Unsung Heroes: The Vital Role of MPA Directors in Small MPA Programs

The views expressed are those of the author and do not necessarily reflect the views of ASPA as an organization.

By SooHo Lee
May 17, 2024

MPA directors in small programs face unique challenges that set them apart. While the exact definition of a “small program” may vary, let’s consider those with an enrollment of less than fifty or sixty students. Typically housed within the Department of Political Science or combined Social Sciences, where Political Science is a major discipline, MPA directors shoulder a wide range of responsibilities. They serve as champions of PA discipline, supervisors of educational outcomes and mission, and ultimate career service officers. These responsibilities often surpass those of their department chairs, who benefit from multiple staff members, administrative resources, and greater authority over their faculty and staff.

In small MPA programs, directors lead a team of approximately five core faculty members (the minimum requirement for NASPAA accreditation), who cover both the MPA and undergraduate programs in the department. They often face the challenge of insufficient staff support and limited authority to oversee their core faculty members. Despite these obstacles, MPA directors engage in all aspects of program management, from recruitment to graduation, and extend their involvement to alumni networks and external advisory boards.

Among their many roles, MPA directors serve as the main anchor for the Public Administration discipline within their department and the local community. As program leaders, they are responsible for protecting and growing their programs through intra-departmental coordination, often collaborating with members from other fields of Political Science or Social Sciences within the department. Externally, MPA directors act as local anchors for PA discipline, actively networking with practitioners in local governments, nonprofit organizations, and community leaders. Some of these connections are graduates of their own MPA program. By drawing in more local practitioners and leaders, MPA directors create additional learning opportunities for their students. They stand at the intersection of internal disciplinary protection and external disciplinary influence.

Undoubtedly, one of the most critical aspects of an MPA director’s role is student learning outcomes. In small programs, MPA directors play a central role in developing and implementing learning outcome assessments, conducting internal institutional evaluations, and preparing external accreditation reports. The preparation for NASPAA accreditation, in particular, demands a significant amount of time and effort. Every seven years, MPA directors must prepare a comprehensive self-study report assessing the program’s mission, performance, faculty governance, student learning outcomes, and program resources. Additionally, they must submit an annual maintenance report. Compared to larger programs, small programs have fewer staff members dedicated to supporting accreditation preparation. Beyond accreditation, MPA directors must address diverse needs to enhance the learning environment, oversee student organizations, and coordinate faculty engagement in various services focused on mentoring and supporting students.

MPA directors dedicate a significant amount of time to supporting their students’ career advancement. They actively engage in various activities to fulfill this role, including writing recommendation letters, establishing connections with potential employers, and serving as referees during their students’ job searches. In addition, MPA directors actively participate in community organizations and networking events, aiming to create more opportunities for their programs and facilitate the career development of their graduates. In smaller programs, MPA directors take the lead in organizing advisory boards that consist of local and regional community leaders, who possess valuable connections within the program’s sphere. The involvement of alumni is crucial in this process, as they play an instrumental role in facilitating connections and providing donations for further program development. Furthermore, these activities serve as valuable opportunities to enhance service-learning experiences for MPA students. Overall, MPA directors are positioned at the center of all stakeholders involved, diligently working to support the success of their students and the program as a whole.

Despite their significant contributions, MPA directors, especially those in small programs, often go unnoticed as the unsung heroes of their field. They tirelessly work to educate the next generation of government leaders, provide updated research in public administration for local problem-solving, and mentor their students throughout and beyond their program. Remarkably, these efforts are frequently undertaken without full support from their own organizations. MPA programs are not departments, and MPA directors are not mere chairs. Most of their achievements stem from their unwavering passion for education and dedication to serving the community. Let us pay tribute to the MPA directors who navigate their roles with determination and resilience, leaving a lasting impact on the field of Public Administration.

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Author: Sooho Lee, Ph.D. is a professor of the MPA program in University of West Georgia. He has been with the program since 2006, serving various roles for the program and regional public administration societies.

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