2. Curriculum Objectives and Learning Outcomes
The goal of the PGDA curriculum is to provide you with in-depth knowledge and practical skills related to contemporary democratic governance. It will prepare you to work in advanced positions in the government, civil society, politics or international organisations in Estonia or elsewhere in the world.
The skills and knowledge that the programme provides include
- integrated knowledge on core components of politics and governance as well as of digital transformation, including state-held e-services;
- data analysis skills;
- analytical competencies and critical thinking;
- understanding of modern political institutions and political processes;
- the ability to identify and analyse the key problems and processes of governance, involving both government institutions and civil society;
- proper research skills to perform policy analysis and contribute to policy formation;
- solid writing and oral presentation skills to be effective in a professional career;
- an international perspective that will enrich career prospects both at home and globally.
The PGDA programme builds life-long skills of how to analyse political change, communicate one’s analysis, and to work with others in collaboration. The three inter-locking dimensions of the curriculum – knowledge acquisition, skills training and learning sequence – are embedded in an overall principle of international learning. You will study in a multinational English-language environment with students and faculty coming from a variety of backgrounds.
Knowledge comes in many different forms, ranging from general concepts and methods to specific phenomena or issues. The PGDA MA programme is structured into three separate layers in order to cover this spectrum and ensure that our graduates obtain a well-rounded education. Seen as modules, these layers bring together methods training, core knowledge about politics and governance, and specialised training in politics or governance.
Learning outcomes
These are the formal learning outcomes of the curriculum – what the degree certifies that you can do. After successfully completing the curriculum, you will:
- have a broad-based knowledge of the main components of modern politics and public administration (incl. democracy theory and institutions, elections and party systems, policy-making and organization of public services) and be able to apply this knowledge in practice;
- have acquired basic knowledge of technological development and the functioning of information societies and understand how technological transfer affects modern political processes and public administration;
- have a thorough knowledge of the approaches and research methods used in political science and be able to independently formulate policy and public administration problems and/or research questions, synthesize and analyze source materials, be source- and theory-critical, and clearly present the results of your analysis both orally and in writing;
- have acquired the necessary skills and digital competences to solve the practical tasks of democratic public administration, which enables analyzing and implementing ICT solutions to address societal problems and understanding their opportunities and threats (incl. public policy analysis, impact assessment, public service design, governance ethics, international comparative analysis);
- be ready to work in the field of research, development or creativity or in a qualified field of activity in the public/private/non-profit sector, thereby demonstrating initiative, responsibility, management and teamwork skills;
- be able to identify your need for continuing education and professional development and master effective methods for independent learning.
A career in public affairs requires not only factual knowledge, but also professional competences. The courses in the PGDA programme are designed to train you in various lasting, occupational skills that you can use in a variety of professional contexts. The skills are outlined below, along with specific learning activities within the programme that promote these skills as well as their future applications in your professional life.
During your studies, you should be reflective in relation to the kind of assignments you are asked to do: What should this task be teaching me to do (better)? How can I get the most out of this experience? Assignments or projects should not be seen as just hoops to jump through, but rather as learning opportunities, both regarding knowledge as well as skill.
Skills, activities and applications
| Skill | Activities within the programme | Future uses |
|---|---|---|
| Critical reflection – how to examine information and develop a critical perspective; how to reflect on differing viewpoints or opposing arguments | Reading; formulating questions about a particular reading; group discussions, listening and debating | Reflecting on and interpreting political developments as part of political analysis, weighing alternative understandings and perspectives |
| Conceptual skills – how to relate individual facts to generalized concepts or processes; how to abstract from the particular | Comparative conceptual essays; generalizing from case-studies; current events monitoring | Formulating an analytical conclusion or generalization "The issue here is XYZ."; identifying appropriate solutions, responses |
| Causal analysis – how to look for and establish links between phenomena; how to investigate both causes and consequences that may be related to a given phenomenon | Written assignments such as a research outline where you are required to form hypotheses; research papers | Formulating an assertion that certain social or political problems are caused by something or how certain actions will bring along particular consequences, e.g. for policy analysis |
| Verbal communication skills – how to present analytical results or arguments in a convincing and compelling manner | Oral presentation of a paper, a research proposal, or an MA thesis; includes using electronic and digital media effectively | Presenting orally an analysis or policy position to colleagues, superiors, a public audience, the media, or donors/stakeholders; communicating effectively with results |
| Written communication skills – how to convey information and arguments to readers across a range of different writing forms | Putting together smaller-size, operational documents (policy briefs, position papers, informational summaries); or structuring longer analytical documents (proposals, research papers, an MA thesis) | Submitting written briefs or reports to superiors or other colleagues; publishing longer analytical studies for policy-makers or the public; preparing funding proposals |
| Collaborative skills – how to work with others in a fruitful and effective manner; how to work out responsibilities and plan tasks; how to exchange views and come to consensus | Group assignments involving common problem identification and problem solving; peer-review of writing assignments, providing constructive feedback; organizing independent study projects | Working on group projects, collaborating with stakeholders or funders, developing collaborative relationships with target groups |
| Inter-cultural skills – how to understand different cultural or regional perspectives on social or political affairs; how to take these perspectives into account when working collaboratively | Seminar discussions and debates; discussing assignments or analyses during group assignments; learning in an international environment | Working with other nationalities in international organizations, other national administrations or partner associations; successfully carrying out collaborative projects or policy coordination among such colleagues |
Because politics and governance are global phenomena, it benefits to study these issues in an international learning environment. This means not only learning in English language, but also learning from (and through) the perspectives of students and academic staff from different nationalities. Especially in the case of politics and governance, perceptions and experiences, as well as challenges differ across regions and countries. It is therefore essential for all those interested in the field to understand the way in which these standpoints vary.
Given Estonia’s history as a post-communist country, it is perhaps not surprising that this experience shapes noticeably how we look at political and governance issues. However, these perspectives also need to be placed in an international context and that means learning just as much about political and governance issues in other world regions. Partly this is the task of faculty, but also for you to draw on your own personal national background. The ethos of international learning is therefore not just to get to know other people, but also to understand their perspectives on political issues and to see them as part of an international learning process.
In order for knowledge acquisition and skills training to be effective, the two have to be timed into a sequence. This helps create a cumulative and enriching learning process, while also facilitating effective completion of the programme. After all, the ultimate objective for you is to embark on a successful career and professional life!
Seen from this angle, the Politics and Governance in the Digital Age programme is structured in a way that you can fulfil your required and elective courses, while also having opportunities to study abroad, do internships or gain other educational experiences.
How the four semesters fit together
First year (first and second semesters). Focus on the key courses from the Scientific Methods Module and the Core Competencies Module. Completing the mandatory courses from these two modules in your first year is strongly advised if you wish to study abroad or complete an internship in your third semester. This matters because some courses are only offered every other year. Interspersed among these required courses should be specialisation courses as well as electives.
Third semester. The usual window for a semester abroad or an internship, if you choose to do one. It is also when your MA thesis prospectus is due. Please note that the option to do an exchange semester comes with a trade-off – you will have more flexibility in taking the courses offered at Skytte when you do not opt for an exchange semester.
Fourth semester. Most of the work on the MA thesis takes place here. Note, though, that thinking about this final assignment should already begin in your first semester – it is built up and updated across the entire study period.
A general guiding rule is to complete 30 ECTS per semester, distributing the 120 ECTS of the curriculum equally across the four semesters.
