In this paper I argue that the skills offered by the Department are highly reflective on the student experience in terms of the choices made. Students will propose research projects and adjust/fine tune their ideas according to the advice provided by their supervisors. Do students seek to learn new tools even when that expertise/guidance could not be provided by their tutors? This discrepancy is causing a bias in favor of qualitative work where students feel relatively safer to delve. The dynamics of Public Policy require different methodologies which academic staff need to recognize and cultivate in their approaches. If this convergence remains missing, then the quality of our product will suffer as a result. I propose ideas based on student and staff consultation on how to address this issue.
