- Code POGO8241
- Unit Value 3 units
- Offered by Crawford School of Public Policy
- ANU College ANU College of Asia and the Pacific
- Course subject Policy and Governance
- Areas of interest Policy Studies
- Academic career PGRD
- Ruth O'Connor
- Mode of delivery Online or In Person
Summer Session 2024
See Future Offerings
Available for on-campus & remote (online) learning. Students participate in interactive, real-time classes. 2024 class dates: 19, 26, 27 Feb & 4 Mar.
The benefits and challenges of developing policy informed by evidence have been widely discussed by scholars and are illustrated by the response of governments to the covid-19 pandemic. It is generally agreed that considering up to date evidence is important for robust policy, what is less clear is what constitutes evidence or knowledge and who can be considered an expert, especially as lines of ‘fact’ versus ‘opinion’ become increasingly blurred and calls for the democratisation of knowledge challenge conventional hierarchies. Studies have shown that policy-makers rely, at least in part, on trusted knowledge sources who may be colleagues, academics or others with experience and content knowledge relevant to the issue at hand. These different sources of expertise, informal knowledge sharing pathways and social interactions are part of the knowledge systems in which policy-making is situated.
This course is designed for anyone with an interest in public policy-making and governance. Case studies will draw substantially on the environment domain, where the concepts have largely developed, but will explore the implications for other domains. It will firstly explore knowledge systems as one conceptualisation that can be useful to policy-makers and how it has evolved from other deficit type conceptualisation. Another key component of the course is examining the variety of communication and knowledge co-production mechanisms by which knowledge is created and shared as potential ‘solutions’ to traditional knowledge-based hierarchies.. By exploring some of the better studied systems pertinent to the Australian public-policy domain such as academic Indigenous knowledge systems, students will be encouraged to think reflexively about the types of knowledge they can draw upon and the opportunities and barriers in doing so.
Upon successful completion, students will have the knowledge and skills to:
- Identify the different elements of knowledge systems relevant to policy.
- Demonstrate a working knowledge of different mechanisms for knowledge generation and communication.
- Critique the factors that privilege particular epistemologies in specific policy contexts.
- Apply the knowledge system framework to describe and analyse policy development.
- In class presentation (20) [LO 1,3]
- Short essay (1000 wds) (30) [LO 2,4]
- Written plan (1500 wds) (50) [LO 1,2,4]
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The standard workload for a 3 unit course is 65 hours including class time and independent study.
Unit 1. Understanding knowledge systems
Cash, D. W., Clark, W. C., Alcock, F., Dickson, N. M., Eckley, N., Guston, D. H., . . . Mitchell, R. B. (2003). Knowledge systems for sustainable development. Proceedings of the National Academy of Sciences, 100(14), 8086-8091.
Muñoz-Erickson, T. A., Miller, C. A., & Miller, T. R. (2017). How cities think: knowledge co-production for urban sustainability and resilience. Forests, 8(6), 203.
Tengö, M., Brondizio, E. S., Elmqvist, T., Malmer, P., & Spierenburg, M. (2014). Connecting diverse knowledge systems for enhanced ecosystem governance: The multiple evidence base approach. Ambio, 43(5), 579-591.
Unit 2. Linking knowledge and policy
Norström, A. V., Cvitanovic, C., Löf, M. F., West, S., Wyborn, C., Balvanera, P., . . . Österblom, H. (2020). Principles for knowledge co-production in sustainability research. Nature Sustainability.
Roux, D. J., Nel, J. L., Cundill, G., O’Farrell, P., & Fabricius, C. (2017). Transdisciplinary research for systemic change: who to learn with, what to learn about and how to learn. Sustainability Science, 12, 711-726.
Unit 3. Critique and application
Díaz, S., Demissew, S., Carabias, J., Joly, C., Lonsdale, M., Ash, N., ... & Zlatanova, D. (2015). The IPBES Conceptual Framework—connecting nature and people. Current opinion in environmental sustainability, 14, 1-16.
McCullough, E. B., & Matson, P. A. (2016). Evolution of the knowledge system for agricultural development in the Yaqui Valley, Sonora, Mexico. Proceedings of the National Academy of Sciences, 113(17), 4609-4614.
Oliver, K., Kothari, A., & Mays, N. (2019). The dark side of coproduction: do the costs outweigh the benefits for health research? Health Research Policy and Systems, 17(1), 33.
Wyborn, C. A. (2015). Connecting knowledge with action through coproductive capacities: adaptive governance and connectivity conservation. Ecology and Society, 20(1).
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|Class number||Class start date||Last day to enrol||Census date||Class end date||Mode Of Delivery||Class Summary|
|1507||19 Feb 2024||19 Feb 2024||01 Mar 2024||24 Mar 2024||In Person||N/A|
|1508||19 Feb 2024||19 Feb 2024||01 Mar 2024||24 Mar 2024||Online||N/A|