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1. Admissions/ Management Information
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Title of the new programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters Masters in Public Administration - International Development
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Postgraduate Diploma Postgraduate Diploma in Public Administration - International DevelopmentPlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Postgraduate Certificate Postgraduate Certificate in Public Administration - International DevelopmentPlease indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, or as an exit award, ie. that are only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2022-23
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department Department of PoliticsDepartment of Politics
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Other contributing Departments: Management, Social Policy and Social Work
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Route code
(existing programmes only)
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Admissions criteria
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This course is open to all UK and overseas applicants with a good first degree and/or significant relevant practical experience. For applicants whose first language is not English, IELTS 6.5 with no less than 6 in each component (or equivalent) is normally required.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) Status (full-time/ part-time)
Please select		Start dates/months
(if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)		Mode
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Face-to-face, campus-basedDistance learningOther
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Masters in Public Administration - International Development1 yearFull-timeSeptember intake onlyPlease select Y/NYesPlease select Y/NNon/a
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Masters in Public Administration - International Development2 yearsPart-timeSeptember intake onlyPlease select Y/NYesPlease select Y/NNon/a
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Programme leader: Dr Simona Davidescu
Key staff: Dr Simona Davidescu
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the masters programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The Masters of Public Administration - International Development has been designed to support managers or potential managers of public organisations in developing countries. It is an interdisciplinary programme that promotes shared learning across the public, private and non-profit sectors, within an international context. This is an opportunity to study for a qualification designed to enrich your knowledge of the environmental factors (political, cultural, economic) that impact on the work of public managers and the ways in which those factors shape the character of governance and the management and delivery of public policy. You will gain an in-depth understanding of public policy from the practical to the controversial, allowing for a deeper understanding of the factors and contexts that determine a diverse range of domestic and international policies – and how those policies deliver the services we rely on. The programme promotes intellectual heterogeneity and is taught and combines knowledge from across different departments, making this a collaborative and multidisciplinary programme. With five core modules delivered across three Departments, you will be able to explore key themes in strategic planning, policy delivery, public management and reform within the public sector, from different academic perspectives. A final Policy Report will refine your learning in a policy area that appeals to you and provide the chance to acquire independent research skills such as conceiving and operationalising research questions; selecting and justifying the use of relevant concepts and tools to gather and interpret policy data; and draw appropriate conclusions and policy recommendations. The course is geared towards helping you to approach key developments in public administration with a critical and creative mind and to progress your policy practice. The programme feeds into public policy practice, for example in enhancing your confidence, capabilities and expertise in order to help you lead or navigate career progression.
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme can be expected to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements for the PG Certificate and four-eight for the PG Diploma in the sections 5.b.ii and 5.b.iii as appropriate.
Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
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PLOOn successful completion of the programme, graduates will be able to:
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1Identify and understand the critical issues that drive policy-making by looking at how policies are managed, implemented, monitored and evaluated. (Substantive Knowledge)
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2Use intellectual reasoning and systematic empirical testing to evaluate the strengths and weaknesses of concepts specific to public policy and apply different theoretical perspectives from international development. (Analytical Skills and Critical Thinking)
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3Explain and demonstrate to audiences the application of public policy and international development concepts, drawing on an understanding of strategic planning and on appropriate skills and tools. (Communication and Strategic Skills)
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4Construct and clearly present persuasive and critical written reflections that effectively communicate sustained policy analysis to academic and policy-making audiences.
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5Undertake independent research on policy and international development related topics by: conceiving and operationalising research questions; building on specialist expertise in public policy; using relevant concepts and tools to gather and interpret policy data; and draw appropriate conclusions and policy recommendations. (Research skills)
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6Engage with shared learning across several disciplines and develop an understanding of the values of tolerance, sustainablity and inclusivity. (Professional skills)
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5.c. Explanation of the choice of Programme Learning Outcomes
Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
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i) Why the PLOs are considered ambitious or stretching?
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The MA in Public Administration with International Development offers students an in-depth understanding of public policy and international development from the practical to theoretical approaches, allowing them to gain a deeper understanding of the factors and contexts that determine a diverse range of domestic and international policies. The programme is taught and combines knowledge from across three different departments in the Social Sciences: Politics, Management and Social Policy and Social Work, making this into a truly collaborative and multidisciplinary programme.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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The intellectual heterogeneity of the course will push students to employ independent critical thinking to identify their point of entry into concepts and issues that are studied, and allow extensive opportunity for academic clarification, extension, and/or synthesis. Students will gain a unique insight into public policy and international development from the perspective of different subdisciplines in social sciences, with their unique set of approaches to assessment and coursework.
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iii) Please detail how you would support students from diverse entry routes to transition into the programme? For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity
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The MPA-ID programme offers an extensive induction activity to provide students with an overview of the programme learning objectives and the annual programme benchmarks including progression indicators. This orientation enables students to better assess their learning and studying requirements to successfully engage with the course materials and to navigate the theoretical and practical components of the programme. In addition, throughout the autumn term, the department run regular Study Skills sessions for PGT students. Sessions focus on: reading and taking effective notes; participating in seminars; and developing academic writing skills. For non-native English speakers these study skills sessions are supplemented by English language classes run by the Centre for English Language Teaching. All students participate in department-run Turnitin workshops and complete the University's academic integrity tutorial.
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iv) Please explain how the design of the programme enables students to progress through to the end of the award? For example, in terms of the development of research skills, enabling students to complete an independent study module, developing competence and confidence in practical skills/ professional skills, (See: QAA Mater's degree characteristics http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2977#.WS1JOevyu70).
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Teaching is delivered through a combination of lectures, seminars, one-to-one supervision and independent study. Students' academic and personal development is supported and monitored closely through continual supervision and feedback. They will be trained how to think, act, engage, reflect and communicate as a researcher in public policy and administration. 
Students will develop academic and writing skills through written assignments, build their capacity for reflexivity about the foundations and strengths and weaknesses within the discipline of public administration, and learn how to conduct sustained independent academic research though their dissertation.  
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v) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
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All summative assessments require that students make extensive use of online and library databases to find sources for their research. Students will acquire experience and expertise in use of databases, assessed by the comprehensiveness and presentation of produced bibliographical work and referencing in essays and dissertation. Students will learn to discern between relevant and non-relevant data, how to compile a typology of different resources and to communicate these by organising resources in terms of academic debates in summative assements. For several years it has been departmental policy that all modules are supported by a VLE site on Yorkshare and the Department of Politics also provides further support via the 'MA Study Skills’ VLE site. A VLE module template is used to ensure a minimum standard across the department. This includes: the course announcements tool; module information; seminars; assessments (formative and summative); links to EARL software; and contacts. All summative coursework is submitted via the VLE so the departmental administration team are responsible for ensuring that generic material regarding instructions for submission, marking criteria etc are uniform and in the correct place across all VLE platforms.In addition to module sites the Department provides further support via the 'MA Study Skills’ VLE site. Programme learning outcomes 3, 4, and 5 are directly related to the students' digital skills, in that students will be able to use multiple online sources and research databases effectively, use digital tools like online storage facilities and software to securely store, organise, and analyse data, and use programmes like Word, Powerpoint, or Prezi to present their work.
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vi) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)?
The programme's employability objectives should be informed by the University's Employability Strategy:
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Students will be prepared for a variety of different careers, ranging from government, the civil service, research and policy-making, international organisations and NGOs, business and the financial sector. The PLOs emphasize the development of transferable skills like communication, analysis and critical thinking that will equip students for the job market. In addition, the course comprises a variety of teaching environments - lectures, seminars, group work and opportunities for one-to-one tutorials - which have been designed to enable students to experience the tasks and demands that will be required of them in their future careers. Gaining knowledge of different subdisciplines in social sciences will give students a distinct advantage on the job market. The type of knowledge accumulated and type of assessments used in this programme will allow our students to gain key transferable skills that employers are looking for, such as developing research, planning and time management skills.
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viii) How is teaching informed and led by research in the department/ centre/ University?
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Students will benefit from our research-led approach to teaching. Many of our academics are internationally recognised in their field and all are active researchers. Students will gain knowledge from top academics at the forefront of current debates. The Masters of Public Administration - International Development degree fits perfectly with our research priorities – set out in the Research Strategy, LTP and in the Strategic Plan – to expand our capacity in public administration.)
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof, and provide appropriate detail of the module diet students will need to complete.

This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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i) If the Postgraduate Certificate is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Cert award will be able to do (this should capture the extent of the achievement of the programme learning outcomes).

NB: Where more than one PG Cert is available as an exit award a statement should be provided detailing what a student exiting with each award will be able to do		Detail the module diet that students will have to have completed to gain the PG Cert as an exit award.

NB: Where more than one PG Cert is available as an exit award the module diet required for each award should be given
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Students who exit with a PG certificate will have met PLOS 1,2, and 6: they will have improved their knowledge base, evaluation and interpersonal and communication skills. Although the core- and option modules also touch upon PLOs 3,4 and 5, students will develop these to a lesser extent than students completing the MA programme as a whole, as PG Cert students will gain less experience in writing essays and will not write a Policy Report. As a result, their ability to explain and demonstrate to academic audiences the application of public policy and management concepts (PLO 3), construct and clearly present persuasive, analytical and critical written reflections (PLO 4) and independent research skills (PLO5) will be less developed. To qualify for a Postgraduate Certificate students must pass the two core modules Theories of the Policy Process (core, 20 credits) and Leading and Managing Change (core, 20 credits) and one other core module or an option module worth a total of 60 credits.
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ii) If the Postgraduate Diploma is an exit award only please:
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Provide a global statement to explain what a student who exits with a PG Dip award will be able to do (this should capture the extent of the achievement of the programme learning outcomes)Detail the module diet that students will have to have completed to gain the PG Dip as an exit award
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Students who exit with a PG dip will have met PLOs 1,2, 4, and 6: they will have improved their knowledge base, evaluation, analysis, and interpersonal and communication skills. Although the core- and option modules also touch upon PLOs 3 and 5, students will develop these to a lesser extent than students completing the MA programme as a whole, as PG Diploma students will not have successfully completed a Policy Report. As a result, their ability to explain and demonstrate to academic audiences the application of public policy and management concepts (PLO 3) and independent research skills (PLO 5) will be less developed. To qualify for a Postgraduate Diploma students must pass the following five core modules worth a total of 100 credits -  Leading and Managing Change (20 credits), Theories & Policies of Development Governance (20 credits), Theories of the Policy Process (20 credits), Public Finance (20 credits), Strategic Planning (20 credits) - and one option module worth 20 credits.
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5.e. Other features of the programme
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i) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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(max 200 words)
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ii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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The curriculum for the Masters in Public Administration - International Development is international, as demonstrated by the module titles and descriptions. By definition, this Masters programmes and most public administration-related modules promote awareness of international issues, contexts and cultures.The Department has benefited from a staff recruitment strategy in recent years that has resulted in an incredibly ‘international’ department - at least half of the Department was educated overseas (including Spain, Greece, Romania, USA, Argentina, Denmark, Netherlands, Italy, Finland, Germany, Portugal, Sweden, Canada)  and around 50% are non-native English speakers, so students will benefit from this rich and diverse range of cultures and approaches.  Our student intake at the PGT level is similarly diverse. We are not overly reliant on one country or region, rather students come to study with us from across Europe, Africa, the US, Central and South East Asia and the Middle East. Many of these students join us with a wealth of professional experience spanning many countries, which they share with one another through seminar discussion.Also see inclusivity below
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iii) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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The programme complies with the Equality Act 2010. Diversity is embedded in the content of the curriculum, dealing as it does with a broad range of issues in the field of Public Administration that look at the most pressing questions in political life. PLO 6 is directly related to making sure that equality, diversity and inclusion is embedded in the programme design. By applying different theoretical models and concepts to a range of normative and practical problems, students will learn to appreciate the ethical and normative implications of study, and the importance of tolerance, sustainability and inclusivity. By working with others inside and outside of the classroom, including people of different nationalities, religions, cultures, ages, gender and political persuasions, students will learn to respect difference while promoting tolerance and inclusivity.The Department ensures that the recommendations of all disability statements for individual students are implemented in full (eg extra time for assessments, use of computers, lecturer/seminar recording, powerpoint presentations released ahead of the lecture etc).
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6. Reference points and programme regulations
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6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points
Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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There is no benchmark statement for an MA of this kind.
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6.b. University award regulations
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The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
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7. Programme Structure
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7.a. Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of teaching delivery for the module (if the end of the module coincides with the summative assessment select 'EA'). It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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20POL00012MTheories of the Policy ProcessSEA
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20VariousOption listSEA
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20VariousOption listSEA
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SPY00158M
Public Finance: Principles, Politics & Contemporary Issues
SEA
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20MAN00038MStrategic PlanningSEA
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POL00021M
Theories & Policies of
Development Governance		SEA
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60POL00042MPolicy ReportSEA
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Please indicate when the Progression Board and Final Exam board will be held and when any reassessments will be submitted.
NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression Boardweek 6 summer term
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Reassessmentweek 10 summer term
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Exam BoardNovember of following academic year
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Part time structures
Please indicate the modules undertaken in each year of the part-time version of the programme. Please use the text box below should any further explanation be required regarding structure of part-time study routes.
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Year 1 (if you offer the programme part-time over either 2 or 3 years, use the toggles to the left to show the hidden rows)