- Class Number 4609
- Term Code 3250
- Class Info
- Unit Value 6 units
- Topic Online
- Mode of Delivery Online
- Prof Sara Bice
- Dr Annabel Dulhunty
- Emerson Sanchez
- Class Dates
- Class Start Date 05/08/2022
- Class End Date 24/11/2022
- Census Date 02/09/2022
- Last Date to Enrol 12/08/2022
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.
Upon successful completion, students will have the knowledge and skills to:
- Demonstrate deep knowledge and understanding of key public policy challenges in contexts of complexity, risk and crisis.
- Demonstrate understanding of the ways in which complexity, risk and crisis impact on ‘usual’ policy processes.
- 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.
- Apply theory to real world challenges and provide compelling policy advice
- Communicate persuasively in public policy contexts, in a variety of modes
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 'real life' can challenge policymakers!
Together, we will explore environmental controversies, inequality within and between nations, and changing population dynamics that typify contemporary policymaking 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, policymakers 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, delivered in our unique, 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 policymakers. 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).
Additional Course Costs
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 also provide a series of instructional videos for online learning, assessment tasks and more, all within our 'one-stop-shop' Wattle site.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
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
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Day 1 Making sense of contemporary public policy; Learning through cases: Demo Case||Students assigned to Days 1 & 2 Syndicate Groups|
|2||Day 2 Dynamic contemporary public policy contexts: Case 1||Assessment 1: Case Analysis Paper|
|3||Day 3 Public policy in a context of crisis: Case 2 (Part 1)||Students assigned to Days 3 & 4 Syndicate Groups|
|4||Day 4 Leadership and governing in crisis and risk: Case 2 (Part 2)||Assessment 2: Policy memo|
|5||Day 5 Complexity in Contemporary Public Policy: Case 3 (Part 1)||Students assigned to Days 5 & 6 Syndicate Groups|
|6||Day 6 Key Lessons for Governing Public Policy: Case 3 (Part 2)||Assessment 3: Syndicate Group presentation in class Assessment 4: Conference paper|
Tutorial RegistrationANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
|Assessment task||Value||Due Date||Learning Outcomes|
|Case Analysis Paper (25%) 1,200 words||25 %||12/09/2022||1,2,3,5|
|Policy Memo||30 %||17/10/2022||1,3,4,5|
|Group Presentation||10 %||24/10/2022||1,2,5|
|Conference Paper||25 %||07/11/2022||1,2,3,5|
|Participation Grade||10 %||24/10/2022||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
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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills website. 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.
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 enrolled in-person, it is expected that you will attend the in-person sessions. If you are unwell but fit to participate in a live session, you may be granted permission to switch to an online option for the period of your illness, by prior approval of your course convenor(s).
If you are unable to attend class (whether you are enrolled online or in-person) please your email course convenor before class.
Assessment Task 1
Learning Outcomes: 1,2,3,5
Case Analysis Paper (25%) 1,200 words
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 and disruptions to a typical policymaking cycle.
Your specific task: Drawing on examples from Case 1, select up to three specific governance arrangements in the case and discuss how those arrangements disrupted the ‘usual’ public policy cycle, based on the model provided. Further instructions will be provided on Day 2, when we discuss Case 1.
In your discussion, please make reference to relevant course literature from Days 1 and 2 of the course, including literature on governance, a typical policy cycle and the case document (see, required readings plus other resources on Wattle). Marking criteria will be provided on Wattle and discussed in class.
Assessment Task 2
Learning Outcomes: 1,3,4,5
Policy Memo (30%), 1000 words
In this writing task you assume the role of Policy Advisor. You have been asked to write a policy memo advising the Minister for Environment, Climate and Natural Disaster Response of the fictitious country Mapaland on the key lessons learnt from Case 2 about policy responses to unfolding crises. Specific details on the socio-economic, environmental 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
· Offer up to three recommendations on the course of action you would advise Mapaland to take, should it face the kind of crisis similar to that experienced in Case 2 (draw on your understanding and analysis of the case, as well as on course literature from Days 2 and 3 concerning policymaking and policy leadership in times of crisis). Marking criteria will be provided on Wattle and discussed in class.
Assessment Task 3
Learning Outcomes: 1,2,5
Assessment Task 3: Group Presentation (10%)
In this assessment you play the role of scholar in policy studies.
You will be assigned to a small Syndicate Group for Days 5 and 6 of the class to explore how certain policy actors Case 3 negotiate and navigate policy complexity.
Assessment tasks 3 and 4 complement each other. For Assessment Task 3, you will prepare a group presentation to be delivered during class on Day 6. Your colleagues and convenors will provide feedback and you will receive a group mark for your presentation. Details and materials will be provided on Wattle and discussed in class. You will have class time allocated on Days 5 and 6 to prepare your Group presentation. Out of class preparation is allowed but should not be necessary.
Work that you do to prepare your presentation will help to inform your indivudual conference paper, Assessment Task 4 (see, below).
Assessment Task 4
Learning Outcomes: 1,2,3,5
Assessment Task 4 - Conference Paper (25%): The conference paper offers an opportunity to bring theory and practice together to discuss how Case 3 informs scholarly debates on complexity in public policy.
Your task in this conference paper is two-fold:
1. Demonstrate understanding of how complexity affects certain policy actors, drawing on evidence from Case 3 and related academic literature on complexity. The paper will focus on one of the following types of policy actors from Case 3:
· citizens; OR
· front-line policy workers (aka street-level bureaucrats); OR
· leaders steering policy reforms.
2. Apply theory from the course readings to evidnece from the case to make up to three suggestions for how your chosen type of policy actor could best navigate public policy in contexts of extreme complexity (draw on your understanding and analysis of Case 3, your group work for Assessment 3, and on Days 5 & 6 literature on complexity and policymaking).
Marking criteria will be provided on Wattle and discussed in class.
Assessment Task 5
Learning Outcomes: 1,2,3,4,5
Participation Grade (10%)
The Crawford Combined model 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 plenary sessions and case work, whether you are enrolled in-person or online.
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. All can be completed within Wattle or on collaborative online software linked from our Wattle site (e.g. Padlet, Google slides).
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
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 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
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.
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 Access 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
social impact assessment, governing major infrastructure projects, sustainable development, community engagement, transnational governance, policymaking for impactful/harmful industries, climate change
Prof Sara Bice
Dr Annabel Dulhunty