The Public Policy and Professional Internship is part of the Crawford School of Public Policy’s suite of work integrated learning (WIL) options that promote reciprocal learning between academic studies and workplace application. This course provides students with an opportunity to gain credit towards their degree by undertaking a self-sourced internship. Students complete a placement in an appropriate public purpose or private entity to gain exposure to the organisational context and professional practice of public policy, and prepare a research report that applies theoretical knowledge to a project tied to the internship. Each student will work with an academic advisor to guide the design and conduct of the research project. This course has dual overall learning goals to promote discipline-based concept application and career literacy-based professional development.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Apply discipline-based theoretical knowledge and tools learned in coursework to a research project that is tied to the internship experience.
2. Exercise critical thinking and judgement in the context of developing advanced professional knowledge.
3. Demonstrate the ability to work under professional supervision, gain useful experience of a professional context and how organisations operate, and develop enhanced awareness of how economic and societal trends affect work opportunities.
4. Demonstrate interpersonal and communication behaviours, attributes and skills that enable negotiation and collaboration with others, as well as enhanced self-awareness to identify personal characteristics and how these can support or hinder work behaviours.
5. Clarify personal and professional goals consistent with personal characteristics and interests, and understand how skills can be transferable, including an enhanced ability to demonstrate employability skills to others.

Required Resources

The prescribed text is:

• O’Leary, Z. and Hunt, J. 2016. Workplace Research: Conducting small-scale research in organizations. Sage. London.

Recommended Resources

Recommended readings are:

• Althaus, C., Bridgman, P. and Davis, G. 2018. The Australian Policy Handbook: A Practical Guide to the Policy-Making Process. Allen & Unwin: Sydney. Sixth Edition.
• Considine, M. 2005. Making Public Policy: Institutions, Actors, Strategies. Polity Press: Cambridge.
• Dunn, W. N. 2018. Public Policy Analysis: An Integrated Approach. Routledge: New York. Sixth Edition.
• Ferlie, L., Lynn, L. E. and Pollitt, C. Eds. 2005. The Oxford Handbook of Public Management. Oxford University Press: Oxford.
• Howlett, M., Ramesh, M. and Perl, A. 2009. Studying Public Policy: Policy Cycles and Policy Subsystems. Oxford University Press: New York. Third Edition.
• Mintrom, M. 2012. Contemporary Policy Analysis. Oxford University Press: Oxford.
• Pollitt, C. 2016. Advanced Introduction to Public Management and Administration. Edward Elgar: Cheltenham.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	CRWF8019 comprises an internship to gain exposure to the professional practice of public policy, and submission of a research report that applies theoretical knowledge to a project connected to the internship. As a work integrated learning course it has dual overall learning goals to promote discipline-based concept application and career literacy-based professional development. Consistent with these learning goals, assessment requirements for CRWF8019 are integrated with the key stages of student progression before, during, and after the internship. In addition to assessing linkages between the internship experience and discipline-based concept application, assessment tasks are designed to support the application of career literacy competencies in the context of expectations for and reflections on the internship experience, for example, to understand and build individual professional preferences and skills. Students are required to complete modules assigned from the ANU Career Toolkit online resource. Because the timing of internships vary according to individual student arrangements, assessment due dates are connected to Internship Start and End Dates. Internship Start and End Dates are negotiated with host organisations and must be registered at crawford.internships@anu.edu.au at course commencement.	KEY COURSE MILESTONES: • Internship Application Approved • Internship Start and End Dates Confirmed and Registered • Academic Advisor assigned, and Research Report Topic Agreed and Registered • Complete ANU Career Toolkit ‘Understand Yourself’ Module (via Wattle) • Three (3) weeks before Internship Start Date - Submit Assessment Task 1: Statement of Expectations (via Wattle) • Internship Start Date • Complete ANU Career Toolkit ‘Work Style’ Module and ‘Networking’ Module (via Wattle) • Internship End Date • Two (2) weeks after Internship End Date - Submit Assessment Task 2: Reflective Journal (via Wattle) • Seven (7) weeks after Internship End Date - Submit Assessment Task 3: Research Report (via Wattle)

Assessment Summary

Assessment task	Value	Learning Outcomes
Statement of Expectations	15 %	3,4,5
Reflective Journal	25 %	2,3,4,5
Research Report	60 %	1,2,3

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Statement of Expectations

Word length:

1,500 words

Course Weighting:

15%

Due Date:

Three (3) weeks before Internship Start Date *

Task Description and Guidance:

Before starting their internship students will submit a Statement of Expectations (the Statement) that outlines what knowledge, skills and experience they intend to gain from the internship. The Statement is a type of ‘learning plan’ that should cover three areas: 

1. Expectations about the internship role. The Statement should outline the key tasks that have been agreed with the host organisation as part of the internship, including the rationale for the internship and a summary of key roles and responsibilities of both the intern and the host organisation. Where relevant, a copy of the position description for the internship should be attached to the Statement. 

2. Expectations about personal and professional development. The Statement should outline the student’s ‘baseline’ understanding of their personal characteristics, work behaviours, and professional orientation. Students should identify what they want to learn about during the placement, and what they want to learn to do. Students must complete relevant online module/s of the ANU Career Toolkit to inform this ‘baseline’ understanding which will serve as a basis for informing and assessing professional development. Modules can be accessed from the Wattle course site.

3. Expectations about knowledge and skills application. The Statement should outline key areas of relevant discipline-based knowledge and methods, and how these are expected to be applied during the internship experience. Where relevant, the outline should relate knowledge and skills application to the student’s ‘baseline’ understanding of their personal characteristics and work preferences (see point 2, above).

As a learning plan, the Statement is both a prospective and retrospective document. The Statement should be used to help guide learning during the internship and will be used as a basis for reflecting on achievements and professional development as part of the Reflective Journal (Assessment Task 2). While the three-part structure suggests one way of organising the Statement, there are no set presentation requirements.

The text for this course – Zina O’Leary and Jennifer Hunt, Workplace Research: Conducting small-scale research in organizations, Sage, London, 2016 – provides practical guidance on workplace orientation as well as the articulation of concrete internship goals and their assessment.

Relevant chapter of O’Leary and Hunt (2016)

• Chapter 2 ‘Finding your way Through the Workplace’, pp16-36.

* In exceptional circumstances standard due dates for assessment tasks may need to be adjusted, e.g. where internship start and end dates vary significantly from initial estimates. In these cases, revised due dates must be agreed with the Convenor.

Assessment Task 2

Reflective Journal

Word length:

2,500 words

Course Weighting:

25%

Due Date:

Two (2) weeks after Internship End Date *

Task Description and Guidance:

After completing their internship students must submit a Reflective Journal (the Journal). The Journal is a critical component of ‘experiential learning’ or what is also referred to as ‘reflective practice’. It provides a structured opportunity to reflect on how concrete experiences in the internship have helped both to enhance your understanding of academic concepts and to develop a better conception of your own personal work characteristics and work preferences. The Journal is the primary means for assessing your engagement with career-literacy based professional development.

The Journal should address two key areas:

1. Internship journal entries. During the internship students will keep a weekly (or fortnightly) reflective journal that records key activities, interactions and experiences, and makes observations on how concepts and practices introduced in the classroom have helped to understand or interpret those activities, interactions and experiences. This could, for example, include analytical reflections on the alignment (or otherwise) between the theory and observed practice of policy and organisations. There should be five (5) entries. The entries should total approximately 1,250 words. This part of the Journal can be presented in journal entry form.

2. Reflecting on expectations. Building on the observations made in the journal entries, the Journal must also reflect on the student’s ‘baseline’ understanding of their personal characteristics, work behaviours, and professional orientation as set out in the Statement of Expectations prepared at the start of the course (see Assessment Task 1). The Journal should make observations on how the internship experience has helped to either confirm or challenge career orientation and future professional development, or how it can be applied in current professional activities. Where relevant, the Journal should relate specific knowledge and skills application and/or development to the student’s ‘baseline’ understanding of their personal characteristics and work preferences. These reflections should total approximately 1,250 words. This part of the Journal can be presented in conventional essay form.

Additional guidance on how to approach reflective writing tasks can be accessed at: https://www.anu.edu.au/students/academic-skills/writing-assessment/reflective-writing

* In exceptional circumstances standard due dates for assessment tasks may need to be adjusted, e.g. where internship start and end dates vary significantly from initial estimates. In these cases, revised due dates must be agreed with the Convenor.

Assessment Task 3

Research Report

Word length:

6,000 words

Course Weighting:

60%

Due Date:

Seven (7) weeks after Internship End Date *

Task Description and Guidance:

After completing their internship students must submit a Research Report (the Report) that addresses a policy or governance question on a topic connected to the internship. The Report is a discrete research output for assessment against academic standards. While the Report can be informed by work undertaken during the internship it cannot be a document drafted as part of internship work requirements.

At the commencement of the course, each student is assigned an Academic Advisor. By the start of the internship, each student must (a) develop a brief ‘Advisory Agreement’ with the Academic Advisor outlining respective roles and responsibilities using the Template available on the Wattle course site, and (b) agree with the Academic Advisor a research topic for the Report which must be registered at crawford.internships@anu.edu.au. 

The Report is a time-constrained policy or governance research project based on analysis of existing data. Existing data includes:

• documents or texts, e.g. policy statements, reports, research studies

• datasets, databases and systematic reviews

• legislation

• media reportage and press releases

• online data, e.g. social media content, websites.

While the Report will provide experience in designing and conducting rigorous research, as well as in-depth knowledge on a specific policy or governance issue, it is not designed to make use of primary data through human research – such as project-specific interviews, surveys or focus groups – and these types of data collection methods are not in scope for this course.  

The Report should cover the following elements:

1. communication of research objectives and understanding of relevant research and policy literature

2. articulation of clear research question(s)

3. an analytical framework including an overview of research methods adopted

4. empirical analysis of findings structured and informed by the analytical framework

5. the main conclusions and, where relevant, acknowledgement of limitations and suggested lines of related future research.

Each of these elements, which broadly correspond with stages of the research process, is important for conducting and reporting rigorous research. The elements align with the assessment criteria for the Research Report (see Marking Rubric, below). 

The text for this course – Zina O’Leary and Jennifer Hunt, Workplace Research: Conducting small-scale research in organizations, Sage, London, 2016 – provides practical guidance on planning and conducting each stage of the research project. Direction on each element, and the relevant chapter/s of the text, is set out below.

1. Communication of research objectives and understanding of research and policy literature.

Good research is directed at an ‘interesting’ problem, and this depends on the subjective motivation of the researcher and the subjective evaluation of readers. It is a researcher’s responsibility to convince readers that the research is interesting: why should your audience care? Generally, in theory-oriented research, you should explain how substantial the contribution of your research is to existing bodies of theory. In policy or governance-oriented research, you should explain how relevant and important your research is for contemporary policy and governance. In either case, doing sufficient reviews of academic works and/or policy/governance discussions is essential. A topic-oriented literature review will enable you to fully understand what other people (e.g. scholars, policymakers, journalists, etc.) have said about your topic in order to explain the importance of your research, and where and how it will contribute.

Relevant chapters of O’Leary and Hunt (2016)

• Chapter 1 ‘Understanding Small Scale Applied Research’, pp1-15.

• Chapter 4 ‘Doing the Prep’, pp61-80.

2. Clear research question(s).

Good research of any sort must have a clear, concise, and feasible research question. Formulating a research question is an essential and often difficult step in any research process, and good research questions tend to be refined iteratively in conjunction with literature review processes (element 1, above). Your research question(s) should be highly focussed to ensure they are answerable within the limited timeframe.

Relevant chapter of O’Leary and Hunt (2016)

• Chapter 3 ‘Developing Practical Research Questions’, pp37-56.

3. An analytical framework and overview or research methods.

The goal of research is to present an answer to a given research question and associated hypotheses in accordance with an appropriately developed analytical framework. There should be a well-structured flow of arguments connecting answers to the question(s) as guided by the analytical framework. Because there are different approaches to and methods for research, it is important to clearly explain which apply in your research. For example, some studies are empirical and develop an argument (often by testing a causal hypothesis or addressing a set of propositions) using existing information or data (e.g. government datasets or policy document review). Other studies are normative, conceptual or philosophical, and make a subjective judgement or evaluation about government policy or governance. Methods selection must always be mindful of feasibility, i.e. what can be done in the time available.  

Relevant chapters of O’Leary and Hunt (2016)

• Chapter 4 ‘Doing the Prep’, pp81-115.

• Chapter 5 ‘Working with Existing Data’, pp116-138.

4. Empirical analysis of findings and appropriate use of evidence.

If your research is empirical, it is important that you demonstrate the evidence base of the conclusions drawn. Your conclusions should be based on what your empirical data show, although you can (and often should) discuss theoretical and/or policy or governance matters which your empirical data imply. Even in predominantly non-empirical research, it is still expected that some evidence is used to support a researcher’s argument. If you use empirical evidence, it is important to distinguish between what empirical data objectively show and what you think your data suggest. 

Relevant chapter of O’Leary and Hunt (2016)

• Chapter 7 ‘Analyzing your Data’, pp185-222.

5. Main conclusions, and limitations and possible future research.

Good research must clearly state its main conclusions and present, at a minimum, logically coherent answers to the question(s). Weak research tends to be characterised by having a logically disconnected set of questions and answers. Policy and governance research must be written and presented in accordance with academic conventions (see below), but composed in an engaging way and mindful of the needs of its audience. Because of time and resource constraints, is also important that you acknowledge the limitations of your research, ideally positively, by suggesting valuable lines of future related research that could further improve understanding of your research topic. This is another way to show how your research can be important/relevant for academic and policy or governance debates.

Relevant chapter of O’Leary and Hunt (2016)

• Chapter 8 ‘Producing Effective Deliverables’, pp223-239.

The Research Report must conform to the style and referencing conventions of the Crawford School Style Guide 2020.

The Research Report will be marked by an independent academic examiner appointed by the Course Convenor.

* In exceptional circumstances standard due dates for assessment tasks may need to be adjusted, e.g. where internship start and end dates vary significantly from initial estimates. In these cases, revised due dates must be agreed with the Convenor.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students