June 2014. Master of Public Administration at Upper Iowa University

June 2014 Master of Public Administration at Upper Iowa University 1

Academic or Professional Master's Degrees: Does it Matter? Yes! The UIU MPA program combines both an academic and a professional focus. A professional master s degree focuses on developing job specific or career-oriented skills. The primary intent is the application of knowledge to professional practice within the field. The degree is most often used to advance a career or transition to a new career path. The academically-oriented master s degree is a frequently used stepping stone to a career in academia. Students pursuing this type of degree usually develop their research skills. The primary purpose is to contribute to the knowledge of the discipline. Many students will subsequently work on earning a doctorate in their chosen field. At UIU, academic research and professional practice are not mutually exclusive categories. Our program emphasizes the application of theory to practice. MPA students learn to use academic research and the tools of academic research to improve their managerial capacity. Thinking About Graduate School? Many college graduates view graduate school as the next logical step on the educational ladder. Is taking that step the right move for you? Your personal goals and commitments are an important consideration in deciding whether to pursue a graduate education. It is worth reviewing your short and long term career and professional goals. This will help you identify the type of occupations that you are likely to encounter along your career path. Knowing the occupations that might help you achieve your career goals will help you identify the educational requirements, skills, and knowledge to effectively compete for those positions. If a graduate program can help you acquire the competencies necessary to be more competitive in your occupational field then pursuing a graduate degree may be a good investment for you. What Are Your Career Goals? Earning a graduate degree has the potential to increase your earning power, advance your career, or help you transition to a new career. If you have not established a career path or are not sure how a graduate degree will help you achieve your career goals, then you may want to consider delaying your decision to start your graduate education. A good place to research careers or occupations is the Occupational Outlook Handbook published by the US Department of Labor (http://www.bls.gov/ooh/) or talk with the MPA Program Chair (or other UIU advisor) about whether the UIU MPA program is the right one for you. Graduate Education Our MPA degree is focused on developing the skills and knowledge necessary to manage and lead in the field of public administration. The course of study allows students to apply academic theories to the real challenges facing administrators in the public sector. Study centers on developing the analytical and evaluative skills necessary to effectively address complex issues while promoting and protecting core democratic values. This approach moves away from text-book-based solutions by placing a premium on the ability to collect, synthesize, and interpret data in order to create and implement creative solutions to current problems. The skills and knowledge that are developed in the graduate program are summarized in Table 1. In this table we also highlight the differences between undergraduate and graduate education in key knowledge areas. 2

Table 1: Undergraduate/Graduate Comparison by Knowledge Area Knowledge Bachelor s Student Master s Student 1. Explains the foundations, history, and major areas of study within public administration. 2. Defines the key concepts, terms, and theories used in public administration. 3. Conducts research that demonstrates mastery of the major s learning objectives for an undergraduate degree Specialized Knowledge: History, boundaries, theory, methodology, and terminology of public administration 1. Critically assesses the major contributions, theories, and research methodologies to ascertain the scope and breadth of public administration. 2. Independently and creatively integrates public administration theories and tools into a research project that offers potential new solutions to current problems/issues. 3. Critically evaluates, using an interdisciplinary frame, the viability, implications, and limits of current research. Broad Integrative Knowledge: The ability to form critical judgments that support democratic values and the public interest. Intellectual Skills Applied Learning: Prepared to assume effective leadership and managerial positions in an increasingly diverse society. Civic Learning 1. Explains how economic, political, and social forces that affect our understanding of the public good. 2. Defines democratic values using evidence from other academic disciplines. 1. Interpret and apply basic statistical concepts used in regression analysis. 2. Effectively uses oral and written communication to convey basic academic research to a diverse audience. 3. Identify strengths and weaknesses in a public policy proposal. 1. Demonstrates the ability to use theory to explain a practical problem/issue in a public organization. 2. Conducts theory-based research that informs how public administration meets the needs of a diverse population. Exhibits awareness, knowledge, and sensitivity to diverse perspectives and opinions. 1. Exhibits independence and critical thinking in evaluating how to promote and protect the public interest in an interconnected and interdependent world. 2. Understands and articulates a reasoned and logical explanation for how the incorporation of democratic values in managerial decision making improves the practice of public administration. 1. Critically analyze research findings to determine the generalizability of the results to different situations. 2. Effectively uses oral and written communication to convey technical, complex, and potentially controversial academic research to diverse audiences. 3. Integrate an interdisciplinary analytical strategy to the analysis of policy problems and program evaluation. Independently produces a body of work that demonstrates critical thinking, effective communication, and appreciate for the role of public management in the policy process, a respect for diversity, and the importance of upholding democratic values. Capable of critically examining competing claims in order to develop and defend a policy position that promotes democratic values and respects the needs of a diverse population. Graduate Education MPA Program Values A UIU MPA graduate education involves more than the acquisition of disciplinary knowledge although this is an important part of a graduate education. Our educational philosophy begins with the assumption that incoming students have a basic understanding of economics, finance, management, government, and statistics. On this foundation, we add course work in the field of public administration emphasizing analysis, evaluation, and application. Equally important, we strive to help our students gain an understanding and respect for the importance of practicing public administration in a way that is consistent with our program s public values (Table 2) and responsive and accountable to the citizenry. 3

Table 2: UIU MPA Program Values Diversity: Projections by the U.S. Census suggests that the United States population is creating a more diverse country not only in terms of race and ethnicity but also by age, religious beliefs, and gender, all of which provide unique challenges to public administrators. Being dedicated to this goal obligates public administrators to respect the humanity of all people. Valuing diversity allows our students to take positions that take diversity into account to more effectively lead and administer public programs. Democracy: a. Inclusive, Effective, and Constructive Participation: Public administrators should strive to make public programs open and responsive to all stakeholders by promoting meaningful participation in the political process by which we identify the public interest and in the development and implementation of public policies and programs to promote the public interest. We should reduce disparities in that participation produced by educational, economic, and other political inequalities. b. Enlightened Understanding: Public administrators should promote stakeholders' understanding of political processes, public policies, and public programs by providing transparent, clear, accurate, and relevant information. Due Process: The UIU MPA program defines due process to include all processes that provide important checks (procedural and substantive) on the authority of elected officials and 2 Graduate Education Other Distinguishing Characteristics Time: A key difference between undergraduate and graduate education is the amount of time students must spend on their studies. Our 36 credit degree can be completed in approximately 2.5 years (assuming no foundational requirements and one course per term). This is a considerably shorter period of time than the traditional four year undergraduate degree. However, the amount of time spent on course related activities will be significantly more than what students may have experienced as undergraduates. As a general rule undergraduate students are expected to spend two hours per week studying for every academic credit. Following this rule means an undergraduate student will spend approximately six hours per week studying for a three credit course. In graduate school, the ratio is appreciably more. Upper Iowa University expects its graduate students to spend between Did you Know? 17-20 hours per week studying for a three credit course. The course work hours provided above are meant as a guide only; The grade of B is the some students need much more time than others. minimum grade to be Class Format: Graduate courses tend to follow the seminar format. in good standing. In a seminar, the lecture or topic presentation is relatively short. Extensive discussions among students and with the faculty are the norm. Class discussions are centered on the major themes for the assigned topic. Students are expected to incorporate the assigned readings and other evidence or experiences into the discussion. The purpose of the seminar is to critically analyze and evaluate the topic 4

in more detail. Seminars provide an opportunity to clarify the understanding of concepts, ideas and theories, encourage the sharing of ideas and experiences between participants, and synthesize, interpret and explore the boundaries of what we know. Student Preparation: Maximizing the learning opportunities afforded by the graduate program is enhanced if students are prepared for class. That usually entails completing assigned readings, independent research, and some time spent thinking about the concepts and questions it raises. The responsibility is on the student to engage the material and not for the professor to teach it. Collaborative Interaction: The UIU MPA faculty works to create a transformative, interactive, and accountable learning environment that encourages our students to make the connection between our program mission and practical experience. It is through the collaborative interaction between faculty and students that an academically rigorous educational experience can foster a sense of discovery, the ability to think critically, and a clear sense of personal and professional integrity in our students. Graduate Reading Expectations: One of the defining characteristics of a graduate education is the heavy reading load. The reading in many undergraduate courses comes primarily from secondary sources such as textbooks, popular media publications such as newspaper and magazines, commentaries, encyclopedias, websites, etc. A secondary source is one that analyzes or interprets what somebody else has already produced. In graduate school, the reading will focus mainly on primary sources. These include academic books or journal articles reporting new research or findings and original documents. It is not uncommon to be expected to read approximately 150 pages of primary source literature each week. Learning how to read and understand academic literature is an important skill to be developed in graduate school. The Small Matter of Ambiguity What is not readily apparent is the ambiguity that permeates the graduate learning paradigm. Public administrators are often challenged to address wicked problems for which there is no single solution. Wicked problems are by definition (1) difficult to accurately define, (2) exhibit an interdependence and multi-causality, (3) are often a symptom of other problems, (4) defy simple, clear solutions, and (5) when addressed, may yield unforeseen and unintended consequences. Students in the MPA program learn to struggle with the vexing questions of which research methodology to employ, theory to apply, or normative value to promote. Graduate Writing Expectations: Graduate level writing requires the student to be able to analyze, evaluate, and synthesize the assigned materials. Literature reviews, journal article reviews, book reviews, and research papers are just some of the different types of writing expected of graduate students. It is not uncommon to be expected to produce numerous written assignments (often with a final paper between 15-20 pages in length) during any given term. 5

Note: All course written work, unless expressly exempted by the professor, is expected to conform to APA Publication Manual standards. Graduate Presentations: Graduate students are sometimes asked to lead a seminar on a particular topic. They are expected to have read the material, identified key themes, developed appropriate questions, and to guide student discussion. Not a Traditional Program Upper Iowa University has eight-week terms and open enrollment. This means there are six terms in the academic year. Full time status requires taking one course in each of the first four terms of the academic year. With open enrollment, once students have been officially admitted into the program they can begin the next available term. Accelerated Program: The UIU MPA is an accelerated program offering eight week terms. Traditional MPA programs follow the sixteen week semester. The practical significance of the difference is in the workload. Because both programs offer three credit courses, we have to cover more material in a shorter amount of time. Students can expect a heavy reading and writing requirement on a regular basis making it more difficult to make up missed assignments. The non-traditional nature of our programs means prospective students should carefully evaluate how the UIU MPA program will fit into other personal and professional commitments. What to Expect in an Online MPA Course at UIU Students are offered an online tutorial that introduces them to the features of the online classroom. Located in each classroom are links to online tutoring resources. We encourage students to take the time to complete the tutorial, explore the resources available including the tutoring services, familiarize themselves with the library website, and ask questions of either program faculty or an academic advisor. Online courses are asynchronous, which affords students more convenience in scheduling when to attend class. However, that flexibility does not translate into less work or lower academic expectations. Most courses share similar features. Discussion threads, weekly reading assignments, and a research paper are staples in almost every course. Faculty members are required to uphold all university policies, follow the established course description and learning objectives, and adhere to all policies published in the syllabus. However, each faculty member is given considerable latitude in applying their expertise to their course, deciding on the content to be covered, and in establishing course related policies including the workload and grading. Do not be surprised to find variation between professors in terms of work load expectations, class specific policies (i.e. extra credit, absences, late work, etc.), and grading standards. 6

Almost every course will utilize course discussion and require class participation. The exact requirements will differ between faculty members. Below are some examples policies from existing courses. Discussion Threads: Almost every course will require some kind of class discussion activity. It will usually require you to answer a set of discussion questions (DQs) each week. Each faculty member will have specific guidelines. For example, one professor requires that a post should be about 300-350 words and should draw on the weekly assigned readings, lecture notes, and outside reading as appropriate. You may include work-related information. Student Participation: Faculty has the authority to determine what level of participation is required and how they will assess that participation. Here is one example of a participation policy: Participate a minimum of 3 days a week in several different discussions and contribute at least two substantive discussion messages on each of those 3 days. This participation is a required part of your grade. Participation consists of posts you send above and beyond graded assignments and DQ answers. Please note that both quantity and quality are important considerations when it comes to participation. A message which says, "I agree with your assessment. You did a great job for example, would not constitute participation because it does not add anything of substance to the discussion. Adding something of substance would consist of new ideas, your work-related perspectives, pointed follow-up questions, responses to discussion questions, comments on the course materials, adding a relevant website etc. Even though the MPA courses are online, students will find what goes on in an online course to be quite similar to what happens in the traditional physical classroom. The free exchange of ideas, analysis, and evaluation is at the core of graduate education. We treat each other online the same as we treat each other in person with respect and dignity. And just as you addressed your undergraduate teacher as professor or, if they had a doctorate, doctor, you will do the same in the online classroom. That said, however, there is one major difference between an online course and the traditional on-campus classroom: communication. In person we have the benefit of seeing how are message is being received. That is more difficult online. It is very important we choose all our words with care and convey the appropriate tone in all electronic correspondence. Doing so will help create and maintain an environment of mutual respect and professionalism. A Comment About Academic Research Why should you have to learn how to do academic research? We recognize that many of you may never have to use a statistical software program like SPSS at work or create academic-like research reports. However, we do believe that many you will be asked to interpret research reports and/or discuss them with colleagues and/or clients. While we do not expect you to be statisticians or mathematicians, we do want you to understand the fundamentals of quantitative analysis. Learning how to leverage the use of each stage of the research process takes time. However, knowing how to effectively use systematic inquiry in any decision making process is an incredibly important management tool. We encourage you not to view the research methods courses as one-and-done courses. Use them instead as a way to improve your management and leadership skills. 7

Using the Library We believe that knowing how to conduct academic research is another skill that will set you apart from MPA graduates from other programs. There is another equally important reason for our research methods sequence. Research methods are based on the scientific method of inquiry. This type of inquiry can improve critical thinking and management decision making skills. In abbreviated form, the scientific method of inquiry follows certain logical steps: 1. Sense a problem 2. Review the nature of the problem 3. Define the question 4. Collect and analyze data 5. Evaluate the results These are the same steps, basically, we follow when thinking critically and when making management decisions: Steps in Critical Thinking: 1. Identify the problem 2. Determine the type of information needed. 3. Critique assumptions and review context. 4. State your position 5. Explain implications and consequences. Steps in Management Decision Making: 1. Define the problem 2. Identify the options 3. Gather information 4. Make the decision 5. Evaluate the decision The common link between each of the three is the idea that systematic inquiry leads to better answers to our challenges as public administrators and citizens. Thanks for considering our UIU MPA program. If you think that the UIU MPA online program would be a good match for you but you have not yet applied for admission, why not do it now? Applying online is easy and free (www.uiu.edu/mpa). Jerry Poppe, Ph.D. Master of Public Administration Program Chair Upper Iowa University 620 S 76th St., Suite 100, Milwaukee, WI 53214 (414) 475-3382 or poppeg@uiu.edu www.uiu.edu/currentmpastudents Knowing how to effectively use the library as an educational tool is a basic skill all UIU graduate students are expected to master. At first blush, the idea that graduate students will be using a library might seem dated. The information superhighway has made searching for information second nature for many. Smartphones, tablets, and other mobile devices give us access to information 24/7 regardless of location. How can a library even be relevant in this environment? 1. Requirement to complete assignments: Many of your assignments will require you to use the library. Some required course readings can only be found in academic sources housed in library databases. 2. Completeness: Not everything is on the Internet. The information that is on the web can be hard to locate and time consuming. 3. Critical thinking: Searching a library database can help us evolve our thinking about a topic including its scope and focus. A search will give us instant access to related articles. This makes it easier for us to evaluate whether our current search is 8 efficient or needs to be modified.

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