This course introduces students to frameworks and theories for understanding the political and institutional context of contemporary policy making. Particular emphasis in the course is given to how various political, regulatory, administrative and communicative institutions shape the process and outcomes of public policy. Throughout the course students will engage critically in ideas on the structures of policy making, including the role of constitutions, the executive, the bureaucracy, the judiciary and other regulators, political parties, elections and the media. The public policy consequences of different jurisdictional arrangements is also examined looking at the benefits and challenges of centralisation and decentralization. Students will also consider how globalization and the proliferation of transnational policy issues are challenging national systems of government.

Learning Outcomes

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

1. Understand the political and institutional context of public policy.
2. Reflect critically on how institutions shape the process and outcomes of public policy.
3. Critically appraise the role and changing nature of state and non-state institutions (including global institutions) in contemporary public policy.
4. Develop convincing arguments and recommendations on the most appropriate governance structures for achieving particular policy goals.
5. Demonstrate the ability to think independently, and persuasively communicate ideas in relation to the institutional and governance aspects of public policy institutions.

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.

Other Information

CRAWFORD ACADEMIC SKILLS

The Crawford School of Public Policy has its own Academic Skills team dedicated to helping students to understand the academic expectations of studying at Crawford and succeed in their chosen program of study. Through individual appointments, course-embedded workshops and online resources, Crawford Academic Skills provides tailored advice to students keen to develop their academic reading, thinking, planning, writing, and presentation skills.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week OneWhy institutions matter in public policy
2	Week TwoConceptualising institutions, ideas, and interests
3	Week ThreeRegime types and implications for policy
4	Week FourVarieties of democratic government	Assignment 1(17 August 11:59pm)
5	Week FiveNo class (Assignment 2 preparation week)
6	Week SixThe role of the executive and legislature in policymaking	Assignment 2 (Week 6 group development in-tutorial update )
7	Week SevenThe role of the judiciary in policymaking	Assignment 2 (Institutional briefing in-tutorial simulation)
8	Week EightParties, elections, and public policy	Assignment 2 (Institutional briefing in-tutorial simulation)
9	Week TenCase study 1a: the United States of America	Assignment 2 (Institutional briefing in-tutorial simulation)
10	Week ElevenCase study 1b: The People's Republic of China	Assignment 2 (Institutional briefing in-tutorial simulation)
11	Week NineCase study 2: the institutional history of Robodebt
12	Week TwelveThe global institutional infrastructure of public policy
13	Exam period	Assignment 3 (5 November 11:59pm)
14	Exam period

Tutorial Registration

ANU 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. If you have concerns, please contact the Convenor.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Institutions learning portfolio	20 %	17/08/2026	28/08/2026	1,2,5
Institutional briefing simulation and memo	30 %	*	*	2, 3, 4
Research essay	50 %	05/11/2026	10/12/2026	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

Students will be expected to attend at least 80% of tutorials for the course.

Assessment Task 1

Institutions learning portfolio

Due Date: Monday 17 August, 11:59pm

Return Date: Friday 28 August

Details: This portfolio is designed to deepen students’ understanding of key concepts and themes from Weeks 1–3, especially the role of institutions in shaping policy processes and outcomes. It also introduces critical AI literacy as an explicit part of policy learning. The task is developmental and self/reflexive: students are expected to show how their understanding is being formed, challenged, and refined through engagement with readings, lectures, tutorials, peers, and real-world policy examples. Students are to submit a learning portfolio consisting of three short entries of approximately 400 words each. Each entry should focus on one week (from Weeks 1–3) and include the following elements: key concept, course engagement, developing view, tension and uncertainty, thinking process and critical AI reflection. Students will then submit a concluding synthesis of approximately 200 words, identifying one major shift in how they now understand institutions in public policy. The total word limit for the learning portfolio is 1500 words, not including references (plus or minus 10% on either side is allowed). Please note that the ANU Crawford School of Public Policy's Word Limit and Penalty Guidelines apply to this assessment item.

Weight: 20%

Assessment Task 2

Institutional briefing simulation and memo

Due Date: Scheduled Weeks 6 and 7-10 (presented in tutorial)

Return Date: The week following the simulation

Details: This assessment is designed to help students apply key ideas from the course to contemporary policy problems, communicate their analysis clearly to a live audience in the form of a briefing, and reflect on their own role in collaborative policy work. The assessment has three connected parts: a group development in-tutorial update, a group institutional briefing simulation, and an individual memo. Together, they assess the ability to translate institutional analysis into audience-specific policy communication while retaining conceptual rigour and individual accountability. Groups will be allocated in tutorials in the first few weeks of semester.

Part A: Week 6 group development in-tutorial update.

In the Week 6 tutorial, each group will complete a structured development update for the institutional briefing simulation. This component is designed to ensure that substantive group work begins in class, in a live collaborative setting, with teaching staff able to observe progress, answer questions, and help groups refine their case, audience, institutional concept, and decision focus. During the tutorial, groups will have approximately 30 minutes of structured group work to develop and record their briefing plan. Each group will then deliver a sharp 3-minute oral brief to the tutorial group (no slides required).

Weight: 5%

Part B: Institutional briefing in-tutorial simulation.

Each group will deliver a formal in-tutorial briefing on a policy issue or proposal using one institutional concept or theme from the course. Each group must present as if briefing a defined audience such as a minister, senior public servant, parliamentary committee, local council, or policy advisory body. The briefing should be directed toward a decision, recommendation, risk assessment, or strategic choice for that audience. Length and format: 10-12 minutes for the briefing (groups that go significantly under/over this timeframe will be penalised); 5 minutes for audience engagement, discussion, and questions; up to 3 presentation slides.

Weight: 15%

Part C: Individual professional memo.

Following the tutorial presentation, each student must submit an individual 500-word professional memo addressed to the same audience as the group briefing. The memo is not a reflective journal entry. It is an extension of the group task that asks each student to develop one specific institutional factor, tension, risk, or decision point outlined in the group briefing in greater detail, explaining why this factor matters for the policy case. Students must also submit a short process note (150 words) indicating your role in the group, what part of the analysis you were primarily responsible for, and any use of AI tools, including how you checked, refined, or rejected the output. 

Weight: 10%

Assessment Task 3

Research essay

Due Date: Thursday 5 November, 11:59pm

Return Date: 10 December

Details: The research essay gives students an opportunity to research and critically analyse a recent policy initiative or reform in a country of their choice, and to explain how the institutional landscape influenced the policy process and outcomes. Students must do more than identify the agencies responsible for the initiative or describe what happened. They must demonstrate how the wider institutional landscape shaped, constrained, enabled, and structured the reform, and how this helps explain the policy process and/or outcome. This task assesses the ability to develop a clear, research-based argument; apply and justify a relevant conceptual lens; and exercise critical judgement in the selection and use of evidence, concepts, and research tools. Strong essays will move beyond generic summary to develop a context-specific, methodologically-grounded analysis drawing on legitimate scholarly research on institutional dynamics. More guidance on the essay will be provided in course lectures and tutorials. The total word limit is 3,000 words not including references (plus or minus 10% on either side is allowed). Please note that the ANU Crawford School of Public Policy's Word Limit and Penalty Guidelines apply to this assessment item.

In this assessment, students may build on broad themes analysed in previous assessments, but the policy case, audience, and main institutional problem/framework in the research essay must be distinct from content in previous assessments. Students may use the same broad policy area only where they receive formal approval from the convenor and demonstrate a substantially different case, analytical focus, audience, institutional factor, and evidence base.

Weight: 50%

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.

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 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 all ANU students