UIC Assistant Professor guides MPA students through policy-making

Bringing a wealth of expertise to the online Master of Public Administration program at the University of Illinois Chicago, Dr. Federica Fusi serves as an Assistant Professor in the Department of Public Policy, Management, and Analytics. Specializing in public interest technology, her research explores how digital tools can enhance public organizations’ performance and benefit communities. Dr. Fusi, who earned her PhD in Public Administration and Public Policy at Arizona State University, is dedicated to conducting research that effectively addresses public needs with a deep understanding of the intricacies of the public sector.

Before moving to the U.S., Dr. Fusi lived in Milan, Paris, and Brussels. Currently teaching the online MPA course PA 506: Public Policy Development and Process, Dr. Fusi guides students through the foundational aspects crucial to the policy-making process. This case study-based course goes beyond theoretical concepts, utilizing scholarly tools to interpret real-world scenarios and providing students with a comprehensive understanding of policy development.

Learn more about Dr. Fusi’s background, explore the development of her PA 506 course, and understand why she believes the online MPA program is an ideal opportunity for working adults.

Tell us a little about yourself. How did you first become interested in public administration?

Before my PhD, I completed my studies in Italy which is where I’m from. I took one public management class, and my professor made a good point that has stuck with me. It was ‘If you like challenges, you should work in the public sector because things are much more complex. It’s not just about making money, but it’s about dealing with more complex tradeoffs when you make decisions.’ I really like challenges so that sentiment was very appealing to me. I already had my M.A. in Urban Policies and Territorial Strategies, but I then went on to pursue my M.S. in Public Management and International Institutions.

I received my PhD in Public Administration and Public Policy from Arizona State University, where I worked as a research associate. Once I graduated, I found a job at UIC. Fun fact, my initial aspiration was to pursue my PhD at UIC, but I am fortunate to have joined as faculty instead.

What valuable skills/knowledge will students develop in the PA 506: Public Policy Development and Process course?

The PA 506 course goes beyond the surface of major institutions, such as passing bills in Congress, but it introduces students to the work that goes on behind the scenes and the groundwork essential to the policy-making process. We first discover how a problem begins and how we define it. Problems are perceptions. Not everyone perceives the same situations as problematic, and we begin by acknowledging the difficulty of reaching a consensus on identifying a problem. We then come up with solutions and how one solution gets picked over another. We then turn that solution into action.

One critical skill I want students to develop is the ability to identify relevant information. I want them to organize it effectively and communicate it to diverse audiences, whether that’s policymakers, interested communities, or the public, recognizing the multitude of stakeholders involved in the policymaking process.

Are there any projects or real-world applications that students can look forward to in the PA 506: Public Policy Development and Process course?

This course is case study based, which means that we discuss different case studies each week that relate to policy and government. Our discussions go beyond theory and scholarly insights, but we utilize these scholarly tools to interpret real-world scenarios.

For example, students will engage in debates exploring potential solutions to issues like road safety or considering the challenges associated with implementing digital online services. This involves more than just designing an online form; it encompasses the challenges of encouraging user adoption and linking the form to backend processes for efficient information processing. Another case study revolves around the implementation of minimum wage policies, with a focus on Seattle which was the first city to pass minimum wage. We look at the intricacies of achieving such milestones and examine how different stakeholders negotiate diverse positions. Insights gained from these case studies offer valuable advice on alternative approaches to attain results more efficiently.

Why would you recommend the online MPA program? What advice do you have for prospective students?

Online MPAs are a good opportunity for students that are already working or have other commitments, but they want to get more in-depth and professional skills that go beyond their undergraduate studies. Pursuing an MPA allows individuals to focus on the specific knowledge required for their jobs which is different than the more generalized learning and understanding offered by bachelor’s degrees. The online MPA program at UIC takes these high-level learnings and contextualizes them into practical skills, providing a tailored approach to professional development.

Our faculty has developed all the online MPA courses with the same attention that we give to our in-person courses. We aim to meet students’ goals, giving them the skills they need to go on the job market or continue on their career path. Our faculty is invested in student development.

What is the most exciting project you’re working on right now?

I am working on a few projects, but one project I’m working on examines the development of digital equity plans in various cities across the United States. While technology is receiving a lot of attention right now for its role in bringing people together and creating opportunities, there are individuals that are excluded from these benefits due to a lack of internet access, computers, or the necessary skills to use computers. The design of technology itself might be the factor that marginalizes them. Our research focuses on understanding the disparities among different U.S. cities in terms of whether they have implemented digital equity plans. We aim to investigate the reasons behind these variations and explore strategies to encourage more governments to adopt such plans.