phd public policy university of saskatchewan

PhD in Applied Economics

A collaborative program offered by the Departments of Economics, Agricultural and Resource Economics, Finance and Management Science, and the Johnson Shoyama Graduate School of Public Policy at the University of Saskatchewan

Program overview

How to apply, research areas, course listing, tuition and funding.

A PhD in Applied Economics will give you the skills to conduct research for businesses, governments, think tanks, and other research organizations, as well as to train the next generation of applied economics professionals as an academic.

The PhD program combines advanced courses in applied economics with a major research dissertation. The core of the program focuses on microeconomic theory and quantitative methods with one advanced course in macroeconomics. The student and their advisory committee determine the remainder of the student’s field courses.

Main Program Components:

• core focus on microeconomic theory and quantitative methods
• advanced courses in applied economics / one advanced course in macroeconomics
• six field courses
• two comprehensive exams / major research dissertation
• 36 credit units (two years of classes)
• Years Three to Five
• two courses in microeconomics
• two courses in econometrics
• one course in macroeconomics
• one elective course (must be approved by the committee)
• first comprehensive exam
• guidelines for the first research paper
• choose an applied field and develop a program of study
• six field courses based on area of specialization
• second comprehensive exam
• complete dissertation proposal
• dissertation research and writing
• dissertation defence
• Program in Detail

Admission requirements

Doctor of philosophy.

• A master’s degree, or equivalent, in a related field of study from a recognized college or university.
• A cumulative weighted average of at least 70% (U of S grade system equivalent) in the last two years of study (e.g. 60 credit units) 
• Proof of English language proficiency may be required for international applicants and for applicants whose first language is not English
• Graduate Record Examination (GRE) or Graduate Management Admission Test (GMAT): Submission of a GRE or GMAT score is recommended for all applicants. Applicants who have not earned a degree from a Canadian or US institution are required to submit a GRE or GMAT score.

Students are not required to identify a faculty supervisor.

Please visit the  College of Graduate and Postdoctoral Studies  to learn more and submit your application. We start accepting application on September 15 th  for the following September term.  Applications must be completed by January 15 th .

Students in the Applied Economics PhD program have a wide variety of focus research areas to choose from, each with a multidisciplinary component that spans across academic units.

Applied econometrics

Application of novel empirical methods to applied economics questions. Applications include, for example, labour markets, education, health care, international economics, efficiency and productivity measurement in agriculture, financial markets.

Behavioural and experimental economics

Understanding decision-making at the level of individual consumers, firms, and organizations. Applications include, for example, risk tolerance and responses to risk; health behaviours; food consumption behaviours; technology and innovation adoption decisions by firms; computational economics, behavioural responses to policy nudges. Researchers have access to state-of-the-art research facilities at the Experimental Decision Laboratory ( Social Sciences Research Laboratories ).

Environmental and resource economics

The application of economic theory and empirical methods to environmental and resource management and policy issues. Applications include, for example, ecological economics, forestry economics, water resources, adaptation to climate change, biofuels policy, pollution, indigenous land/resource use issues, and environmental valuation.

Ken Belcher , Joel Bruneau , Richard Gray , Hayley Hesseln , Suren Kulshreshtha , Patrick Lloyd-Smith , Saeed Moshiri ,  Tristan Skolrud

Finance and financial economics

Applications include the empirical research in the areas of corporate finance (including capital structure, dividend policy, financing costs, corporate governance, corporate ownership and control, corporate social responsibility, mergers & acquisitions, international corporate finance, and firm valuation), asset pricing, banking, financial derivatives and risk management, financial institutions, venture capital, agricultural finance and public finance.

James Cao , Abdullah Mamun , Min Maung , Eric Micheels , Dev Mishra , Marie Racine , Enchuan Shao , Lee Swanson , George Tannous , Craig Wilson , Fan Yang

Health and labour economics

Applications to the analysis of labour markets, health care provision and costs, income inequality, and economics of nutrition.

Kelly Foley , Murray Fulton , Jill Hobbs , Mobinul Huq ,  Sabine Liebenehm ,  Haizhen Mou , Nazmi Sari , Enchuan Shao , Keith Willoughby

Industrial organization, strategy and firm behaviour

Analysis of firm behaviour and decision-making and industry structure. Applications include, for example, game theory, agricultural co-operatives, agri-food supply chains, firm strategy; managerial economics; competitiveness.

James Cao , Murray Fulton , Mehran Hojati , Eric Micheels , James Nolan , Hamed Samarghandi , Tristan Skolrud , Peter Slade , Shan Wang ,  Keith Willoughby , Jingang Zhao

International economics

International trade, including trade theory and policy, international finance, and international macroeconomics. Applications include, for example, exchange rates, trade agreements, agricultural trade policy.

Joel Bruneau , Maxym Chaban ,  Richard Gray , William Kerr

Policy and governance

Analysis of the economic welfare outcomes of policy decisions, and public policy formation. Applications include, for example, innovation and science policy; trade policy; agricultural policy; food policy; environmental policy; resource management policy; health policy; transportation policy, wetland and wildlife conservation policy.

Regional and development economics

Understanding how economies operate at the national, sub-national and local level and understanding how decision-making at the household, firm and community-level influences development outcomes. Applications to regional economic development, rural development, international development, indigenous communities.

James Cao , Don Gilchrist , Eric Howe ,  Mobinal Huq ,  Anna Klimina ,  Sabine Liebenehm ,  David Natcher , James Nolan

Not all of the below courses are required. Please refer to the Program in Detail for more information.

• Core courses
• Field courses

Micro Economic Theory -  2 courses from:

• ECON 800 Micro Economic Theory: Studies theories of exchange, consumer demand, production and cost, and pricing.
• ECON 873 Advanced Microeconomic Theory: A survey of advanced topics in modern macroeconomic theory. Topics include theories of growth, real business cycles, search in labour markets, nominal business cycles and macro policy.
• AREC 842 Agricultural Market Organizations: Develops a conceptual framework in which organizations, their behaviour, their interactions with other firms and their impact on an industry can be studied, compared and analyzed. The relevant literature in organizational theory, industrial organization and contract theory is reviewed, especially as it focuses on theoretical and empirical work in the areas of co-operatives, agri-business firms and other forms of organizations.
• ECON 850 Game Theory Strategic and Cooperative Choices: A systematic introduction to game theory and its application in economics. Provides concepts and tools for understanding current research and performing your own research in the field. Covers both non-cooperative and cooperative game theories.

Macro Economic Theory   - 1 course from:

• ECON 801 Macro Economic Theory: A survey of macro-economic theory, and includes theories of the consumption function, theories of investment, money and interest rates, monetary and fiscal policy, and general equilibrium theory.
• ECON 874 Advanced Macroeconomic Theory: A survey of advanced topics in modern macroeconomic theory. Topics include theories of growth, real business cycles, search in labour markets, nominal business cycles and macro policy.

Econometrics -  2 courses from:

• ECON 808 Econometrics I: The fundamentals of estimation and inference in the classical regression model, with applied laboratory sessions using actual economic data. Topics covered typically include: multiple linear and non-linear regression models; least squares; maximum likelihood; instrumental variables; statistical properties of estimators; asymptotic theory; restrictions; measurement error; serial correlation; heteroskedasticity; systems of equations.
• ECON 809 Econometrics II: Considers estimation and inference in different econometrics models. The first part deals with time-series econometrics and nonstationary data: unit root; cointegration; single-equation and system methods. The second part covers panel data and discrete choice. Additional topic is added based on instructor’s current interests. Application of these techniques in applied projects.

Please note the grouping of field courses by area is illustrative, and some courses are applicable to more than one area. The availability of field courses will change from year to year, and additional field courses may also become available.

• FIN 801 Advanced Corporate Finance : Provides students with a fundamental understanding of the current issues of interest in research in the modern theory of corporate finance. It provides students with a theoretical background in areas such as firm theory, security issuance, capital raising, capital structure, and corporate governance. Presentation and discussion of articles from academic journals are used as tools to enhance student learning.
• FIN 802 Advanced Investment Theory : Develops investment theory through the financial economics framework of Von-Neumann Morgenstern utility. This allows exploration of risk aversion, stochastic dominance, and portfolio optimization. MPT and CAPM are derived. Arrow-Debreu contingent claims and option pricing theory are addressed. Additional topics include risk-neutral valuation, stochastic discount factors, and the consumption CAPM.
• FIN 803 Empirical Methods in Finance : Presents a critical look at current financial models and gives the student experience in the systematic analysis of financial data. Students are exposed to a suite of analytical tools that allow rigorous assessment of the characteristics of financial data and models.
• FIN 805 Fixed Income Securities : This course considers the financial concepts required to invest in fixed income securities. Topics include the mathematics required to evaluate fixed income cash flows, measuring and hedging fixed income portfolio risk, the yield curve in theory and practice, repurchase agreements, interest rate forward agreements, futures contracts, swaps, and mortgage-backed securities.

Health and labour

• ECON 823 Labour Economics : The functioning of labour markets including labour supply, labour demand, accumulation of skills, contracts, and unemployment.
• ECON 833 Economic Evaluation Methods in Health Services Research : This course provides an array of economic evaluation methods used to assess health and healthcare programs, policies, technologies and interventions. Topics include methods of measuring health and health outcomes, as well as various economic evaluation methods (cost effectiveness, cost utility and cost benefit analyses), and their applications in health and healthcare policies.
• ECON 834 Health Economics : Examines health economic issues and the functioning of health care markets using microeconomic theory. Topics include health insurance and demand for health, production of health, economic evaluation methods, economic explanations for the behavior of health care providers, functioning of insurance markets, cost efficiency and regulation in health care markets.
• ECON 850 Game Theory, Strategic and Cooperative Choices : A systematic introduction to game theory and its application in economics. Provides concepts and tools for understanding current research and performing your own research in the field. Covers both non-cooperative and cooperative game theories.
• ECON 870 Behavioural Economics : Details the economics of behaviour and the importance of behavioural assumptions for the analytical predictions of economic theory, with special emphasis of the theory of the firm, household economics, experimental economics, rational choice analyses and public policy.
• AREC 825 Research Issues in Agribusiness Management : Lectures/discussions will emphasize the development and illustration of concepts, issues, and research questions in agribusiness, both past and present. The course readings will provide a general framework for class lecture/discussions. Through assignments and in-class discussions, students will broaden their understanding of practical and research issues within the context of agribusiness management.
• AREC 840 Economics of Agri-Food Marketing : Economic analysis of agriculture and food marketing systems. Topics include transactions costs and the role of institutions, spot markets, contracts and vertical integration, market power, price discovery, quality signalling and information asymmetry in agri-food markets. The relevant theoretical literature and empirical applications in these areas are reviewed.
• AREC 842 Agricultural Market Organizations : Develops a conceptual framework in which organizations, their behaviour, their interactions with other firms and their impact on an industry can be studied, compared and analyzed. The relevant literature in organizational theory, industrial organization and contract theory is reviewed, especially as it focuses on theoretical and empirical work in the areas of co-operatives, agri-business firms and other forms of organizations. Examination of these types of firms is undertaken to better understand their behaviour and to develop concepts that can be put to use in analyzing other types of organizations.
• JSGS 865 Decision Making in Organizations : Examines the manner in which decisions are made in organizations, with a particular focus on policy decisions. The course uses a wide variety of behavioral theories to look at phenomena such as policy traps, framing, unwarranted optimism, and group think.

International

• AREC 855 International Agricultural Trade Policy : The economic analysis of agricultural trade policy. Topics include introduction to international trade theory, an introduction to trade policy, methods of protection by importers and methods of protection by exporters.
• ECON 811 International Trade Theory : Studies recent developments in the pure theory of trade. Topics include current explanations of patterns of trade and factor movements, the formation of regional free trade areas, commercial policies and international cartels.
• ECON 812 International Monetary Economics : The nature of adjustment in open economics, under various international monetary systems, to real and monetary disturbances. The systems investigated will include fixed exchange rates, both with and without sterilization, flexible exchange rates and managed floating.
• ECON 830 Public Finance : A study of modern theoretical constructs and some of their applications. Topics include cost-benefit analysis, fiscal policy, the public debt, analysis of taxes and intergovernmental fiscal relations.
• AREC 832 Rural Development : The study of theories of rural development in advanced-market economies, a review of empirical studies of selected North American rural economies and a survey of national and subnational North American development policies. A particular emphasis will be placed on empirical analysis of economic development issues.
• AREC 845 Transportation Economics and Regulatory Policy : Economic analysis of the Canadian transportation sector, with particular emphasis on the movement of agricultural commodities. Specific topics include an overview of basic operations research methods including linear programming and efficiency measurement, analysis of industrial organization and regulation in the transportation sector using contestability theory and the new empirical industrial organization (NEIO), an introduction to the economics of networks, and an examination of the link between transportation and economic development.
• AREC 851 Agricultural Policy : Focuses on an economic analysis of agricultural policies in Canada. In addition, general economic policy will be discussed in terms of how it impacts on trade, investments, economic growth and efficiency.
• JSGS 862 Political Economy : Focuses on the politics of aggregating individual decisions into collective action, revealing the difficulty of formulating and implementing public policy broadly construed. The course readings emphasize formal approaches to this subject, while the assignments and discussion emphasize their application to real problems.
• AREC 820 Applied Microeconomic Theory : A study of the application of economic theory to production economics and consumer demand systems. The course links static micro economic theory to the behavior of economic systems. This course includes a survey on the choice of functional form, the application of duality in demand theory and the use of Bayesian econometrics to impose inequality restrictions in system estimation. The course also examines several aspects of technological change and dynamic problems involving risk and uncertainty.
• ECON 804 Research in Econometrics : A research project serves as the primary tool to learn econometric techniques, but is augmented by a consideration of the theoretical aspects of econometrics.
• ECON 805 Mathematical Analysis in Economics : A study of the mathematical formulation and investigation of economic relationships. Topics include the theory of consumer demand, theory of the individual firm, input-output analysis, models of aggregate economic activity and economic growth.

Funding is available and all students that are admitted to the program are automatically considered for funding.

Please visit the  College of Graduate and Postdoctoral Studies  for information on tuition rates.

Applied Economics Ph.D. Program Rm 2D14 - 51 Campus Drive University of Saskatchewan Saskatoon, SK S7N 5A8

Please direct all program inquiries to: Melissa Zink, Graduate Administrator [email protected]

Graduate Committee: Dr. Andreas Pollak (Chair) – Department of Economics Dr. Peter Slade,  Department of Agricultural and Resource Economics   Dr. Fan Yang, Department of Finance and Management Dr. Alaz Munzur,  Johnson Shoyama Graduate School of Public Policy

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Government and the workings of the public sector impact us all.

Canadian governing bodies—Indigenous, federal, provincial, and municipal—rely on the expertise, experience and nonpartisan leadership of individuals working within its institutions and communities to investigate problems and options, design and implement solutions, and administer and evaluate programs that serve citizen needs. As communities and as individuals, we all benefit when they employ policy professionals from diverse backgrounds who are strategic, innovative, collaborative, and entrepreneurial in their thinking.

If you are interested in a fulfilling career that delivers community impact, we encourage you to explore graduate studies available through the Johnson Shoyama Graduate School of Public Policy.

Academic (for credit) Programs

The school currently offers the following Academic (for credit) Programs :

Careers in Public Policy and Administration

Our MPA and MPP graduates have gone on to successful careers in the federal, provincial, municipal and Indigenous governments and private, non-governmental and nonprofit agencies, in roles including:

• Senior Government Managers and Officials (Ministers, Assistant Deputy Ministers and Indigenous Chiefs, Executive Directors, Chief Administrator Officers, City Administrators)
• Managers and Chief of Staff
• Regional Program Officers, Program Managers, Senior Policy Advisors
• Policy Analysts, Strategic Analysts and Research Analysts
• Strategic Business Advisors and Strategic Business Development Officers
• Public Affairs Counsellors
• Chiefs of Police, Staff Sergeants and Parole Officers
• Consultants

Professional Development Programs

In addition to its academic programming, the Johnson Shoyama Graduate School of Public Policy offers a variety of short professional development ( non-credit) programs and workshops focused on governance, leadership, and policy. These programs and workshops are designed to address labour market priorities identified by public sector partners and Indigenous communities and are facilitated by former senior public servants now serving as JSGS Executives-in-Residence, and in some instances, partners such as First Nations University of Canada. 

About the Johnson Shoyama Graduate School of Public Policy

With campuses at the University of Regina and the University of Saskatchewan, the Johnson Shoyama Graduate School of Public Policy (JSGS) delivers an innovative and practical education that meets the needs of students, employers and the greater public. Taught by respected scholars and former senior public servants, the school’s programs combine theoretical concepts and applied teachings, so that students gain the knowledge, skills, and a real-world understanding of the practical realities of policymaking and public administration.

Graduates leave career-ready with the professional, analytical, and technical skills required to successfully perform and lead in the public sector.

Quick Facts

Connect with us.

The Johnson Shoyama Graduate School offers a great opportunity to apply theoretical knowledge from class within the practical setting of the Executive Internship Program. Here, I got a true sense of what it is like to work within the provincial government, and was even able to secure long-term employment following graduation. Over the years, I have encountered many successful JSGS alumni at all levels of government, as well as in the private sector across Canada and abroad. My MPA degree has been instrumental in my career, and it continues to open doors through the people that I meet.

I am very pleased with my choice to attend the Johnson Shoyama Graduate School. During my studies I explored cross-campus collaborations, worked closely with government bodies, attended policy events with prominent government leaders, and developed meaningful and innovative research with the support and guidance of faculty who are eager to share their expertise and to see me succeed. I’m so appreciative of my time at JSGS, as the knowledge and research skills that I gained are directly relevant to the work that I’m doing with the Saskatchewan Health Quality Council.

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Study options.

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What will I learn?

The Doctor of Philosophy in Public Policy (PhD) offers learning and research opportunities for highly qualified students to advance knowledge and move the study of public policy forward. Students graduating from this program will be in a position to train the next generation of public service professionals and to conduct public policy and management research for government, business, think tanks and other research organizations.

The PhD program involves a combination of course work (culminating in a comprehensive exam) and proposing, writing and defending a dissertation. It is designed so that students can finish in as little as three years of full-time study. Students who are engaged in the program on a full-time basis can expect to receive financial support. Upon entry into the program, each student is assigned a research advisor and an advisory committee.

Which department am I in?

Full time (4 years).

Please check with institution

*Price shown is for indicative purposes, please check with institution

4 September 2024

Johnson-Shoyama Graduate School of Public Policy

Diefenbaker Building,

141-101 Diefenbaker Place,

Saskatchewan (SK),

S7N 5B8, Canada

Entry requirements

For international students.

A Master's degree, or equivalent, from a recognized university in an academic discipline relevant to the proposed field of study.

A cumulative weighted average of at least 70% (USask grade system equivalent) in the Master's degree.

Demonstrated ability for independent thought, advanced study, and research.

English language proficiency requirements

• IELTS - Fully qualified: Overall score of 6.5 with no score below 6.0 in each area
• TOEFL iBT - Fully qualified: Overall score of 86 with minimum scores of 19 in each area
• Cambridge C1 Advanced - Fully qualified: Overall score of 176
• Duolingo English Test (DET) - Overall score of 115, with minimum individual scores of 95 in each area
• PTE Academic - Fully qualified: Overall score of 63 with minimum scores of 59 in each area
• CAEL - Minimum score of 70%, with minimum individual scores of 60

The application deadline for the PhD program is December 1 for entry in the following academic year. The PhD program welcomes a new class each September.

To meet the deadline, all components of your application must be received by 11:59 p.m. (Central Standard Time - CST) on December 1. Applications that are incomplete will not be reviewed nor will they be deferred to future terms.

*There may be different IELTS requirements depending on your chosen course.

About University of Saskatchewan

USask is a research intensive university in Western Canada, home to an dynamic and international community from more than 130 countries worldwide.

• Beautiful riverside campus exceeding 2,000 acres
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USask Engineering graduate heading to Stanford for her PhD

A University of Saskatchewan (USask) College of Engineering graduate has been accepted to study in an innovative new PhD program at one of the world's best medical schools.

Katie Sofko, who graduates this week with a bachelor’s degree in mechanical engineering, is one of six students who will join the   Biomedical Physics (BMP) Graduate Program   in September at the Stanford University School of Medicine. More than 100 people from around the world applied for a spot.

“It really focuses on the intersection of engineering and physics with medicine and applying that to real-world medical problems,” Sofko explained in a recent interview. “That is what drew me to the program. I just love that idea; it’s what I've wanted to do for most of my life.”

Stanford Medicine is the world’s fourth-ranked medical school in the latest   QS World University Rankings ; Stanford University placed sixth in the overall rankings.

Sofko’s success is based on an impressive blend of enthusiasm and aptitude, said Dr. Emily McWalter (PhD), an assistant professor in USask Engineering who has supervised Sofko’s undergraduate research for more than three years.

“It’s a rare combination when someone is that intelligent and has that much drive and vision for what they want. When you have that in one package, the sky’s the limit,” McWalter said of Sofko, who earned the Harold J. Bosche Most Distinguished Prize in Mechanical Engineering for achieving the highest average among students graduating in the discipline this spring.

Sofko also served as president of the Mechanical Engineering Students’ Association during her final year in the college.

“She’s definitely one of the top students I’ll ever have the opportunity to work with,” McWalter said.

Sofko grew up in Saskatoon and attended Walter Murray Collegiate Institute. She thought she would study medicine or orthodontics but discovered during her Biology 30 class in Grade 12 that she wasn’t very interested in dissection – a big part of a medical degree – so she pivoted to engineering.

She chose to major in mechanical engineering but kept her eyes open for opportunities to pursue biomedical engineering. Halfway through her second year, she sought out McWalter, whose research focuses on using novel, quantitative magnetic resonance imaging (MRI) techniques to understand knee joint and soft tissue function in degenerative diseases such as osteoarthritis. Working with McWalter, as part of the college’s Goodfellow Undergraduate Research Award program, was the catalyst for Sofko’s enthusiastic and ongoing fascination with MRI technology.

“They’re incredible machines,” she said. “When I started learning about the technical aspects of MRI and the physics that goes into being able to produce the images that you get, I just loved them.”

“The images are quite striking. The quality of soft tissue contrast, the internal structure that we can see from MRI isn't something you see as much in other imaging modalities.”

In 2022, Sofko became the first USask Engineering student to do an international co-op work placement when she secured an internship at Siemens Healthineers, one of the top medical technology companies in the world.

“The experience was incredible,” she said of working at company headquarters in Erlangen, Germany. “I mean, I was at the factory where MRI were being made. I use MRI in my research, so it was really exciting to get to experience hands-on what goes into developing MRI and improving the different hardware of MRI.”

In her research, Sofko has explored the repeatability of two methods for assessing changes in the cartilage of the knee with the application of load, using quantitative MRI.

During her undergraduate research career, Sofko twice had abstracts accepted at the annual meetings for the International Society for Magnetic Resonance in Medicine and presented at the conferences.

“Getting that experience on an international level was completely foundational in establishing myself as a researcher and getting to know the research community,” she said.

McWalter, who spent five years at Stanford as a post-doctoral fellow and research associate, marvels at how Sofko has made the most of her opportunities to connect with academics in her field.

“Her networking is excellent not because she’s talking to lots of people and getting her name out there, but because she has meaningful, scientific conversations with senior professors.

“They love talking to her because she’s so engaged and asks great questions,” McWalter said.

After she applied for the Stanford PhD program, Sofko was one of 24 people selected for interviews, which were held online and covered three full days. She said she was surprisingly relaxed during the process because she knew the outcome would not deter her from her ultimate path.

“One of my main messages was that biomedical physics is what I want to do with my life, no matter what, and that specifically their program really appealed to me because of its translational aspects in that they have a close relationship with their hospital on campus and opportunities for clinical application.”

Her acceptance and impending move to Palo Alto, Calif., is very exciting for her parents, siblings, and her grandparents.

“I have a very supportive family and I have been so incredibly fortunate to have Emily as my supervisor. She provided me with so many opportunities that allowed me to develop as a researcher.”

Sofko is also grateful for the USask Best and Brightest $24,000 entrance scholarship that she received, as well as College of Engineering awards she earned while studying for her undergraduate degree. “I’m really grateful to USask for all of that support.”

Sofko expects to earn her PhD in five years and, at this point, envisions a career doing research and development in the medical field.

McWalter said Sofko has made the most of her opportunities and positioned herself well for the next step in her academic career.

“They’re looking for the best of the best, and Katie is among that best.”

Together we will support and inspire students to succeed. We invite you to join by supporting current and future students' needs at USask.

Teen and his dog guide headed to USask Engineering

Usask engineering spring 2024 convocation award winners, pahl top usask engineering graduate, sharing expertise, building connection important for lifeng zhang.

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USask researcher exploring sustainable solutions for wastewater

Funding from the Natural Sciences and Engineering Research Council of Canada (NSERC) Discovery Grant program will support Dr. Kerry McPhedran’s (PhD) project to investigate reuse options for municipal wastewater and stormwater.

With both increasing water demands and strained capacity to handle wastewater, there is a growing need for exploring water reuse and recycling in Canadian cities.

McPhedran, University of Saskatchewan’s (USask) Centennial Enhancement Chair in Water Stewardship for Indigenous Communities, and professor in Civil, Geological and Environmental Engineering in the College of Engineering, said funding from the NSERC Discovery Grant will support a project that explores community concerns around reusing municipal wastewater and stormwater for personal and industrial use.

Currently, cities use a lot of energy to collect both wastewater and stormwater. McPhedran said that energy could be channelled into recycling the collected wastewater instead of simply storing and releasing it .

“We put a lot of energy and money into putting wastewater and stormwater into a river instead of finding ways to reuse it,” said McPhedran. “And recently there is a big push to reuse water but as you can imagine the biggest hurdle, especially with municipal wastewater, is stigma. People don’t want to drink it.”

Astronauts aboard the International Space Station safely use recycled wastewater for their day-to-day activities and McPhedran said we can do something similar with our wastewater, transforming it through sustainable projects within Canadian communities.

“We talk about net zero power, but we can also achieve net zero water, where a community would be able to safely reuse the onsite water that is available,” said McPhedran.

The NSERC funding will allow McPhedran to investigate attitudes and analyze the potential concerns around the reuse of municipal wastewater and stormwater and assess the challenges associated with these kinds of projects across Canada. This includes public consultation and speaking to community groups to gather data which will help future decisions about wastewater usage.

“If people are involved in the process of creating clean water, then they will hopefully be willing to use the water,” said McPhedran.

“You really have to understand people’s perspectives and their concerns and be able to transfer that social understanding into policy and regulations, and that is what we’re going to try and achieve with wastewater and stormwater reuse.”

McPhedran said that the NSERC Discovery Grant is a great way to build momentum for projects which helps researchers gain access to more funding or investment from industry partners.

“The NSERC Discovery Grants let you dive into the research and academic aspects of projects that can help you build a knowledge base for those industry partnerships,” said McPhedran. “And it allows an engineer like me to explore social outreach and that important social component.”

McPhedran is one of 41 USask researchers to receive funding from the NSERC Discovery Grant program. A complete list of USask projects.

Together, we will undertake the research the world needs. We invite you to join by supporting critical research at USask.

USask achieves personal best in QS World University Rankings

Innovation saskatchewan invests $600,000 in usask-led hawc science mission through isf program, $8.1 million for first of their kind health care training programs in saskatchewan, usask researchers receive more than $8.3 million in nserc funding.

USask honours 2024 teaching award winners

Teaching excellence at the University of Saskatchewan (USask) will be celebrated on June 18 as part of the USask Staff and Faculty Awards event.

Twenty-three University of Saskatchewan (USask) faculty and staff members from colleges, schools, and units across campus will be honoured with USask teaching awards later this month.

This includes recipients in the following adjudicated categories: Provost’s Outstanding Teacher Award, Provost’s New Teacher Award, Provost’s Graduate Student Teacher Award, Provost’s Support of Teaching and Learning Award, Sylvia Wallace Sessional Lecturer Award, Distinguished Graduate Mentor Award, as well as the Provost’s College Awards for Outstanding Teaching.

“Congratulations to colleagues, from across the USask community, who are being recognized with 2024 teaching awards for fostering USask learners to be what the world needs,” said Dr. Airini (PhD), USask’s provost and vice-president academic.

“Thank you for the vitally important work you do to support USask’s teaching and learning mission. Our University Plan 2025 includes the bold ambition to be a university that sets the standard for learning. You inspire us all through your innovation in teaching and learning."

On June 18, the USask community will celebrate this year’s teaching award winners during the USask Staff and Faculty Awards event. A full list of recipients of USask Staff and Faculty Awards is available online.

The celebration event will be held at Marquis Hall Events Centre from 5-8 pm on June 18.

Institutional Level Teaching Awards for Excellence

Provost’s Outstanding Teacher Award Shannon Forrester, Lecturer and USask Sustainability Faculty Fellow, College of Kinesiology

“From a day-to-day perspective, it is student engagement that motivates me. I am passionate about igniting curiosity and fostering a love of learning. As an educator in the field of kinesiology, I have the incredible opportunity to empower students not only as learners, but as advocates for personal and societal health and well-being.  Ultimately, my goal is to contribute to and promote a more sustainable world where health and wellness are accessible to all.”

Provost’s New Teacher Award Dr. Kyle McLeister (PhD), Lecturer, Department of History, College of Arts and Science

“My number one piece of advice for students would be to talk to your professors – we’re here to help. Whether you’re struggling with an assignment or excited about a topic you’re covering in class, talk to your professors. We love talking with students. And engaging with your professors will help you to get the most out of your university experience.”

Provost’s Award for Collaborative Teaching and Learning Dr. Erika Dyck (PhD), Professor and Canada Research Chair in the History of Medicine, Department of History, College of Arts and Science Dr. Dyck: “My high school social studies teacher always managed to bring history to life in the classroom. He peppered his lectures with photographs from his own travels and encouraged us to ask new questions of old materials, reminding that history was never entirely a study of the past, but also a study of how we want to live in the future by learning from the past.”

Dr. Simonne Horwitz (PhD), Associate Professor, Department of History, College of Arts and Science

Dr. Horwitz: “Teaching this class with Erika Dyck and Scott Napper has had a huge impact on me – they are both amazing academics and people. I have never spent time listening to and learning from people who have such different views from me but are willing to learn, share and grow together. Meeting and working with very different students to those who usually end up in my classes has also challenged me to interrogate my assumptions and be a better teacher and person.”

Dr. Scott Napper (PhD), Professor, Department of Biochemistry, Microbiology, and Immunology, and Senior Scientist, Vaccine and Infectious Disease Organization (VIDO)

Dr. Napper: “Too often I see people take the approach of ‘once I succeed then I will be happy.’ This is completely backwards. Don’t postpone happiness, seek it out and be fueled by it. Once you are motivated by your passions, rather than your fears, success is a certainty.”

Sylvia Wallace Sessional Lecturer Award Dr. Layla Gould (PhD), Assistant Professor, Neurosurgery, College of Medicine

“What motivates and excites me about my work is the chance to make a positive impact on students’ lives. I love sharing my passion and enthusiasm for the brain with my students, and I’ve found that by sharing this excitement, I can inspire them to become excited and motivated learners. My advice to students and colleagues is discover what truly excites you and pursue it with dedication and determination.”

Provost’s Graduate Student Teacher Award Danielle Spence, PhD student, School of Environment and Sustainability

“My motivation for studying in the field of environment and sustainability is the desire to make a positive impact on our world. However, making a difference in sustainability is challenging and often takes many years and incremental changes. Through teaching, I feel like I can have a more immediate impact by shaping the way students think about the complexities of, and strategies for, addressing problems of sustainability. My greatest joy in teaching has been watching my students become more excited about science and motivated to tackle the complexities surrounding sustainability, and seeing how this shapes their future career and educational journeys.”

Provost’s Support of Teaching and Learning Award Dr. Sandy Bonny (PhD), Team Lead, Indigenous Student Achievement Pathways and STEM Access Initiatives, College of Arts and Science

“I began working at USask in 2012, just prior to Idle No More and before the release of the Truth and Reconciliation Calls to Action in 2015. It is inspiring to witness the sea change of awareness these movements have brought to Saskatchewan. Teaching and program co-ordination need a strategic approach and it’s best to start with a good plan, but it is also important to honour emergent outcomes. The richest learning I’ve experienced—in my classroom, with colleagues, and in community contexts—has happened when we’ve protected time for conversation and surprise.”

Dr. Elaina Guilmette (PhD), Curriculum Development Co-ordinator, School of Environment and Sustainability

“I’m motivated by working with new people and making positive changes in teaching and learning. Dr. Greg Poelzer (PhD) (of SENS) and Dr. Sara Dzaman (PhD) (of the Gwenna Moss Centre for Teaching and Learning) are my mentors for their support, guidance, and positivity. They both took me under their wings when I joined USask and continue to mentor and inspire me to dream big, take risks, and achieve the impossible. I encourage everyone to connect with others on campus as much as possible and don’t be afraid to step out of your comfort zone.”

College-level Teaching Awards for Excellence

Dr. Geraldine Balzer (PhD), Associate Professor of Curriculum Studies and Department Head and Graduate Chair, Educational Foundations, College of Education  

“I am motivated by the joy of learning and the awareness that the students I work with, future and current teachers, have the capacity to use the knowledge they are exposed to make a difference. My teaching and research focus on social justice issues, and I hope that the ideas shared in my classroom can bring equity to a small corner of the world.”

Dr. Martin Boucher (PhD), Lecturer, Johnson Shoyama Graduate School of Public Policy and Associate Member, School of Environment and Sustainability

“I love seeing students see themselves in a new light and realize they can do more than they once thought. It is wonderful to see someone overcome a limiting belief in themselves.”

Dr. Allison Cammer (PhD), Registered Dietitian, Assistant Professor, Human Nutrition, College of Pharmacy and Nutrition

“Some of the most important lessons can’t be directly taught, they need to be experienced. Learning can be intimidating, and it requires trust. With that in mind, try to create a respectful space where it is safe to fail. If it isn’t safe place to fail, it isn’t a comfortable place to authentically engage.”

Dr. Tasha Epp (DVM, PhD), Professor, Department of Large Animal Clinical Sciences, Western College of Veterinary Medicine

“My work allows me to be involved with students and faculty doing very different research projects every week; from bees to bison to companion animals. In my specific projects, I have been able to make contributions to the real-world issues that individuals, industry, veterinary practices or communities have today, which is very meaningful for me.”

Dr. Maggie FitzGerald (PhD), Assistant Professor, Department of Political Studies, College of Arts and Science

“I just love ideas. I love conversations that critically interrogate our values and concepts, that make us think about how we’ve organized social-political life, and what could be ‘otherwise.’ Tell me what matters to you, and why, and let me share my own thoughts on the same. Researching and teaching are both beautiful and ongoing conversations that I am lucky to be a part of.”

Paul Gustafson, Sessional Lecturer, College of Kinesiology

“I am always excited to hear from past students and learn how they continue to reflect on their post-secondary experience and the influence this has had on their professional lives. It inspires me to see them in the community as educators, businesspeople, and professionals. I encourage colleagues and students to be engaged with your learning opportunities, ask questions, listen with an open mind, and enjoy the ride!”

Michael Hernik, Lecturer, Edwards School of Business

“As an educator, I am motivated by teaching others the knowledge I have accumulated over the years. More importantly, I am passionate about getting others interested and excited about accounting, even if they have no interest in the subject matter.”

Dr. Natacha Hogan (PhD), Associate Professor, Department of Animal and Poultry Science, College of Agriculture and Bioresources

My research program bridges many scientific disciplines – animal health, toxicology, environmental stress, biotechnology – and it is exciting when I can contribute to new knowledge and understanding in my field of expertise. But the most gratifying moments for me are when I can get students excited about the science and then they connect what they learn to real-world situations – the ‘eureka’ moments!”

Dr. Nassrein Hussein (MD), Assistant Professor and Division Head, Endocrinology and Metabolism, College of Medicine

"When I was a first-year medical student, I was assigned a student mentor from the year above me. He was incredibly helpful with tips and advice on surviving medical school and clerkship. I found it very valuable to have the perspective and guidance of someone who was so ‘fresh’ from the same experiences I was going through. We still get in touch occasionally to this day, which I think speaks to the powerful connection of student peer mentorship.”

Dr. Gregory Kost (DMD), Interim Assistant Dean of Clinics, College of Dentistry

“The atmosphere at the Dental Clinic in the College of Dentistry, created by students, patients, colleagues and staff, creates a vibrant work environment that is inspiring. Each day I am motivated to share my clinical experience and knowledge to mentor students during every clinical experience.”

Dr. Tania Kristoff (PhD), Assistant Professor - Academic Programming and Undergraduate Academic Lead, College of Nursing

“The relationships with the learners, faculty and staff at the Prince Albert campus motivate my teaching. At the Prince Albert campus, we get to know our learners individually and can focus on meeting their needs and outcomes. We collaborate to create supportive environments that promote active learning and critical thinking and encourage learners to apply their knowledge in clinical practice. For instance, I am collaborating with Prince Albert staff and faculty to integrate virtual simulation into an undergraduate course to meet learning needs.”

Dr. Jaime Lavallee (SJD), Assistant Professor, College of Law

“What motivates me is being able to bring context to ‘the law’ through mine and others’ lived experiences and expertise. Maybe one day, one person will re-consider one belief, issue, answer or viewpoint – and that could be a ripple that turns into a tsunami of change.”

Dr. Ebrahim Bedeer Mohamed (PhD), Assistant Professor, Department of Electrical and Computer Engineering, College of Engineering

“I’m motivated by the constant challenge of pushing boundaries in wireless communication to see how they can impact the world. While I have been fortunate to learn from many inspiring individuals throughout my career, I would like to remember Professor Ha H. Nguyen (who sadly passed away in September 2022) for his significant contributions to the University of Saskatchewan and the research community.”

Dr. Amy Stevens (DPhil), Assistant Professor, Department of Chemistry, College of Arts and Science   

Together, we will undertake the research the world needs. We invite you to join by supporting critical research at USask.

Article re-posted on Jun 14, 2024 11:58:43 AM . View original article.

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Saskatchewan researchers lead NASA project to measure aerosols in the upper atmosphere

Researchers at the University of Saskatchewan (U of S) are hard at work on a project that will help measure aerosols and clouds from space.

It's a partnership between the Canadian space agency, NASA, Environment Canada, the National Research Council and 14 universities.

“The HAWC project, which stands for high altitude water vapor and cloud program, comprises three different elements,” said Jeremy Harrison, minister responsible for Innovation Saskatchewan.

“Two of which are being led by our team here at the University of Saskatchewan.”

The two instruments being developed locally are a satellite imager for aerosol profiling called the ALI, and an imager for water vapour called SHOW.

“The two pieces out of the three which are going to be conceived and built at the University of Saskatchewan are going to help us in determining how much moisture is up in the air,” said Baljit Singh, vice-president of research at the University of Saskatchewan. “That has implications for forest fires, for drought, for really doing forecasting to the farmers as to where they can put crops into the ground.”

Using these instruments, the HAWC mission will be able to scan and measure clouds from space.

That will provide data for scientists to interpret and understand extreme weather, climate modelling and disaster monitoring.

“The scattering of the light actually allows us to figure out from these measurements what type of aerosol and how much of that aerosol we're looking at,” said Doug Degenstein, one of the project leads on the HAWC mission.

“So is it smoke, is it sulfate, is it ice crystal? And all of those have different impacts on our atmosphere, the processes and the long term climate.”

While the payload isn’t set to launch until 2031, the process to get to this point has been about 15 years in the making.

“This one here is I think the third generation of our ALI,” said Degenstein.

“And the very first one was Adam [Bourassa] and a graduate student and just a handful of dollars just for the very first prototype. That probably flew in 2014, so that was ten years ago. The development of it started three or four years before that, but the ideas started even before that.”

Innovation Saskatchewan is providing $600,000 over three years for the HAWC mission. The money comes from the Innovation and Science Fund.

Singh says the U of S has recently surpassed the $400 million dollar mark for research grants.

“Bringing in nationally competitive funding speaks to this university at multiple levels,” said Singh.

“It speaks to the type of talent that this university brings into the province. Number two, with that funding we develop technologies, from new crop varieties to measuring climate change; new health science technologies are developed through that funding. That funding allows us to bring in about 4,000 graduate students who are advanced science and innovation students in the province.” 

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• Graduate Programs

Public Policy

Master of Public Policy (M.P.P.) - Thesis-based

• Academic policies

The JSGS Masters of Public Policy program prepares graduates to conduct policy research and analysis for use in the policy system.  The MPP program trains students to apply their skills in the public policy domain. Graduates are prepared to work as policy researchers locally and globally in the public, not-for-profit, and corporate sectors and employ innovative strategies to address policy challenges. For more information, please visit the  School of Public Policy .

Admission Requirements

• Language Proficiency Requirements: Proof of English proficiency may be required for international applicants and for applicants whose first language is not English. A minimum overall TOEFL score of 86 is required with a minimum score of 20 in each area, or a minimum overall IELTS score of 6.5 with a minimum score of 6.0 in each area, or another approved test as outlined in the College of Graduate and Postdoctoral Studies  Academic Policies .
• a cumulative weighted average of at least a 75% (U of S grade system equivalent) in the last two years of study (i.e. 60 credit units)
• a four-year degree, or equivalent, from a recognized college or university in an academic discipline relevant to the proposed field of study
• a current resume that includes background and relevant employment history
• a letter of intent
• three letters of reference

Degree Requirements

Students in the M.P.P. program must achieve a minimum of 70% in each course to earn course credit and progress through program completion. Students must maintain continuous registration in the 994 course.

• GPS 961.0, if research involves human subjects
• GPS 962.0, if research involves animal subjects

Students must complete a minimum of 15 credit units, including:

A minimum of 3 credit units from the following:

A minimum of 6 credit units from the following:

• or another methods course as recommended by the Advisory Committee and approved by the Graduate Chair

A minimum of 6 credit units of elective courses offered by JSGS:

• Courses can be taken at either the University of Saskatchewan or University of Regina campuses (exceptions include MHA courses, JSGS 891, and JSGS 892).
• Elective courses outside of JSGS course offerings may be taken with pre-approval of the JSGS Graduate Chair. Such electives should be discussed with the supervisor prior to enrolment. 

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Phd student presents research at puerto rican conference on public health ..

Yareliz Diaz. Photo: Megan Jones

PhD Student Presents Research at Puerto Rican Conference on Public Health

Yareliz Diaz , a PhD student in health services and policy research, joined Carlos Rodriguez-Diaz , chair and professor of community health sciences, on a special panel and Diaz presented work related to her dissertation on the mental health of Puerto Rican migrants to the mainland US after Hurricane Maria.

Megan jones.

Growing up, Yareliz Diaz always spoke Spanish at home and English at school. Her mother, who immigrated to Boston from Puerto Rico as a teenager, banned Diaz and her sister from speaking English in her house—a rule she enforces to this day, Diaz says. It was not until her undergrad at Tufts that Diaz discovered her mother even speaks English.

“I was appalled,” she jokes. When she was younger, her mother sometimes asked her to make phone calls on her behalf, claiming she could not speak English. Diaz consequently became adept at translating between the two languages.

Today, as a PhD student at the School of Public Health researching the mental health of Puerto Rican migrants, Diaz forgives her mother for her deception. Her bilingual upbringing empowered her to embrace her Puerto Rican heritage, she says. “Even though I was not raised on the island, my mom has tried to make sure that we have kept in close touch with our culture and because of that I have always felt a deep connection to Puerto Rico.”

Diaz enjoys eating traditional Puerto Rican dishes on holidays, listening to Puerto Rican music, and following Puerto Rican media. “I have always tried to stay in touch with what is happening so that I can call myself Puerto Rican and actually know what that means,” she says.

However, Diaz still felt nervous when Carlos Rodriguez-Diaz , professor and chair of community health sciences, invited her to serve on a special panel and present her ongoing research at the Puerto Rican Conference on Public Health in San Juan in early May.

“All my academic training has been in English, [and] I obviously speak Spanish, but academic Spanish and regular Spanish you speak day-to-day are very different, so that was intimidating,” Diaz says. But Rodriguez-Diaz insisted, lending her his full support and sponsoring her attendance.

According to Rodriguez-Diaz, who conducts community-based participatory research in Puerto Rico and was born and raised there, the annual conference is the most important of its kind held on the island. He moderated the panel titled “Hacia una salud pública decolonizada en Puerto Rico: Perspectivas desde la diáspora” or “A Decolonized Perspective for Public Health in Puerto Rico: Perspectives from the Diaspora,” on which Diaz served, both a member of the Puerto Rican diaspora and a scholar researching it.

Following nearly four centuries under Spanish rule after the arrival of Christopher Columbus in 1493, Puerto Rico became a territory of the United States when it was acquired during the Spanish-American War in 1898. The island’s territorial status means that while Puerto Ricans are U.S. citizens, they do not have congressional representation and cannot vote in presidential elections. Rodriguez-Diaz is interested in the ways this historical and ongoing colonization drives health inequities between Puerto Ricans and the mainland US population. Since coming to SPH last year, he has joined Sarah Lipson in mentoring Diaz as she has pursued related research on the effects of cascading disasters and residential instability on the mental health of Puerto Ricans who migrated to Florida in the wake of Hurricane Maria in 2017.

Using survey data collected from focus groups conducted in 2018, Diaz hopes to better understand how the actions and policies of U.S. government agencies responding to the disaster have affected the experiences and, ultimately, the mental health of Puerto Rican migrants and their families. Coincidentally, it was Diaz herself who transcribed and translated the data from Spanish to English back in 2018, well before she had decided on a dissertation topic, before she had even enrolled at SPH. The research team recruited the recent Tufts graduate with degrees in anthropology and community health to ensure the translations were accurate based on her familiarity with Puerto Rican Spanish.

It was this work as a translator that solidified Diaz’s intent to pursue advanced studies in public health, she says. “I was hearing directly from the mouths of these people, who had experienced such a horrible, horrific thing, just how hard it was to migrate. And they are technically American, but what does that actually mean? And what is the impact of being American, but not having access to the same resources and not being treated as such when they got here,” says Diaz, who wrote about her intent to study these questions in her application to SPH.

Having the opportunity to now analyze the data and sit on the advisory board for the Adelante Boricua (Onward Puerto Rico) Project, the larger study of Hurricane Maria survivors that her dissertation work will contribute to, Diaz feels as though she has come full circle.

“It’s almost like it was meant to be,” she says. “There are folks who participated in the study, who are local leaders in the Orlando and Miami areas, and I will have the opportunity to present the work that I am doing and what my findings are to these folks, get feedback from them, and then work with them to craft policy recommendations that will actually be meaningful and not just someone from the tower of academia saying, ‘This is what you should do.’”

If her presentation in Puerto Rico was any indication, it is likely Diaz’s work will be well-received.

“This was her first professional presentation in Spanish, and she did it flawlessly! [She] did a phenomenal job and had a great discussion with the audience,” says Rodriguez-Diaz. After returning from the conference, Diaz says she is so grateful for his encouragement and support.

“It was one of those moments where I felt really validated as a scholar, like all my work is actually really important,” says Diaz of the experience. “I do not always feel that way. There is a lot of imposter syndrome. Academia is not a place for a person like me, because of the stuff that I want to study, being first gen—all these things. But being in that space around other Puerto Rican scholars who care about Puerto Rico as much as I do, who cared about my work, who thought my work was amazing—it was really cool.”

Explore Related Topics:

• Community Health Sciences
• health policy
• Hurricane Maria
• mental health
• Puerto Rico
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Master of Public Administration 

A professional graduate program for aspiring policy  and administration professionals.

• Apply to the JSGS University of Regina campus
• Apply to the JSGS University of Saskatchewan campus

Program Overview

Core learning outcomes, executive internships, two-campus model, admissions and deadlines, career focus.

Public servants implement political strategic decisions made by elected officials, by turning them into actions that impact and influence the lives of residents. Through ministries, departments, divisions and branches, these  professionals influence how governments operate by developing, delivering, evaluating and enhancing public programs or services. They conduct research,  evaluate opportunities, and provide evidence-based and non-partisan advice to decision-makers and leaders to inform policy-making. These same types of decisions and supports are needed in publicly-funded institutions, non-profit organizations, co-operatives and social economy organizations.

While in the Master of Public Administration (MPA) program, you will gain the knowledge and skills that will allow you to begin or advance your career in public service or public administration more broadly. Here, you will begin to understand the competencies that modern public servants must possess and will have the opportunity to apply them to real problems.

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Quick Facts

Looking for answers to some of your key questions? We have you covered.

Connect with us

Want to learn more about the MPA program? Get in touch with our admission staff.

• Ask a question!

In consultation with our public sector and community partners, the Johnson Shoyama Graduate School of Public Policy has created a signature JSGS pedagogy to support your development in core competencies and skills needed for success in public administration. Integrated into each class, this competency framework includes:

Evidence & Strategic Thinking

An MPA graduate from the Johnson Shoyama Graduate School is able to:

Policy & Context Knowledge

• Describe concepts key to public policy, including political systems, jurisdictional systems, & civil service
• Apply a variety of policy analysis tools strategically 
• Critically examine a policy problem and source varied, relevant information on the problem

Economics & Finance

• Describe basic economic concepts and how they impact governments and their stakeholders
• Apply economic theories and evidence supplied by economic advisors to develop informed policy advice 
• Explain government budgeting processes and factors that impact them
• Identify the challenges and complexities inherent in public sector spending

Statistics & Data

• Identify and navigate useful sources of data for public sector decision making
• Commission and interpret data to create a sound evidence base for policy decision making
• Interrogate data, identifying potential weaknesses 
• Apply basic statistical tools and methods to advance a policy process

Connection & Collaboration

Communications

• Communicate effectively through a variety of formats (including oral, written, & visual)
• Provide successful briefings with clear arguments and options
• Tailor communications appropriately to the audience

Indigenous & Intercultural Responsiveness

• Explain the history and lasting effects of colonialism and structural discrimination
• Work effectively in diverse groups, valuing diversity and inclusion
• Describe current Indigenous governance structures and issues, and confidently inquire to gain understanding when required
• Apply intersectionality and principles of EDI when planning and applying policy
• Identify relevant stakeholders and protocols for engagement with specific stakeholder groups
• Recognize the rights of Indigenous peoples and how they impact engagement processes
• Engage effectively with intergovernmental counterparts and relevant experts

Implementation & Improvement

Program & Public Management

• Compare various program and project management tools and methods
• Gather necessary context information to promote successful implementation
• Balance resources, budget, and workflow demands to support program or project success
• Acknowledge the importance of varied viewpoints in policy evaluation
• Describe the importance of including how outcomes will be evaluated at an early stage of policy development
• Identify a range of evaluation models and approaches
• Apply the logic model to policy problems
• Describe factors, including behavioural insights, that impact organizational decision-making 
• Apply strategies for fostering an improvement in work culture
• Uphold integrity and other ethical considerations in a work context

MPA students are required to complete 36 credit units, consisting of  ten core courses  (30 credit units) and  two elective courses  (6 credit units).

JSGS 801 - Governance and Administration

This class analyzes governing institutions and the process of modern government within Canada as a means of enhancing a student's understanding of policy formulation and implementation. This course is intended to provide a basis for critically assessing political and administrative decision-making and policy outcomes. 

JSGS 802 - Public Finance

This class provides a survey of Canadian public finance. Students will examine rationales for government intervention in a market economy, the assessment of public policy, how government decisions are made, and the impact of government expenditures and taxation on the economy and the well-being of Canadians. The course will also examine fiscal policy in a federated system and how fiscal matters affect federal/provincial relations in decision-making.

JSGS 805 - Economics for Public Policy Analysis

The purpose of this course is to provide an economic framework for the analysis of public policy. The course uses microeconomic concepts to examine when and how the government should intervene in the economy. Using the starting point of policy as intervention, the course examines the circumstances under which government involvement is most likely to be desirable. The course then moves to consider the key instruments that government uses in its intervention. In the examination of these two broad issues, the course pays particular attention to how people and firms behave and how they are likely to respond to policy instruments. The course also develops the key concepts associated with cost-benefit analysis and shows how these concepts are used in the analysis of public policy.

JSGS 806 - Public Policy Analysis

Focuses on the analysis of the processes whereby public policies arise and are enacted in Canada. The course compares theories and models of policy making and decision-making to illustrate the special requirements of the Canadian environment and examines the roles of various participants in the policy process: legislators, political parties, interest groups, administrators and administrative structures, citizens, and the judiciary.

JSGS 807 - Statistics for Public Managers

Administrative decision-making and policy development often require the analysis of quantitative data. This course will introduce students to descriptive and inferential statistics often used in policy environments so that they will be effective data users and interpreters. Students will be taught how to use and present descriptive statistics.

JSGS 808 - Ethical Leadership and Democracy in Public Service

There is growing attention being given to executive leadership, applied ethics and efforts to create and sustain trust within and through the profession of public administration. This course descriptively and critically examines these three key concepts in relation to the professional public servant and the environments of public sector decision and policy making.

JSGS 838 - Public Sector Financial Management

The purpose of this course is to provide a survey of public sector budgeting and financial management in Canada. Students will the role that financial considerations play in formulating policy and in program management, examine the financial planning cycles of government and the elements of sound financial planning and management in public sector entities, and gain an understanding of financial decision-making processes and elements of financial and program accountability within the context of public decision-making processes.

JSGS 882 - Strategic Management in the Public Sector

This course focuses on developing practical knowledge and skills public sector managers require to effectively “get things done” through others. Management skills developed include self-assessment/reflection, goal-setting, teamwork/collaboration, verbal/written communication, influence/persuasion, conflict resolution, stress management, and creative thinking.

JSGS 891 - Public Policy Professionalism

This pass/fail course provides students with an introduction to the three MPA competency fields, and the overarching areas of knowledge required of policy professionals. It will also provide introductory classes on Canadian institutions, public sector processes, basic policy making skills, public servants’ roles and responsibilities.

Note:   Students with credit for JSGS 883 will not receive credit for this course.

JSGS 892 - MPA Capstone Class

This course requires the development, submission, presentation and validation of a capstone report and presentation at the end of the student’s MPA program.

Note:   Students with credit for JSGS 884 will not receive credit for this course.

JSGS 800 - Métis Governance: Historical Legacy and Contemporary Transformation

Grounded in the historical context, this course is forward looking, studying the Métis journey in creating uniquely Métis governance processes in the North-West that reflect the will of their people, examining current governance issues, and exploring the path to developing appropriate and effective governance frameworks necessary for sustained self-determination. The course spans from historical underpinnings to current Métis self-governance initiatives. As a distinctive component of the Canadian Indigenous governance landscape, Métis governance embodies a unique combination of influences from Indigenous and Western political traditions.

The course first explores the birth of the Métis Nation, their interactions with colonial authorities, and the effects of historical policy and legislation on the Métis people, then critically examines Métis self-governance, exploring Métis law and policy, Indigenous rights and land claims, self-determination, and modern treaties. The course discusses how Métis self-governance has affected Canada's political, social, and economic fabric, exposing Indigenous self-governance's challenges and opportunities.

JSGS 850 - JSGS Internship

The JSGS internship program is a competitive process open to students in the MPA program who have completed at least 50 percent of their program and have little or no experience in the public sector. Students will be exposed to the skills used by managers at senior levels in the public sector and will perform a variety of tasks.

Two Electives

The two remaining elective courses (6 credit units) must be selected from the courses offered by the school and can be taken at either campus.  Elective courses taken outside of JSGS course offerings require pre-approval of the JSGS Graduate Chair.

Additional courses required by the university

JSGS MPA students enrolled at the  University of Regina campus must also enrol in:

•  GRST 800AA Academic Integrity Tutorial (0-credit course, taken in the first term of study)

JSGS MPA students enrolled at the  University of Saskatchewan campus must also enrol in:

• JSGS 990 Public Policy Seminar Series   (0-credit course)
• GSR 960 Introduction to Ethics and Integrity (0-credit course, taken in the first term of study)

Transfer Credit

• The University of Saskatchewan campus does not accept transfer credit.
• At the University of Regina, transfer credit is awarded when a student has successfully completed coursework at this or another accredited institution of higher education at the Master’s level. This coursework must be first reviewed by JSGS, then recommended to Faculty of Graduate Studies and Research via JSGS. Credits can then be transferred to the student’s program at the University of Regina. Transfer credit(s) must be submitted for review and obtained in the first semester of beginning the new program. Transfer credit only applies to courses that have not been used to satisfy another academic credential (e.g. master’s degree, certificate, diploma). For more information, visit here .

The intent of the MPA course schedule is to provide students with assistance in planning for upcoming semesters.

Normally, some core and elective courses are scheduled during the daytime and some in the evening (or on weekends and/or in blocks) to accommodate both full-time and part-time learners.

**Classes may change as circumstances require.

Spring/Summer Registration During Program

The JSGS University of Saskatchewan campus schedules an academic break for students in the MPA program during the Summer term, which runs July 1 through August 31 inclusive. There are no core course offerings available during this time.

• Students who started the MPA program on or before January 2021 have a scheduled academic break from May 1 through August 31 inclusive as per the requirement when they began the program.
• Students who started the MPA program on September 2021 and beyond will have a scheduled academic break from July 1 through August 31 inclusive.

During a scheduled academic break, MPA students at the University of Saskatchewan may choose to continue their studies. However, due to the limited availability of course offerings in the Summer term, there may not be courses available that are relevant to a student's program of study.

As an MPA student, you have an opportunity to enhance your graduate experience by applying for an Executive Internship in the federal or provincial public service, in municipal or local government, and in non-governmental organizations. Our Student Experience Officer works with employer representatives to pair you with senior-level executives within the organization and works with mentors to establish a mutually beneficial and high-quality experience for all.

Through an internship, you will learn about government processes through direct involvement in policy change, budget preparation, program development and delivery, and strategic planning and reporting. You will also benefit from: 

• valuable career preparation and experience,
• remuneration,
• development of an extensive professional network, as well as
• accelerated professional growth and advancement.

Hear from some of our past interns about their experience in the program!

• Read more blog posts

With campuses at both the University of Regina and the University of Saskatchewan, the Johnson Shoyama Graduate School of Public Policy works diligently to ensure our tuition is comparable across institutions and competitive with other policy schools in Canada. 

Effective September 1, 2023, the tuition rate for the full program (36 credit units) for domestic students is approximately $19,176 and $29,915 for international students. Tuition is charged on a per-credit-unit basis, and students pay as they take courses. Students are also required to pay on-campus graduate student fees.

If you are offered admission into the MPA program, a  non-refundable tuition deposit of $1,000 CAD  is required to save your seat. You have 30 days from the date of the offer of admission being made to accept. If you enroll in the program consistent with the terms of the offer, the $1,000 deposit will be applied to your student account. If you do not enroll, the deposit is retained by JSGS.

• University of Regina Tuition and Fees
• University of Saskatchewan Tuition and Fees

NOTE: Tuition and fees are subject to change. Should there be a discrepancy between the information posted on the institution's website and information posted on the Johnson Shoyama Graduate School of Public Policy website, the institution's website should be viewed as accurate.

JSGS offers a minimum of 10 entrance scholarships (ranging in value from $1,000 to $4,000), as well as a number of named scholarships . However, these scholarships are not sufficient to fund a student throughout their program, so students must be in a position to fully finance their studies.

In addition to potential funding from JSGS, other scholarships and awards are available for students  at the University of Regina and the University of Saskatchewan. 

• University of Regina Scholarships and Funding
• University of Saskatchewan Scholarships and Funding

As Saskatchewan's policy school, the Johnson Shoyama Graduate School is unique in its partnership with both the University of Regina and the University of Saskatchewan. As a student, you'll benefit from learning from faculty and executives-in-residence across our two campuses and will have the opportunity to visit both campuses (either in person or virtually) throughout your program.

So how do you decide where to apply?  Explore both campuses and communities, and determine which is the best fit for you.

University of Regina campus

Located on Treaty 4 lands, the University of Regina is situated on the territories of the nêhiyawak, Anihšināpēk, Dakota, Lakota, and Nakoda, and the homeland of the Métis Nation. 

As the provincial capital, Regina is home to Saskatchewan's Legislative Building which sits near the beautiful Wascana Lake. The Legislative Building is also the main backdrop to the University of Regina's College Avenue Building and home of the Johnson Shoyama Graduate School. A short distance from the main campus, the historic and recently renovated College Avenue Campus is located close to downtown Regina. 

Referred to by many as the "Queen City", Regina is home to 230,000+ residents and is the main hub for many provincial public servants as well as municipal employees.

• Experience the University of Regina
• Learn more about the City of Regina
• Explore what Regina has to offer

University of Saskatchewan campus

Located in Saskatoon on Treaty 6 lands, the University of Saskatchewan is situated on the territories of the Cree, Saulteaux, Dene, Dakota, Lakota, Nakota, and the homeland of the Métis Nation. 

A quick 2.5-hour drive from Regina, Saskatoon is located in the central part of Saskatchewan near the South Saskatchewan River Valley. The city boasts many attractive walking trails, a vibrant social scene, and a welcoming place for all. Situated on the northwest side of campus in the Diefenbaker Building, the Johnson Shoyama Graduate School overlooks the South Saskatchewan River and the core downtown area.

Referred to by many as the "Paris of the Prairies", Saskatoon is home to 273,000+ residents and is home to many federal public servants, industry and scientific leaders, as well as municipal employees.

• Experience the University of Saskatchewan
• Learn About Student Life
• Discover the City of Saskatoon
• Explore what Saskatoon has to offer

Application Deadlines

Interested in applying to the Master of Public Administration program? Please make note of the following application deadlines for September enrollment:

International students must apply by the November 1 st  or February 1 st  deadline to allow for sufficient time to secure all documents required to study in Canada.

Please note that the May 1 deadline is only for domestic applicants as it does not allow sufficient time for international students to allow for visa, and therefore, international applications are not accepted.

To meet the deadlines above, all components of your application must be received by 11:59 p.m. (CST) on the deadline date. Applications that are incomplete will be considered at the next deadline, if completed, but will not be deferred to future academic terms.

We encourage all applicants to submit a complete application as early as possible as enrollment is limited. The admission process is competitive and later submissions may be at a disadvantage.

Application Qualifications

Students from a wide variety of disciplines—including everything from the fine arts to the humanities, social sciences, physical sciences, and professional college disciplines—are eligible to apply to the MPA program. While not required, some knowledge of economics, statistics and social science is generally an advantage.

Please ensure that you meet the entrance requirements of either the University of Regina Faculty of Graduate Studies and Research or the University of Saskatchewan College of Graduate and Postdoctoral Studies (depending on your choice of campus).

Admission to the MPA program is very competitive, with each JSGS campus typically admitting 25-30 students per year. As such not all qualified applicants will be offered admission, and typically successful candidates have an average in excess of 75 percent (or upper second class).

Application Process and Required Documents

The Johnson Shoyama Graduate School of Public Policy has aligned its application requirements (where possible) across its two university campuses; however, please note that the application portal varies by campus.

Please apply through one campus only .

When applying to the JSGS University of Regina campus, please note that you must submit an application through the Faculty of Graduate Studies and Research . 

You may choose to upload unofficial transcripts, supporting documents, reference  letters,  letter of intent, and resume via your online application portal.

You will have the opportunity to enter the names and email addresses of your referees in the online application portal. Once you pay the application fee and submit the application, the system will automatically contact your referees with a link for their submission. Remember to advise your referees to check their spam folder for the auto-email from uregina.ca domain.

To troubleshoot document uploads, referee issues, other technical aspects of the online application, contact the Faculty of Graduate Studies and Research at [email protected] .

When applying to the JSGS University of Saskatchewan campus, please note that you must submit an application through the College of Graduate and Postdoctoral Studies.  The online application takes about 30 minutes to complete. You may start an application, save it and return to it any time before the application deadline.

How to Apply | Apply Now

Once you have completed an online application, you will need to   upload  a series of  documents. Please note that in most cases, you will need to allow one business day after paying your application fee before you are permitted to upload documents.

If your application fee has not been processed after 48 hours after being submitted, please contact   [email protected]   or phone 1-306-966-5788 for assistance. Please ensure you are checking the status of the application fee before emailing or calling. To check the status, please log into your application profile.

If you are offered admission into the Master of Public Administration program, a   non-refundable tuition deposit of $1,000 CAD   is required to save your seat. The non-refundable deposit must be paid within 30 days of the offer of admission being made. If you enroll in the program consistent with the terms of the offer, the $1,000 deposit will be applied to your student account. If you do not enroll, the deposit is retained by JSGS.

NOTICE:  If you are an Indigenous student from Canada, you are eligible for a waiver for the non-refundable deposit. For more information, please contact the advisor for the program and campus to which you are applying.

What are JSGS MPA Alumni up to?

In a recent study conducted by the Johnson Shoyama Graduate School of Public Policy, we found that our 2000-2021 alumni from our Master of Public Administration and Graduate Certificates programs are employed as follows:

Employment by Sector

Employment by Level of Government

Employment by Job Function

Employment by Policy Area of Focus

Read how our MPA Alumni are making an impact!

• Read more MPA alumni stories

MPA Student Stories

• Read more MPA student stories

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Meet the Class of 2024

• #AthabascaUGrad / Alumni / Faculty of Business / Faculty of Graduate Studies / Faculty of Health Disciplines / Faculty of Humanities and Social Sciences / Faculty of Science and Technology / Learners

Get to know the inspiring graduates from Athabasca University’s Class of 2024

Athabasca University’s highest contribution happens when our work in teaching and research makes the world better and more equal.

Not only does online learning at AU allow students to become the best versions of themselves, their knowledge and education helps them make a lasting impact on communities near and far.

Just look at the inspiring efforts and journeys of members of the Class of 2024, whose work impacts health, business, justice, science, volunteerism, community advocacy, and so much more!

Overcoming financial barriers

Hung Truong (Graduate Bachelor of Management ’24)

📍 Regina, Saskatchewan

“I was not able to attend a traditional university because I wasn’t from the wealthiest of families.”

When it comes to setbacks and barriers to post-secondary education, Hung Truong has had his share. Growing up in a household of limited financial means in Regina, post-secondary education was neither a priority nor encouraged.

Now, graduating with the class of 2024, Truong said he feels a sense of accomplishment and hope. He’s come a long way from his humble beginnings and now has a new outlook on life.

  View this post on Instagram   A post shared by Athabasca University (@athabascau)

Career growth a balancing act

Eve Uwamahoro (Bachelor of Human Resources and Labour Relations ’24) 📍Edmonton, Alberta

“I would encourage all immigrants to recognize that opportunities like Athabasca University exist, providing accessible education for individuals balancing busy schedules, including mothers.”

As if completing a degree while working full time isn’t enough of a challenge, Class of 2024 grad Eve Uwamahoro did that while also raising six children!

After moving to Canada from Rwanda in search of better opportunities, Uwamahoro is now the manager of human resources and office administration at Africa Centre in Edmonton.

Earning a Bachelor of Human Resources and Labour Relations degree will improve career opportunities and move Uwamahoro one step closer to her goal of achieving a chartered professional in human resources (CPHR) designation.

Opening door to a new career

Donna Franklin (Bachelor of Professional Arts, Human Services Major ’24)

📍Oshawa, Ontario

“Being a mom and wife, I needed a school that understood my crazy schedule.”

A child and youth worker with a school board, Donna Franklin desired change. She needed flexibility to grow her career and be present for bedtime routines with her kids.

Discovering online learning with AU was a big moment for her future, which now involves attending teacher’s college in the fall.

Business lessons that hit home

John Semashkewich (Master of Business Administration ’24) 📍 Athabasca, Alberta

“I wanted to challenge my understanding of new business principles. I’m always looking for ways to expand my knowledge and open doors to future career opportunities.”

For John Semashkewich, AU’s flexible online learning model made the most sense to further his education. Throughout his master’s, he juggled his schooling and personal life while also advancing his career. “Not many universities accommodate students who work full-time,” he said.

Currently, he is the chief operating officer for a commercial construction company in Athabasca. His MBA gives him new perspective and resources to pull from when handling adversity at work.

Supporting survivors of human trafficking

Linea Xaysana (Master of Counselling ’23, Bachelor of Professional Arts, Criminal Justice and Corrections ’07) 📍Edmonton, Alberta

“It’s happening a lot more than most people realize … it’s on the streets, it’s in businesses, it’s in hotels, it’s on farms, it’s in our kids’ school, and sadly it’s on our kids’ phones.”

Class of 2024 grad Linea Xaysana is fighting against human trafficking in Alberta through her roles with Alberta Justice and now as founder and executive director of  @HERizon_healing . The not-for-profit will support survivors and victims who’ve experienced intimate partner violence, sexual exploitation, and human trafficking within a mental health and holistic healing capacity.

“A major gap in current systems is access to long-term mental health services for survivors,” Xaysana said. “The premise around HERizon is that it’s completely barrier-free.”

Speaking up for all students

Karen Fletcher (Bachelor of Science, Applied Mathematics Major ’24) 📍Ottawa, Ontario

“I’m a big believer in not just complaining about something but being part of the solution.”

Class of 2024 graduate Karen Fletcher knows a thing or two about problem-solving, whether as a math major, mom, or president of the Athabasca University Students’ Association . In fact, her ability to focus on solutions to student problems led her to Oxford University for the 2023 Map the Systems world finals!

Fletcher’s first degree was in arts, but she had difficulty finding meaningful work. When she decided to go back to school, AU’s asynchronous model made sense. She could study when her kids were in bed and take courses as time allowed.

Even though courses were online, Fletcher found connection with peers, including through her role as AUSU president. Student advocacy became a passion.

“I discovered there were so many different ways to get to participate in making things better and really fell in love with the work.”

Overcoming university anxiety

Elise Hoeppner (Master of Education in Open, Distance Education ’24) 📍Victoria, B.C.

“My friend leaned over and said, ‘Have you tried Athabasca University? I think they offer EXACTLY what you are looking for.’”

Teacher Elise Hoeppner had a complicated relationship with post-secondary during her undergrad. She quit her program three times in eight years due to struggles with anxiety rooted in a fear of failure.

When she decided to go back to school for her master’s, she needed a program that would allow her to remain calm but also be present for her young children. That’s when a friend pointed her to online learning and AU.

Fortunately, university was different with AU. Hoeppner completed her master’s courses in 18 months and successfully defended her thesis this past December.

Award-winning advocacy

Marilyn Kingdon (Bachelor of Professional Arts ’17, Master of Arts ’24) 📍 Sherwood Park, Alberta

“Much more needs to be accomplished in the hearing health-care field, so with my master’s in hand, I can contribute more locally and nationally by promoting equality and accessibility.”

Marilyn Kingdon has already made significant contributions to the hearing-loss community—even being recognized with Athabasca University’s 2022 Volunteer Service Award for all her hard work.

Now about to graduate with her second degree from AU, Kingdon said she’s not necessarily done yet.

“I don’t rule out further education, but for the time being I’m enjoying some leisure time.”

Convocation 2024—a celebration like no other!

Read more stories about AU students and grads as part of our Convocation 2024 coverage .

• June 17, 2024

Previous Story New Canada Research Chair explores discrimination in public safety organizations

Next story family the foundation of nursing grad’s global journey and success, you may also like:, lynn healey: au helped ‘revitalize’ my career in health care.

• Alumni / Faculty of Health Disciplines

Bringing Athabasca University convocation north of the Arctic Circle

• #AthabascaUGrad / Alumni / Faculty of Humanities and Social Sciences / Learners

Convocation Video Callout

• Announcements / Contests / Learners

Public Management

Graduate certificate (g.cert.), about the school, admission requirements, application process.

JSGS does not recommend graduate certificate programs to international students for the following reasons:

• For example, if a graduate certificate student wants to maintain full-time status, the maximum time in the graduate certificate program would be 6 months if starting in January (encompasses winter and spring terms), or 8 months if starting in May (encompasses spring and fall terms) or September (encompasses fall and winter terms), and a student would need to take a fourth course and pay additional tuition to have full-time status in each term.
• JSGS cannot guarantee that courses required for our graduate certificate programs will be available each term.
• If a required course is unavailable, it can affect the opportunity for full-time studies.

The Public Management Certificate provides students with a solid foundation of understanding and skills in public-sector management. Students develop the ability to analyze governing institutions and the processes of modern government along with some of the basic skills and techniques required to manage effectively in the public sector. This certificate is designed for individuals currently working in the public sector who do not have a background in administration and who want to improve their administrative and management skills.

All students must complete the following course (three credit units):

• JSGS 801 Governance and Administration

All students must complete two of the following elective courses (six credit units):

• JSGS 802 Public Finance
• JSGS 807 Statistics for Public Managers
• JSGS 808 Ethical Leadership and Democracy in Public Service
• JSGS 815 Strategic Human Resource Management
• JSGS 828 Project Management
• JSGS 847 Strategic Planning 
• JSGS 853 Negotiation and Conflict Resolution
• JSGS 882 Strategic Management in the Public Sector

The JSGS certificate programs at the  University of Saskatchewan  schedules an academic break during the Summer term, which runs July through August. There are no course offerings available during this time.

Online option

This certificate program can also be taken fully online. The online tuition can be found in the tuition table below.

Please note that only those registered in the Graduate certificate in Public Management will earn the certificate. The certificate can be taken as a stand-alone program and the courses can be applied to the completion of the Master of Public Administration (MPA).

Located at both the University of Saskatchewan and the University of Regina, the Johnson Shoyama Graduate School of Public Policy has swiftly become one of Canada’s leading policy schools for educating graduate students and public servants interested in improving public management and creating public value. Committed to providing a relevant, theoretical and competency based education, the school draws on the expertise of leading scholars and former senior public servants to inform classroom discussions on issues that are important to our communities.

If you are offered admission into this program, a non-refundable tuition deposit of $1,000 CAD is required to save your seat. The non-refundable deposit must be paid within 30 days of the offer of admission being made. If you enroll in the program consistent with the terms of the offer, the $1,000 deposit will be applied to your student account. If you do not enroll, the deposit is retained by JSGS.

Student fees

In addition to tuition above, students also pay fees for programs like health and dental insurance, a bus pass, and other campus services. The amount you need to pay depends on if you are taking classes full time or part time, and if you are on campus or not. The table below assumes you are on campus full-time.

Tuition information is accurate for the current academic year and does not include student fees. For detailed tuition and fees information, visit the official tuition website .

• Language Proficiency Requirements : Proof of English proficiency may be required for international applicants and for applicants whose first language is not English. A minimum overall TOEFL score of 86 is required with a minimum score of 20 in each area, or a minimum overall IELTS score of 6.5 with a minimum score of 6.0 in each area, or another approved test as outlined in the College of Graduate and Postdoctoral Studies  Academic Policies .
• A four-year honours degree, or equivalent, from a recognized college or university in an academic discipline relevant to the proposed field of study
• A cumulative weighted average of at least a 70% (USask grade system equivalent) in the last two years of study (i.e. 60 credit units)

Application deadlines

Applications to Graduate Certificate programs are accepted on an ongoing basis and are reviewed in the order in which they are completed. Therefore, it is to your advantage to submit a completed application as early as possible, as enrollment is limited. The admission process is competitive and late application submissions may be at a disadvantage.

Entry is possible in any term (September/Fall, January/Winter, and May/Spring).

• The latest application deadline for Fall Term entry is May 1.
• The latest application deadline for Winter Term entry is October 1.
• The latest application deadline for Spring Term entry is February 1.

To meet these deadlines, all components of your application must be received by the dates above. Applications that are incomplete will not be reviewed nor will they be deferred to future terms.

Submit an online application

Before beginning your online application, be sure that you have carefully reviewed all program information and admission requirements on this page.

During the application, you'll be asked for:

• Personal information such as your name, address, etc.
• For your letters of recommendation, two of your referees must be academic contacts, and the third may be academic or professional
• Your complete academic history from all previous post-secondary institutions

The application takes about 30 minutes to complete. You may save your application and return to it later.

At the end of the application, you will need to pay a non-refundable $120 application fee. Your application will not be processed until payment is received .

• Begin an application
• Detailed application instructions

Submit required documents

Once you've submitted your online application, you will have access to upload your required documents, and provide the contact information for your references. To do this, go to the "Supplemental Items & Documents" tab in your application, and upload the documents outlined below.

Transcripts

Preliminary Statement of Marks

• Once you have submitted your application for admission and paid the application fee, you will be required to upload unofficial PDF copies of your academic transcript(s) from each post-secondary institution attended. This requirement will appear as Preliminary Statement of Marks or Additional Prelim. Statement under admission requirements on your Application Summary when you  check your application status .
• The uploaded transcript can be an unofficial copy of the transcript issued by the university or college, and must include a grading key/legend.
• All pages of a transcript must be uploaded as a single PDF document.
• Uploaded transcripts will be considered unofficial or preliminary. Official copies of your transcripts will be required only for applicants offered admission. This requirement will appear as Post-secondary Transcript under admission requirements on your Application Summary when you  check your application status .

Uploading documents

Post-secondary Transcripts

If you receive an offer of admission, you will then be required to have your official post-secondary transcripts sent (by mail in a sealed envelope directly from the institution) to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building, 110 Science Place  Saskatoon, SK CANADA S7N 5C9

• Transcripts usually indicate the institution’s name, grading scheme (typically on back of transcript), your name, course names, numbers, credits, and the grades you have received. Depending on the country or institution, some features may not be available.
• Transcripts in languages other than English must be accompanied by a certified translation.
• If you are a current University of Saskatchewan student completing your undergraduate program then a letter of completion of degree requirements will be required from your college.

Proof of English language proficiency (if required)

Proof of English language proficiency  may be required for international applicants and for applicants whose first language is not English.

For students who are required to provide proof of English proficiency:

• It is your responsibility to have completed an official and approved test with the appropriate score before the application deadline.
• Tests are valid for 24 months after the testing date and must be valid at the beginning of the student's first term of registration in the graduate program.
• Applicants will be required to upload a PDF copy of any required language test score. Uploaded test scores will be considered unofficial or preliminary.

If you receive an Offer of Admission you may be required to have your official language test scores sent to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building - 110 Science Place Saskatoon, SK CANADA S7N 5C9

Submit additional documents

Please also upload the following documents:

• Curriculum vitae or resume that includes background and relevant employment history
• Statement/letter of intent, two pages maximum, that outlines your purpose in applying to the Certificate program

Johnson Shoyama Graduate School of Public Policy Diefenbaker Building 101 Diefenbaker Place University of Saskatchewan Saskatoon, SK S7N 5B8

Graduate Chair Michelle Prytula Email: [email protected]

Graduate Administrator Email: [email protected]

• Johnson Shoyama Graduate School of Public Policy Learn more about the academic unit offering this program
• Program and Course Catalogue To view official admission and program requirements

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