Structural Comparative Analysis of MPA Programs between Taiwan and Mainland Chinese Universities

by Huang, Tsung-Cheng

Abstract (Summary)
Recently, implementing Public Affairs Management (PAM) educational program, and increasing the graduate¡¦s abilities and management quality have become important issues for establishing postmodern public involvement citizenship. In other words, how to instruct a modern citizen to participate in the civic society relies mostly on the education avenue. However, there existed different promoting experiences of PAM education among Taiwan, China and the U.S.A. However due to the social context and history in each country, there existed each own strength and focus. Hence, to discern and compare the PAM course structures cross-nationally and to spotlight the direction and development of PAM education program in the future became the researcher¡¦s interest. This study contained 16 universities offering executive professional master programs of MPA (Master of Public Administration, MPA) in Taiwan and 24 universities in China as research subjects. Six universities in the U.S.A. were selected for the comparison purpose. ¡§Integrated Reference Framework for Public Affairs Management¡¨ was applied as the analysis model to compare these courses. The study aims were below: (1) to review the explicitness and reflectivity of this framework; (2) to present the main characteristics of PAM education courses structure dimension; (3) to discover the denotation between universities in Taiwan and China; and (4) to contribute to PAM education course design in the future. The findings of this study were summarized: 1. Quantification analysis results After conducting Hayashi¡¦s quantification theory analysis with MPA education courses structured from universities in Taiwan and China, and incorporating with representative universities in the U.S.A., this study extracted three characteristics as the following: (1) Sixteen universities in Taiwan reflected ¡§phenomenal side¡¨, ¡§essential side¡¨ and focused on postmodern issues. The main crucial courses could be categorized into institutional analysis and design, Taiwan-China politics and policy issues, product-quality management and innovation. (2) Twenty-four universities in China reflected ¡§phenomenal side¡¨, ¡§essential side¡¨, ¡§conditional side¡¨ and focused on modern issues. The main courses could be categorized into institutional analysis and design, science-technology policies, and information technology management. (3) Six universities in the U.S.A. reflected ¡§phenomenal side¡¨, ¡§essential side¡¨ and ¡§conditional side¡¨ and focused on postmodern issues. Furthermore, they influenced the universities in both Taiwan and China. The main courses could be categorized into institutional analysis and design, science-technology policies, information technology management, and rural-urban housing development and transportation. 2. Qualitative interview analysis results The qualitative research data were collected through in-depth interviewing with the professors lecturing at the PAM education institutions. The findings suggested: (1) When designing education course, the department shall take technical rationality and philosophical thoughts of administration into consideration. (2) The PAM courses shall aim to create its localized theories instead of replicating the foreign ones. Otherwise, the interviewees suggested that a critical thinking and the ability to modify the theories were essential. (3) PAM policies could be practiced with sustainable perspectives and these policies shall take whole-person education as one of the purposes. (4) PAM courses could integrate and strengthen theory and practices, in order to broaden the scopes of academics and researches. (5) When the universities and the departments set up a goal of transformation and development, the identity crisis should be concerned. (6) The interviewees suggested that the university could set up the school of public affairs to emphasize its status in education. Key Words¡G public administration, public management, public affairs management, education system, Hayashi¡¦s quantification theory.
Bibliographical Information:

Advisor:Jui-kun Kuo; Yu-che Chang; Ming-shen Wang; Yen-lin Ku; Yung-lung Lee; Tsai-tsu Su

School:National Sun Yat-Sen University

School Location:China - Taiwan

Source Type:Master's Thesis

Keywords:public management education system hayashi¡¦s quantification theory administration affairs


Date of Publication:08/09/2006

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