By the numbers: Assessing the nature of quantitative preparation in public policy, public administration, and public affairs doctoral education

• Published in: Journal of policy analysis and management Vol. 24; no. 1; pp. 179 - 191
• Main Authors: Rethemeyer, R. Karl, Helbig, Natalie C.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 2005; Wiley Subscriptions Services, Inc; John Wiley & Sons, Ltd; Wiley Periodicals Inc
• Series: Journal of Policy Analysis and Management
• Subjects: 8306; 9130; 9190; 9550; Colleges and universities; Curricula; Curriculum; Curriculum and Case Notes; Economics education; Education; Experimental/theoretical; Graduate studies; Graduate work; Policy studies; Public administration; Public affairs; Public policy; Public sector; Quantitative statistical methods; Schools and educational services; Standardized tests; State colleges; Students; Studies; Study and teaching; United States; Universities; University administration; United States > US
• ISSN: 0276-8739; 1520-6688
• DOI: 10.1002/pam.20079

Does doctoral preparation in quantitative methods adequately prepare students to interact with the public affairs literature? Does the curriculum meet previously expressed ideals? Are incoming students prepared to complete this curriculum successfully? We present findings from a survey of 44 leading public affairs doctoral programs. Although almost all programs offer some quantitative methods training, our analysis of the survey data and course syllabi suggest that public affairs students may leave their programs only partially prepared to interact with the emerging public affairs literature and with less grounding in quantitative methods than some model curricula have prescribed. © 2005 by the Association for Public Policy Analysis and Management