Master of Public Administration Program Data
Historical Information about enrollment numbers, graduation rates, completion rates, and graduate employment rates can be found below.
Here's a breakdown of where recent GovState MPA grads found employment:
MPA Job Placement Data
Placement Status per Academic Year | 2017-2018 | 2018-2019 | 2019-2020 | 2020-2021 | 2021-2022 | 2022-2023 | 2023-2024 | 2024-2025 |
National or central government in the same country as the program | 0 | 2 | 0 | 0 | 1 | 3 | 1 | 1 |
State, provincial, or regional government in the same country as the program | 0 | 3 | 4 | 10 | 2 | 3 | 2 | 2 |
City, County, or other local government in the same country as the program | 0 | 0 | 0 | 13 | 1 | 4 | 1 | 5 |
Government not in the same country as the program (all levels) or international quasi-governmental | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Nonprofit domestic-oriented | 3 | 1 | 0 | 5 | 3 | 2 | 3 | 1 |
Nonprofit/NGOs internationally-oriented | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
Private Sector - Research/Consulting | 0 | 0 | 0 | 3 | 1 | 1 | 1 | 2 |
Private Sector but not research/ consulting | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 |
Obtaining further education | 1 | 1 | 0 | 0 | 2 | 0 | 2 | 1 |
Military Service | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
Unemployed (not seeking employment) | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
Unemployed (seeking employment) | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
Status Unknown | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
Total | 4 | 11 | 4 | 33 | 10 | 14 | 10 | 13 |
MPA Internship Placement
The MPA program internship (PADM-8880) is an elective 3-credit hour course. This practical exposure is an essential part of the program's commitment to delivering high-quality education and encouraging diversity, and civic engagement. It is designed to offer students practical experience to complement their academic training and prepare them for careers in the nonprofit sector, government, and private organizations serving public entities. By providing internships in various sectors, the program ensures that MPA students can put their theoretical knowledge into practice, thereby enhancing their skills in public administration, finance, ethics, budgeting, and strategic planning. These internships also emphasize ethical practices and effective problem-solving, which are integral components of the curriculum.
Some examples of internship placement for AY23-24 include such organizations as the City of Oak Forest and the Illinois Department of Financial and Professional Regulation, Division of Professional Regulation.
Students can work closely with the Program Coordinator and the Office of Career Services to assure that the internship placement will best meet their future career needs.
Graduation Rates
Degrees awarded by the program:
- • AY 2022-2023: 14
- • AY 2023-2024: 10
- • AY 2024-2025: 13
5-Year Cohort Completion Rates
Total Number of Students and Completion Rate* in the ARY-5 Cohort | Initially Enrolled | Graduated within 2 years | Graduated within 3 years | Graduated within 4 years | Total Students Graduated and Persisting to Graduation |
AY 2017-2018 – AY 2022-2023 | 29 | 3 (10%) | 9 (31%) | 17 (57%) | 19 |
AY 2018-2019 – AY 2023-2024 | 22 | 6 (27%) | 11 (50%) | 13 (59%) | 14 |
AY 2018-2019 – AY 2024-2025
| 18 | 6 (33.3%) | 9 (50%) | 11 (61.1%) | 11 |
*Completion Rate indicates the percentage of the class entering five years prior to data year that graduated within 2 years, 3 years, and 4 years.
Student Exit Questionnaire Results (AY 2024-2025)
Overall Program Satisfaction: In AY 2024-2025, the program satisfaction remained high, with 90% respondents rating it as "Excellent," 10% rating it as "Good.”
Strengths Identified by Respondents: The survey responses highlighted several strengths of the MPA program, including faculty quality, student support, and diversity. These strengths were emphasized by comments from respondents, acknowledging the program's flexibility, dedication of professors, course content, and support in various life situations.
Universal Competencies AssessmentThe analysis of the exit surveys for AY 2024-2025 revealed the following results for each of the five universal competencies:
- 1. Competence 1 (Lead and Manage in Public Governance): 89% strongly agreed, 11% agreed.
- 2. Competence 2 (Participate in and Contribute to Public Policy Process): 67% strongly agreed, 33% agreed.
- 3. Competence 3 (Analyze, Synthesize, Think Critically, Solve Problems, and Make Decisions):100%strongly agreed.
- 4. Competence 4 (Articulate and Apply a Public Service Perspective; Ethically and Politically Inclusive): 100%strongly agreed.
- 5. Competence 5 (Communicate and Interact Productively with a Diverse and Changing Workforce and Citizenry): 89% strongly agreed, 11% agreed.
Direct Measurement of Universal Competencies in AY 2024-2025:
Universal Competency 1 - Lead & manage in public governance
The results showed that students achieved the Mastery level of proficiency in all four categories under this competency. The rubric-based assessment for Universal Competency 4 yielded the following scores:
- • Formulate policies – 3.64
- • Prepare reports – 3.58
- • Present evidence – 3.76
Universal Competency 2 - To participate in and contribute to the public policy process
The results showed that students achieved the Mastery level of proficiency in all four categories under this competency. The rubric-based assessment for Universal Competency 4 yielded the following scores:
- • Develop solutions – 3.8
- • Ethical-decision making tools -3.9
- • Formulate policies – 3.77
- • Examine policies – 3.87
Universal Competency 3 - Analyze, synthesize, think critically, solve problems, and make decisions
The results showed that students achieved the Mastery level of proficiency in all four categories under this competency. The rubric-based assessment for Universal Competency 4 yielded the following scores:
- • Analyze – 3.79
- • Think critically – 3.79
- • Solve problems – 3.73
- • Decision-making – 3.82
Universal Competencies 4 - Articulate and Apply a Public Service Perspective; Ethically and Politically Inclusive.
The results showed that students achieved the Milestone level of proficiency in all four categories under this competency. The rubric-based assessment for Universal Competency 4 yielded the following scores:
- • Recognizes complex, multi-layered intergovernmental relationships: 3.58
- • Formulates solutions that are ethically and politically inclusive: 3.67
- • Prepares a comprehensive plan for a local municipality: 3.58
Universal Competency 5 - To communicate and interact productively with a diverse and changing workforce and citizenry
The results showed that students achieved the Mastery level of proficiency in all four categories under this competency. The rubric-based assessment for Universal Competency 4 yielded the following scores:
- • Formulate policies – 3.78
- • Prepare reports – 3.56
- • Present evidence – 3.78
Student Testimonials
- • “Overall my experience over these past 3 years have been amazing.”;
- • “I have been a loyal student and a former employee of Governors State University. I think it is an excellent learning institution. I wish for its continued growth and success. I owe much of my formative years to this university.”;
- • “I am very grateful for this MPA program as it has challenged me and I have learned so much through each course. Overall, I am very thankful for each professor as each one was dedicated and helpful in attaining my higher education.”;
- • “My MPA journey commenced in the Fall of 2022, at which time, I was an active state government employee with 28 years invested. The program was a confidence booster for me. More importantly, it provided a structured blueprint on how to embrace decision-making opportunities in created ways to impact and build your team using a variety of leadership styles while understanding HR and appreciating the flexibility to incorporate a legal framework and organization framework. The MPA program capitalized on the fundamentals of why Public Administrators should maintain it oath and commitment to serving the needs of the public with integrity.”;
- • “Thank you for a wonderful experience and education. The patience and guidance I received was great”;
- • “Wonderful professors”;
- • “Hands on experience is great and having guest speakers that have professions in the many fields of public Administration”;
- • “Flexibility of class times and schedules”;
- • “Availability of faculty, person centered advising, and administrative support”;
- • “Thank you for the flexibility of the program. For allowing me to split my dual degree to accommodate the real-life issues I was undergoing at the time. Thank you for understanding the issues I have undergone while undergoing this program from faculty leaving me hanging to having to fight to keep my home in a deconversion situation to issues at work. It was greatly appreciated as this program completion was weighing heavy on my mind the entire time.”;
- • “Professor's dedication to the students; Availability of professors to help students; Course content”;
- • “Good communication with advisor (s). Flexible class schedule.”;
- • “Knowledgeable and supportive faculty, relevant content.”
Contact

Dr. Natalia Ermasova
Full Professor, Division of Arts and Letters
Program Coordinator
Email: nermasova@govst.edu
Phone: 708.534.4978
Office Location: C3340

Stefany Sigler
Academic Advisor
Email: ssigler@govst.edu
Phone: 708.534.4487
Office Location: E2583
Testimonials

"I am excited about educating and inspiring the next generation of public service leaders. Teaching students to value public administration, ethics, and social equity in an ever-changing global, technological, and diverse society is an honor."
Dr. Mary Bruce, Professor of Public Administration

"As a Police Chief, I am always facing new challenges. This degree is helping me to be a more effective leader and to see future opportunities in village administration or education. I am committed to teaching 21st-century policing and de-escalation techniques. The MPA program has made me a better communicator, which is critical in any de-escalation scenario."
Chief Michael Jones, Matteson Police Department