MPA/MPP programmes and the future of work: Does MPA curriculum align with civil service requirements

Abstract

In recent decades civil services worldwide have experienced exogenous forces that are transforming their work and workplace. In turn, these changes are altering the skills set associated with civil service employment. As professional degrees oriented towards careers in civil service these changes can have important ramifications on the curriculum. Focusing on member schools of the Canadian Association of Programmes in Public Administration (CAPPA) our research explores whether and how the postgraduate public administration and public policy programmes (MPA and MPP) curriculum has adapted to changes in the natural labour market for their graduates. Our threefold findings are that: A lack of alignment exists between the MPA/MPP currently taught and the requirements of civil services; a recognition by programme heads that some degree of curriculum alignment is indeed necessary; and that engagement between schools and civils services exists, but is typically informal and conducted through intermediary bodies. Our findings further highlight the necessity for civil services to engage with MPA and MPP programmes to ensure that future civil servants possess the skills relevant at a time of significant change in the nature of work.

How to implement project-based quantitative classroom projects while supporting curricular design: A case study from a quantitative methods course in a public affairs program

“…Similarly, a survey conducted by NASPAA in 2006 found that city and county managers expect future employees to have decision-making skills, teamwork experience, communication skills and ethics and integrity (Zhang et al, 2012). Project-based learning opportunities such as the “mini-capstone” are a great strategy to meet these objectives; students learn practical data skills and soft skills required for the job market (O’Neill, 2021). The innovation of our approach is to leverage the real administrative and policy projects that arise from curricular development and accreditation needs, thus helping the school while increasing student investment.…”