Interview

What do you envision out of your commitment to the Master of Public Policy programme at the HUMBOLDT-VIADRINA School of Governance?

It is my hope that through the Master of Public Policy programme, as well as through the research activities and political platform of the HUMBOLDT-VIADRINA School of Governance, better and more effective democratic policies will be designed.
The Master of Public Policy degree is concentrated on political projects, and these projects strike me both as being extremely important and fruitful, as well as quite difficult to implement, particularly in terms of the teaching and coaching offered on by the HUMBOLDT-VIADRINA School of Governance. I would find it best if every year, groups of about four students or so could work together on a common project, approaching it from different disciplines; distinct parts of society and varying political standpoints; from the private sector as well as from civil society.

What was the major impetus for you to take part in the conception, design and implementation of the School and of the Master of Public Policy? What shaping impulses and ideas are particularly close to the heart for you, and why?

The impulse triggering my commitment to the School was to affirm the pedagogical concepts as well as the democratic political goals of the enterprise. Not only has it become quite clear to me that politics, as currently designed and implemented, cannot successfully meet the complexities presented by many challenges; but also that politics does not always take advantage of the possibilities offered by the scientific research and insights we already have. What lies especially close to my heart is in the process of reflecting upon and thinking about the many problems we face, and integrating my own political ideas and experiences, both practical and theoretical, into addressing them. This can’t be easily achieved by every project undertaken by the HUMBDOLT-VIADRINA School of Governance, even in political or policy oriented projects, and therefore it is always necessary for one to take careful note of what exactly constitutes the political aspects of a project.

What, in your view, distinguishes the Master of Public Policy and sets it apart? (How would you summarize the core concepts of this programme?)

The Master programme distinguishes itself through its concentration on the political project, and also through the distinct, interdisciplinary experiences and multifaceted approaches out of which the project will grow. It also sets itself apart through the use of ‘team-learning’ and ‘team-teaching,’ which provides the basis for good governance that the school will try to create; namely, through the integration of politics, organized civil society and the private sector.

The Master of Public Policy focuses on enabling students to develop, implement and communicate policy. How would you describe the idea of politics in the conception and design of the programme? And in your view, where in this idea does innovative power lie?

It is very important to work out and think over the political elements of a project before implementing and developing it. Of course, there is no one definition of what ‘politics,’ or the ‘political,’ is. There are instead many distinct definitions offered, for example Carl Schmitt’s conception that the political lies in the relationship of the friend and the enemy, or the political tradition that started with Aristotle and was then offered by Dolf Sternberger in the 20th century, of politics as agreement. I myself define politics as the confrontation and subsequent compromise among questions whose answers are debatable, as opposed to a debate wherein decisions are reached without discussion, because political confrontations will impact these decisions and affect them retroactively. In this sense, politics differentiates itself from other technical areas and also from the private realm. The disputes and discussions that then arise out of this conception do not always need to hinge on answering the larger social question of the ‘common good.’

This is, of course, still a very narrow definition. What is important, however, is that a group of people exist whose goal in addressing conflicting ideas is in taking note of the repercussions and consequences that this process of resolution has, on those who engage in it. In addition, one must continue to emphasize that politics in a democracy is always different than politics in a dictatorship. The unique innovative power of the programme rests, in my view, on two things: first, that the students must focus on a practical project, and second, that what they additionally learn must always be compared and contrasted with their practical plans for project implementation. Through these two areas, students will learn in a far more intensive and effective manner. Furthermore, there is a special challenge and quality to work that requires cooperation among different people, coming from distinct experiences, disciplines and areas.

What does this mean for the projects that the students will bring to the School? What, in your eyes, is a suitable political project that can be executed within the framework of the School?

All projects that can be justified as political and that are small enough and confined enough to be addressed during the programme are, in my view, suitable. There is also no truly political project that can be in any way one-dimensional.

What particular benefits can the students, and possibly also their employers or the organisations in which they operate, derive from participating in the Master of Public Policy programme?

The specific uses for students, as well as for their current or future employers and organisations will be in their learning to take responsibility for decision-making processes; learning the skills necessary to effectively implement political projects and therefore avoid many of policy’s negative features, such as diffuse and unclear goals and incidental and time-consuming activities that only reflect the interests of certain participants.

What type of learning environment can the students at the HUMBOLDT-VIADRINA School of Governance expect? What will be the largest challenges in the context of this study?

The learning environment at the HUMBOLDT-VIADRINA School of Governance has been agreed upon as one of openness and experimentation, as well as of hands-on, interdisciplinary work that is oriented around dialogue. Incidentally, the school sits directly in the middle of Berlin’s political arena, and we will work together to bring different sciences, fields, practitioners, and political viewpoints into conversation with one another. 

What does the Master of Public Policy prepare its students for?

If the Master of Public Policy runs successfully, by the end of the programme students will have learned how to successfully reflect on policy, will have gained valuable hands-on experience, and will also have the skills necessary to work with others in the context of developing, implementing and realizing a political project.

With what type of motivation should someone ideally start the Master of Public Policy Programme? What professional background or work context should students ideally have?

This programme is for all, with the motivation to create better politics. I find it important that the first goal of this programme is not to somehow better the career prospects of students; this is of course a good and important aim, and it is in no way a difficult motivation to understand, but this programme is essentially about interest in a dedicated, well-thought out normative politics that is ready to overcome difficulties and find new routes and methods. The professional background or work context of the students does not strike me as being of paramount importance; whenever someone has professional experience in a particular area, and in working with others, one can use the experience of a studying a Master of Public Policy.

How will the students be made aware of the cooperation among two universities that is the School’s background?

As the name ‘HUMBOLDT-VIADRINA School of Governance’ shows, two universities founded this school. A large part of the faculty will come from these two universities and, I think as a result, this cooperative origin will subsequently reveal itself.