Curriculum design and professional alignment in public policy graduate programs: A case study of post-experience professionals

Abstract

This study examines the alignment between curriculum design in public policy Master’s degree programs and the professional needs of post-experience professionals, focusing on the University of Malta as a case study. With the growing demand for master’s degree education in public policy and administration, particularly among experienced professionals, it is crucial to assess how well these programs equip graduates for the complexities of the public and private service. Using a mixed-methods approach, including interviews with employers and a survey of graduates, the research explores the effectiveness of curriculum content, pedagogical strategies, and practical applications. Findings indicate that while the programs provide a solid foundation in public policy theory and practice, there is a need for greater integration of real-world challenges and issues such as ESG, AI, and EU regulations. The study offers recommendations for enhancing curriculum design to better align with professional expectations and evolving public and private sector demands, with insights applicable to similar programs globally.

Keywords

Competency-based education curriculum design experiential learning professional development public policy education

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