- Class Number 1593
- Term Code 3320
- Class Info
- Unit Value 0 units
- Mode of Delivery In Person
- Prof Janine O'Flynn
- AsPr Elise Klein
- Dr Michael Cohen
- Dr Siobhan McDonnell
- Xue (Sarah) Dong
- Prof Janine O'Flynn
- Class Dates
- Class Start Date 14/02/2023
- Class End Date 16/02/2023
- Census Date 16/02/2023
- Last Date to Enrol 16/02/2023
This course introduces HDR students to the main paradigms, concepts, and approaches to researching public policy, and establishes the present and potential role of applied public policy interventions in effectively responding to key problems in the contemporary world. The course offers training and knowledge in the production, assessment and communication of research in public policy. The course provides a common introductory grounding in public policy as a multi-disciplinary field of research in both Australian and international contexts.
Fostering Public Policy Research orients students to the meaning of research excellence in public policy, from a variety of disciplinary and methodological perspectives. The course critically engages with public policy research methodologies and practices across key sub-disciplines.
Student engagement will be promoted through a series of lecture-discussions led by the Crawford School Director, and the four HDR programs in the Crawford School. The course will feature plenaries or roundtables with public policy experts and practitioners. Case studies of public policy interventions and outcomes will be presented and discussed. Students will reflect on how their HDR program will align with and engage with the concerns and methodologies of public policy research in Australia and/or internationally.
This is a compulsory course for all Crawford School PhD students.
Upon successful completion, students will have the knowledge and skills to:
- Explain what public policy is, and why it matters.
- Exhibit fluency with key concepts and paradigms of public policy scholarship.
- Understand questions, methodological approaches, and practices of public policy research across key disciplines and contexts.
- Clarify how their PhD research aligns with the public policy discipline or public policy concerns.
This course introduces Higher Degree Research students to approaches to researching public policy, and establishes the present and potential role of applied public policy interventions in effectively responding to key problems in the contemporary world. The course offers training and knowledge in the production, assessment and communication of research in public policy. The course provides a common introductory grounding in public policy as a multi-disciplinary field of research in both Australian and international contexts.
Required resources and suggestions will be provided on the Wattle site
Participants may wish to consult some of the following resources for their own development. These are not required preparatory readings.
Theories of and in the Policy Process
David L. Weimer, The Policy Studies Journal, Vol. 36, No. 4, 2008
Policy Theory, Policy Theory Everywhere: Ravings of a Deranged Policy Scholar
Kenneth J. Meier, The Policy Studies Journal, Vol. 37, No. 1, 2009
Wild Policy: Indigeneity and the Unruly Logics of Intervention
Tess Lea, Stanford University Press, 2020
Patton, C. D. Sawicki, and J. Clark (2013). Basic Methods of Policy Analysis and Planning. London: Routledge. Read Chapter 2 The Policy Analysis Process & Chapter 3 Cross-cutting Methods. (pp. 21-133)
Evans, D. (2015). Bridge the Gap between Research and Policy, One Panel Discussion (and 145 Studies) at a Time.
Connelly, S. and C. Anderson (2007). “Studying water: reflections on the problems and possibilities of interdisciplinary working.” Interdisciplinary Science Reviews. 32(3): 213-220.
Faustino, J. and R. Fabella (2011). “Engendering Reform.” pp. 1-16. In The Asia Foundation. Built on Dreams, Grounded in Reality: Economic Policy Reform in the Philippines. Makati City: The Asia Foundation.
Russell-Smith, J. et al. (2015). “Moving Beyond Evidence-Free Environmental Policy.” Frontiers in Ecology and the Environment. 13(8): 441-448.
Sutton, Rebecca (1999). The Policy Process: An Overview. Working Paper No. 118. Overseas Development Institute: London.
Wedel, J. et al. (2005). “Toward an Anthropology of Public Policy.” Annals of the American Academy of Political and Social Science. 600: 30-51.
World Bank (2008). The Political Economy of Policy Reform: Issues and Implications for Policy Dialogue and Development Operations. Social Development Department. November 2008.
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||Fostering Public Policy Research (3h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|2||Public Policy Research, Policy and Governance (3 h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|3||Public Policy Research, Economics (3 h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|4||Public Policy Research, Resources, Environment and Development (3 h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|5||Public Policy Research, National Security College (3 h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|6||Public Policy Research for Impact (3h)||Class participation and discussion - ongoing See assessment tasks for other assessments|
|Assessment task||Value||Due Date||Learning Outcomes|
|Critical reflections on classes or readings - total of 1 reflection on classes or readings.||30 %||*||1, 2, 3|
|Short class presentation||30 %||*||1,2,3,4|
|Student research statement on public policy||40 %||23/02/2023||4|
* 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.
Assessment Task 1
Learning Outcomes: 1, 2, 3
Critical reflections on classes or readings - total of 1 reflection on classes or readings.
Word count for reflection paper is 250 words each, or about 1 double-spaced typed page.
Students may reflect on the discussion of a program, or across programs, or on the readings assigned on the previous day. The purpose of this task is to consider and reflect on your exposure to ideas across programs, or ideas in public policy. This may be based on specific readings or resources, themes in discussions, or how these ideas have influenced your thinking in regard to your research project.
The critical reflection paper is due the following morning following the session you are reflecting on:
- Reflections on sessions from 14 February are due the morning of 15 February.
- Reflections on sessions from 15 February are due the morning of 16 February
- Reflections on sessions from 16 February are due the morning of 17 February,
Assessment Task 2
Learning Outcomes: 1,2,3,4
Short class presentation
All students will provide oral presentations of about 10 mins. This promotes sharing of initial ideas on how the students’ thesis research projects may be linked to public policy issues and policy processes. Be prepared to share with the group the motivation for your research project, your broad research question/s, intended methodological approaches. The presentations can be informal; facilities for powerpoint will be available.
Students will present at the program in which they are enrolled.
Thus, POGO HDR students will present at POGO session; NSC HDR students will present at the NSC session; READ HDR students will present at the READ session; ACDE students will present in the ACDE session. Some flexibility is required based on student numbers.
ATTENTION: POGO students should be prepared to present on the 1st day of class, since the POGO session is on the 1st day.
Assessment Task 3
Learning Outcomes: 4
Student research statement on public policy
Word count for statement on linking PhD research to public policy is about 800 words, or about 3 double-spaced typed pages.
The purpose of the Student Research Statement on Public Policy is to stimulate students to consider (at an early stage) and write about how their research could or will engage with key questions, problems and methodologies of public policy research. We encourage you to be reflective, bold, and aspirational.
Due February 23, 2023.
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.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
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.
Comments on your work will be available via the course Wattle site.
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
Public policy, public management, public administration
Prof Janine O'Flynn
AsPr Elise Klein
Dr Michael Cohen
Dr Siobhan McDonnell
Xue (Sarah) Dong
Prof Janine O'Flynn