This course explores the dynamic context of public policy in which there are complexities, crises, uncertainties, risks, conflicts, borders, uncertainties and communicative challenges. Environmental controversies, inequality within and between nations, and changing population dynamics typify these challenges. Students explore how policy processes in such contexts are far from regularized or systematic. When familiar economic, political, administrative and communicative processes are under extreme pressure or break down entirely, policy-makers are often dealing with what are referred to as ‘wicked problems’, for which there are no clear policy solutions, and few examples of successful policy on which to draw. In this course, students consider what happens under such dynamic circumstances, and explore the responses of governments, policy actors, and policy systems. The course employs the case method of teaching, and students consider different approaches for planning and steering public policy under conditions of extreme complexity, uncertainty and risk.

This course gives students a unique and exciting experience where the various perspectives that derive from professional experience, cultural and national diversity and disciplinary backgrounds are brought to bear on critical challenges confronting policy-makers. Crawford students either already do, or soon will, play an important part in informing, crafting, influencing, and implementing policy. In this course we provide an opportunity for students to develop and enhance the skills required to fulfil these roles.

Learning Outcomes

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

1. Demonstrate deep knowledge and understanding of key public policy challenges in contexts of complexity, risk and crisis.
2. Demonstrate understanding of the ways in which complexity, risk and crisis impact on ‘usual’ policy processes.
3. Reflect critically on key theoretical debates in the relation to public policy in contexts of complexity, risk and crisis, and demonstrate understanding of their practical application in different cultural, social and political environments.
4. Apply theory to real world challenges and provide compelling policy advice
5. Communicate persuasively in public policy contexts, in a variety of modes

Research-Led Teaching

Welcome to Cases in Contemporary Public Policy! Together, we will explore the dynamic context of public policy through real-word cases. You will be introduced to complexities, crises, uncertainties, risks, conflicts, contested borders and communicative challenges. There is perhaps no time like the present for us to come together to understand how uncertainty, complexity and how 'real life' can challenge policymakers!

Together, we will explore environmental controversies, inequality within and between nations, and changing population dynamics that typify contemporary policy-making challenges. We will use these cases to investigate how policy processes in these contexts are far from regularized or systematic. When familiar economic, political, administrative and communicative processes are under extreme pressure or break down entirely, policy-makers are often dealing with what are referred to as ‘wicked problems’, for which there are no clear policy solutions, and few examples of successful policy on which to draw. Our job is to consider what happens under such dynamic circumstances, and to explore the responses of governments, policy actors, and policy systems.

 

The course employs the case method of teaching. This course is taught in our Crawford Combined model. This means that we will have online and in-person components (depending on your enrollment) where you will use real-word examples to consider different approaches for planning and steering public policy under conditions of extreme complexity, uncertainty and risk. We aim to give you a unique and exciting experience where the various perspectives that derive from professional experience, cultural and national diversity and disciplinary backgrounds are brought to bear on critical challenges confronting policy-makers. We'll learn together through a series of pre-recorded lectures and Case introductions, live online discussion forums and Syndicate Group work (online or in-person).

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Required and recommended readings and required lecture videos are available on the course Wattle site. Complementary materials, including online videos and relevant websites will also be made available via the Wattle site. We are also providing a series of instructional videos for online learning, assessment tasks and more, all within our 'one-stop-shop' Wattle site.

Staff Feedback

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

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

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	Day 1 Making Sense of Contemporary public policy; Learning through cases (Demo Case)
2	Day 2 Governing wicked problems in dynamic contexts; Case 1	Assessment 1: Case analysis paper
3	Day 3 Public policy in a context of crisis ; Case 2 (Part 1)
4	Day 4 Governing effectively in contexts of extreme risk; Case 2 (Part 2)	Assessment 2: Policy memo
5	Day 5 Complexity in Contemporary Public Policy; Case 3 (Part 1)
6	Day 6 Key Lessons for Governing Public Policy; Case 3 (Part 2); Conference poster session	Assessments 3+4: Group presentation + Conference paper

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Case Analysis Paper	25 %	06/09/2021	17/09/2021	1, 2, 3, 5
Policy Memo	30 %	14/10/2021	30/10/2021	1, 3, 4, 5
Group Presentation	10 %	18/10/2021	20/10/2021	1, 2, 5
Conference Paper	25 %	15/11/2021	02/12/2021	1, 2, 3, 5
Participation Grade	10 %	22/10/2021	02/12/2021	1,2,3,4,5

* 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 ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

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.

Participation

As an intensive, Crawford Combined (in-person and remote learning) course, students are expected to come prepared and attend and participate in every live, online or in-person session.

Throughout the course you will be equipped with resources such as how to benefit from our online technology, learn from pre-recorded content, get the most out of cases, and how to work effectively and productively in small groups.

If students are unable to attend any of the live sessions (online or in-person), then they need to provide legitimate medical or personal reasons. If you are unable to attend class please your email course convenor before class. 

Examination(s)

N/A

Assessment Task 1

Case Analysis Paper

Case Analysis Paper (25%) 1200 words

In this paper you are to play the role of the policy analyst who is tasked to analyse Case 1 (discussed in Day 2) from the perspective of governance.

 

Your specific task: Drawing on examples from Case 1, discuss how governance arrangements can disrupt ‘usual’ public policy processes. Further instructions will be provided on Day 2, when we discuss Case 1.

 

In your discussion make reference to relevant course literature on governance (see, required readings plus other resources on Wattle). 

Assessment Task 2

Policy Memo

Policy Memo (30%), 1000 words

In this writing task you assume the role of policy adviser. You have been asked to write a policy memo advising the Minister for Emergency Services and Disaster Response of a fictitious country Mapaland on the key lessons learnt from Case 2 about policy responses to unfolding crises. Specific details on the socio-economic and political characteristics of Mapaland will be provided on Wattle.

 

In your policy memo to the Minister you need to:

·      Briefly outline why Case 2 offers useful insights for public policy in Mapaland

Make up to three recommendations on what course of action Mapaland should take if it were to face the kind of crisis experienced in Case 2 (draw on your understanding and analysis of the case, as well as on course literature on how to govern policy risk and crises) .

Assessment Task 3

Group Presentation

Assessment Task 3: Group Presentation (10%) + Assessment Task 4: Paper (2000 words, 25%)

You will be assigned to a small group (Syndicate) to explore a specific aspect of Case 3. The groups and tasks will be assigned in Day 5 of the course. 

Assessment tasks 3 and 4 complement each other. In this assessment you play the role of scholar in policy studies. You will prepare:

1)   a presentation (group) - Assessment Task 3 and

2)   a paper (individual) - Assessment Task 4 for an international conference of public policy scholars, the International Conference on Public Policy (IPPC).

 

Assessment Task 4

Conference Paper

Assessment Task 3: Group Presentation (10%) + Assessment Task 4: Paper (2000 words, 25%)

Assessment Task 4 - Paper (25%): this is a practice-theory conference paper that discusses how Case 3 informs scholarly debates on complexity in public policy.

Your task in this conference paper is two-fold:

1.    Complexity in contemporary policy making affects different actors in different ways. Use Case 3 to illustrate how complexity is experienced by one of the following types of policy actors:

·      citizens; OR

·      front-line policy workers; OR

·      leaders steering policy reforms.

Offer some suggestions for how your chosen type of policy actor might best navigate public policy in contexts of extreme complexity (draw on your understanding and analysis of the Case 2, as well as on course literature on complexity literature from the course).

Assessment Task 5

Participation Grade

The online course requires you to be self-disciplined and self-directed in your learning. This includes watching all pre-recorded lecture videos BEFORE we do our live, online case work.

Participation Tasks related to pre-recorded lectures, reading workshops and key concepts will be assigned. Each short Participation Task is worth one point, granted upon completion of the task, for a total of 10 possible points (worth 10% of your total mark).

Participation Tasks will be spread across the term and you will be alerted when one is available.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community 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 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 University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses 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. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

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

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 The Course Convener may grant extensions 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