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

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  • R. Karl Rethemeyer

    (State University of New York)

  • Natalie C. Helbig

    (State University of New York)

Abstract

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.

Suggested Citation

  • R. Karl Rethemeyer & Natalie C. Helbig, 2005. "By the numbers: Assessing the nature of quantitative preparation in public policy, public administration, and public affairs doctoral education," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(1), pages 179-191.
    • Handle: RePEc:wly:jpamgt:v:24:y:2005:i:1:p:179-191
    DOI: 10.1002/pam.20079
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    References listed on IDEAS

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    1. Hansen, W Lee, 1991. "The Education and Training of Economics Doctorates: Major Findings of the Executive Secretary of the American Economic Association's Commission on Graduate Education in Economics," Journal of Economic Literature, American Economic Association, vol. 29(3), pages 1054-1087, September.
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    Cited by:

    1. Ola G. El-Taliawi & Sreeja Nair & Zeger Wal, 2021. "Public policy schools in the global south: a mapping and analysis of the emerging landscape," Policy Sciences, Springer;Society of Policy Sciences, vol. 54(2), pages 371-395, June.

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