You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


MA in Public Administration and Public Policy

Overview Examine how governments create and deliver the policies that structure societies across the globe.

Length

1 year full-time,2 years part-time

From the practical to the controversial, you’ll gain a deeper understanding of the factors and contexts that determine a diverse range of domestic and international policies – and how those policies deliver the services we rely on.

This dynamic course provides you with the specialist expertise to conduct high quality research in public policy and administration. It will support and deliver the knowledge most desired by professionals for a career in policy advising, lobbying, political research, journalism and academia.

Fees and scholarships

I can't stand injustice and I'm committed to the protection of human rights. Criminal justice and security policies are areas I'm especially interested in, so I after previously studying politics and law, the MA in Public Administration and Public Policy has completed my understanding of the subject.

Rachel, MA Public Administration and Public Policy

Course content What you’ll study

General

You’ll explore the key themes that drive the creation of public policies – how they are made, framed, brought to life and managed. What makes the cogs of international organisations turn? What are the motivations, ambitions and factors that are considered and acted upon to shape the world as we know it?

From patterns of global trade and finance to operations, state-restructuring and consequences, it will give you a detailed insight into the decision-making processes that govern our lives.

Why do certain EU Member-states approve so few Asylum Applications? The case of Ireland and the UK

The Social Capital approach and Anti-corruption Strategy in the Context of Community-driven Development Project: A Case Study of Kecamatan Development programme/ PNPM Rural in Indonesia by the World Bank

Danes on the wane - in the main? A comparative case study of active labour market policies in Denmark and the UK amidst the global financial crisis

The road to Chinese civil society: A study on Chinese environmental NGOs

Legislating against want: Understanding the politics behind British governments changing their anti-poverty strategies

Cross-national policy transfer of the New Public Management Reform idea: The case of Japan's agencification

Political leadership matters: Exploring the role of community leadership in e-transportation in Buckinghamshire, UK

A study of the social learning and multiple streams frameworks of policy analysis in relation to the current UK coalition government's social and welfare policy reforms, with particular insight into Universal Credit2012-13

Introducing new public management into Chinese public management reform: is it an illusion or a meaningful suggestion?

Chinese health care reform and drawing lessons from US and Australian health care system reforms

How Japanese nuclear power policy has remained stable over 50 years? Policy community and its impact on the policy process

To what extent is public participation effective in the design and execution of nutrition policy? The context of Afghanistan

Our expertise spans the discipline – from early modern political thought to contemporary international security, from post-conflict development to global financial governance, from the politics of gender to the politics of the environment.

Teaching and assessment How you’ll be taught and assessed

Teaching format

You'll learn through a combination of lectures, seminars and one-to-one supervision. We offer a personal approach to learning with much of our teaching conducted in small groups.

You'll be taught by academics at the forefront of research across a number of political areas such as conflict, security and development, political economy, international politics, political theory and public policy. As international experts in their field, our staff advise governments and organisations globally and regularly contribute to news and current affairs programmes. Our expertise and experience feed directly into our teaching.

Assessments

You submit six essays; three are submitted at the end of the Autumn term and three at the end of the Spring term (essays are usually around 4,000 words long).

Your final dissertation of between 10,000 - 12,000 words is submitted at the beginning of September.

We offer the opportunity to present your Policy Report at our research seminar presentation workshops. These are not formally assessed (not credit bearing), but they give you the chance to hone your presentation skills and to get verbal feedback from your tutors and peers.

We are ranked eighth in the UK in the 2014 Research Excellence Framework, confirming York’s standing as a centre of world-leading and internationally excellent research, with major global and national impact.

Careers Where you’ll go from here

From social and political research to journalism, marketing and HR, a masters degree in Public Administration and Public Policy leads to a broad range of career opportunities.

You might find yourself working for:

Central or local government

Non-governmental organisations

Community and voluntary organisations

A Social enterprise

A university

Accountancy and banking orgs

Law firms

Media companies

International and global development bodies / organisations.

Career opportunities

Recent graduates work in the legal profession and as senior policy analysts for a variety of government and non-governmental agencies. It is also an excellent pathway to further study, in public administration and political science. Other popular employers include:

Local councils

Civil Service / Home Office/ House of Commons

UN

Foreign and Commonwealth Office

NHS

Professional services / Accountancy firms - notably PwC, EY, KPMG

Joseph Rowntree Foundation

Oxfam

Barclays

Universities

IBM

Development charities including the International Committee of the Red Cross.

Transferable skills

The ability to research, source and examine information thoroughly

The capacity to critically analyse evidence and construct coherent arguments

Excellent written and oratory skills

Intellectual independence and autonomy

Teamworking skills

A flexible and open-minded approach to work.

Entry requirements How to get here

Course entry

Eligible applicants have, or are soon to complete, a Bachelors degree at 2:1 or above.

We are willing to consider applicants from students with lower qualifications, particularly when the student has high marks in relevant modules and/or appropriate professional experience. If you are applying with a lower qualification, you must include a written work sample with your application. Additional information may be requested.

If you are unsure about your eligibility, or want to enquire informally about whether this course would be suitable for you, please contact us.

APPLICATION

You can apply and send all your documentation electronically with our online system, which allows you to save progress and return later to finish.

International options

If you earned your Bachelors degree outside of the UK, you should check that it is equivalent to a 2:1. Our country-specific pages can help you to find out.

English language

Applicants whose first language is not English may need to satisfy language requirements.

The Department of Politics has a higher minimum level than the University more generally because of the more difficult nature of the literature that Politics students must engage with. The departmental requirements are: