=3&info_id=244
2. Description of financial aid, including assistantships
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=28&flag=4
Career Services
1. Distribution of placement of graduates
http://mpa.shufe.edu.cn/en/content.aspx?info_lb=16&flag=16
Current Students
1. Internship placement list
需要窦老师 upload info
146
Faculty
1. Faculty publication titles
2. Faculty contributions
自评报告第 3.1.1 表格 4.3 需要窦老师 upload info
自评报告第 3.3.1 表格 4.3 需要窦老师 upload info
Graduates
1. Evidence of SLOs
http://mpa.shufe.edu.cn/en/news.aspx?info_lb=29&flag=4
2. Completion rate
自评报告第四部分表格 4.3 需要窦老师 upload
info
Mission-Linked Public Data Reporting
自评报告的 Logic Model 需要窦老师 upload info
最后，需要窦老师检查一遍联结，没有的补充上去，如有困难联系耿曙
147
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