Master of Public Policy and Management (2019 September Entry)
Leading the Way Forward
The Master of Public Policy and Management (MPPM) Programme is designed to train students in policy science, management, and policy analytics in readiness for leading roles in policy analysis and professional policy practice. Delivered by a team of distinguished specialists, the Programme provides in-service professionals, policy practitioners and future public leaders with skills in policy analysis and evaluation, organization analysis, management, strategic communications, project analysis, public governance, public sector management and development.
The MPPM programme brings leading-edge learning of management issues including human resources, financial management and leadership while fostering students’ capabilities and skills for future placement in professional settings.
|Year||Semester||Taught Courses / Credit Point (cps)|
|Total Credit Point||24|
- Specialization I in Governance and Public Management;
- Specialization II in Social Policy;
- Specialization III in Higher Education Policy and Management
- Any four courses from Specialization I, II and III without MPPM Specialization.
Click here for the Programme Leaflet
Click here for the Student Handbook
* Programme Curriculum: Any aspect of the course (including, without limitation, the content of the Course and the manner in which the Course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.
|PPG6001||Research Methods for Policy Analysis and Evaluation|
|PPG6002||Public Policy and Governance: Processes and Techniques|
|PPG6013||Organisational Behaviour and Development|
Lectures will cover the following topics:
1. Understanding policy research
• Four levels of policy research
• Basic component of a study: research question, research hypothesis, independent variable, dependent variable, population, sample, and sampling method
• Characteristics of a good sample: Representativeness, sufficient sample size, and acceptable response rate
2. Population, sample, and sampling error
• Population, sample, parameter, and statistics
• Sampling error and its measurement
• Relationship between sample size and sampling error
• Relationship of sampling error with population size, estimated parameter and confidence level
• Justification of sample size in proposal
3. Sampling method
• Random sampling vs non-random sampling
• Simple random sampling, systematic random sampling, multi-stage cluster random sampling, stratified random sampling
• Convenience sampling, snowball sampling and quota sampling
4. Questionnaire design and method data collection
• Design a good questionnaire
• Face-to-face interview, phone interview, and self-administration questionnaire or mail survey
5. Quantitative data analysis with SPSS
• Introduction to SPSS
• Descriptive statistics: Frequency distribution, mean, mode, median, range, standard deviation, and standard error
• Level of measurement:
• Bivariate data analysis: Chi-square test, t-test, and correlation
• Multivariate data analysis: Regression
6. Qualitative method
• In-depth interview, focus group and observation
• Design (single case or multiple cases)
• Qualitative data analysis: Coding, interpreting, analysing, triangulation, verification, rigour, theory building and use of NVIVO
7. Policy evaluation design
• Introduction to policy evaluation design
• Single group post-test design
• Single group pre- and post-test design
• Internal validity of the design
• Experimental and control group pre- and post-test design
• Randomized clinical trial
8. Data analysis in policy evaluation
• Data analysis for single group post-test design
• Data analysis for single group pre- and post-test design
• Data analysis for randomized clinical trial: Attrition analysis, evaluation of randomized group assignment, main analysis
9. Proposal and report writing
• Introduction: Literature review, strategies for justifying the study, objectives and hypotheses
• Method: Design, sampling and sample size, data collection, questionnaire, and statistical analysis
• Ethnical approval and budget in proposal
• Result and discussion in report
This course will last for the whole academic year. The course will start with 13 lectures in the first semester. The students with similar research interests will also form into groups of three to four by the end of the first semester. Under the same broad topic, each student in the group will identify a different research question in the second semester. A faculty member will be assigned to guide their projects. Students will have an oral presentation on the proposal and their findings of the broad topic as a group in Week 3 and Week 13 of the second semester respectively. At the end, students will submit the individual report. Similarity on the write-up among students should be minimal since each student has a different research question.
The research group project is intended to provide students the opportunity to integrate analytical skills and specialized knowledge gained in the MPPG programme and to apply them to analysing and addressing real-world policy problems. Conducting the project will consist of describing the scope and magnitude of the chosen problem, analysing its causes, proposing solutions, and assessing the implications of the proposed solutions.
The topics students choose are expected to be in an area with which students have some practical or academic familiarity. Students will also have the option of joining field trip organized by the Department of Asian and Policy Studies with the purpose of studying a public problem. The field visits are typically to other parts of the Greater China region and Southeast Asia.
Elective CoursesSpecialization I: Governance and Public Management
Part A of the course introduces students to the fundamental and practical aspects of regulation: development, enforcement, monitoring, and revision. It uses real-world examples to illustrate the following multi-step approach:
• Identify the need for regulation (e.g., the electricity sector as a natural monopoly).
• Set the public policy goals (e.g., safe, reliable, clean and affordable service).
• Design regulation to achieve those goals, given the behaviour of the directly regulated entity and other stakeholders (e.g., electricity consumers and producers, manufacturers of energy-efficient appliances, and real estate developers of green buildings).
• Monitor regulatory performance (e.g., has the regulation resulted in safe, reliable service at an affordable cost? and has it reduced electricity generation’s emissions?).
• Revise the regulation to improve its performance (e.g., should there be tighter emissions control on electricity production?).
To ensure students’ firm understanding, Part A requires students to form teams, each performing a case study of a sector/industry in Asia that impacts one’s daily life (e.g., airline, auto manufacturing, banking, construction, drug manufacturing, education, energy, finance, food supply, health care, gaming/gambling, internet commerce, news media, non-government organizations, public housing, shipping, taxi, telecommunication, television broadcasting, and trucking). Each team may have up to three members, although a student may choose to work as a one-person team.
Part B focuses on regulatory governance. Regulation can fail sans good regulatory governance that encompasses the systems, processes, and tools designed and implemented to ensure regulatory quality. To see this point, consider the case of food safety (e.g., baby milk formula). A safe and reliable supply of baby milk formula cannot occur without addressing such issues in regulatory governance as:
• Clarity of the regulatory mandate (e.g., safe and adequate supply);
• Key driver for a regulator agency’s establishment (e.g., public interest vs. industry profit);
• Choice of a regulatory agency’s leader (e.g., an independent health expert vs. a researcher from the industry);
• Accountability and transparency (e.g., limited vs. strong oversight by an independent third party);
• Incentive for compliance (e.g., bad publicity, loss of business licences, fine, and imprisonment);
• Independence and competence (e.g., biased and inapt vs. fair and competent);
• Scope and responsibility (e.g., narrow vs. broad); and
• Funding and authority (e.g., poorly funded and weak vs. adequately funded and strong).
To ensure students’ firm understanding, Part B requires each team to perform a follow-up study of regulatory governance for the case chosen in Part A. This study should focus on the systems, processes, and tools for effecting regulatory quality, rather than Part A’s study on the development, design and revision of a particular regulation.
Part A of the course introduces students to the fundamental and practical aspects of an environmental policy: development, assessment and revision. It uses real-world examples to illustrate the following multi-step approach:
• Identify the need for the policy (e.g., global warming due to greenhouse gas (GHG) emissions );
• Set the policy target (e.g., 50% below the 2000 level by year 2030);
• Identify the possible policy actions to achieve the target (e.g., promote energy-efficient appliances and buildings, increase fuel-efficient/electric cars, retire coal-fired power plants, and develop renewable, nuclear energy, and clean vehicular fuels).
• Formulate a policy plan that may include regulations (e.g., no old dirty cars on the road by 2020), tax and subsidy (e.g., exemption of registration fee for electric cars), and quota-based programs (e.g., renewable portfolio standards (RPS) to develop wind generation for electric car charging).
• Assess the plan’s merit from various perspectives (e.g., costs and values, political and public acceptance, science and technology, administration and management).
• Revise the policy and its plan after their implementation to address such questions as: (a) should the policy target be tightened? and (b) should its plan be changed?
To ensure students’ firm understanding, Part A requires students to form teams, each performing a case study of an environment policy in Asia that impacts one’s daily life (e.g., air quality, electricity generation, energy consumption, environmental education, food production, land use, mining and resource extraction, marine resources, public transportation, toxic waste, and water quality). Each team may have up to three members, although a student may choose to work as a one-person team.
An environment policy can fail sans good governance. Hence, Part B focuses on environmental governance that entails interventions to change environment-related incentives, institutions, decision making, and behaviour. It includes regulatory processes, mechanisms and organizations through which political actors influence environmental actions and outcomes. To see this point, consider the case of large GHG reductions that cannot occur without addressing such questions in environmental governance as:
• Who are the major consumers of fossil fuels that contribute to GHG emissions and global warming (e.g., cars, electricity generators, and manufacturing plants)?
• What are the other sources of GHG emissions (e.g., coal and wood as cooking/heating fuel, deforestation, farming, land fill, and fossil fuel extraction)?
• Do these consumers believe that global warming is a real risk, rather than a scientific hoax?
• Do they act on their own, without intervention of any kind, to reduce GHG emissions?
• How do they respond to regulatory processes (e.g., GHG emissions standards), incentive mechanisms (e.g., carbon taxes) and organizations (e.g., government agencies and self-regulatory bodies)?
• What are the characteristics of the global warming problem that transcends national borders (e.g., developed vs. developing countries), space (e.g., Asia vs. North America), and time (current vs. future generation)?
• What are the actions that the government, communities, businesses, and NGOs may take to achieve GHG reductions?
• What is the role of decentralization that delegates the responsibility of GHG reductions to local administrative and organizational arrangements, as well as individual decision-making by market participants (e.g., RPS set by individual states in the U.S.)?
• What are the market-based mechanisms that use incentives (e.g., carbon taxes and cap and trade) to induce GHG reductions?
• What are the inter-relationships among international accords, national policies, local decision-making structures, transnational institutions, and environmental groups?
• What is the impact of globalization that interconnects various regions on GHG reductions?
To ensure students’ firm understanding, Part B requires each team to perform a follow-up study of environmental governance for the case chosen in Part A. This study should focus on the systems, processes, and tools to effectively execute an environmental policy, rather than Part A’s study on the development, design and revision of the policy.
• Is there a fundamental change occurring in the power relations between states are markets and between public and private sector actors in the international system?
• What new forms of governance are emerging as a consequence of this process?
• What is the magnitude of this change and what are its implications for public sector capacity and governance?
To help address these questions the course is thematically structured into three parts.
First, the course begins with an outline of the dominant modes of thinking about international political and economic relations and of the relationships between states and markets and their implications for state capacity. The second part of the course turns to address the emergence of international institutions and private sector authority in the international system. Third, and finally, the last part of the course addresses the implications of these developments in terms of the functional – management issues these developments pose for regulators, the regulatory reach of the state, and for regulatory risk. In particular, the course will address the advent of risk associated with un-regulated international markets and private sector actors and how they influence the behaviour of states, market structures and change the risk universe public actors are forced to deal with.
Elective CoursesSpecialization II: Social Policy
Elective CoursesSpecialization III: High Education Policy & Governance
This course introduces students to a range of managerial and institutional policy instruments used in the development and operation of Quality Assurance procedures and in the development of institutional and management tools designed to prepare for, and meet the needs of, crisis events, crisis planning and management. The course introduces students to the theories and applications of crisis management philosophies and approaches and quality assurance and governance in the public service sector generally and the higher education sector in particular. The course also focuses on the practical aspects of quality assurance and crisis management in the context of public relations, strategic communications, and the management of risk events, risk perceptions and risk recovery, as well as the practical aspects of quality assurance and quality enhancement at the institutional level.
Click here for Course Outlines
* Course Synopsis: Any aspect of the course (including, without limitation, the content of the Course and the manner in which the Course is taught) may be subject to change at any time at the sole discretion of the University. Without limiting the right of the University to amend the course, it is envisaged that changes may be required due to factors such as staffing, enrolment levels, logistical arrangements and curriculum changes.
- IELTS 6.0; or
- a TOEFL score of 550 (paper-based test) or 80 (internet-based test); or
- Grade C or above in GCSE / GCE OL English; or
- Band 6 in the Chinese Mainland’s College English Test (CET) (a total score of no lower than 430 if the test was taken after June 2005); or
- Other equivalent qualifications.
Hong Kong Residents HK$150
Non-Hong Kong Residents HK$300
APPLY ONLINE & ENQUIRIES
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