The Policy Analysis Course: Toward a Discipline Consensus

Romero, Francine Sanders

doi:10.1002/pam.1031

Cited by 15 publications

(8 citation statements)

References 15 publications

(8 reference statements)

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“…Course syllabi have recently been used eff ectively for analyzing trends in curriculum development in public administration and public policy programs (Rethemeyer and Helbig 2005;Romero 2001). Straussman (2008) argues that reviewing syllabi in public aff airs programs is an important means of exploring the level of agreement in the profession about what makes up core content in professional training curricula.…”

Section: Methodsmentioning

confidence: 99%

Paradigm Shift in Public Administration: Implications for Teaching in Professional Training Programs

2009

Public Administration Review

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The decline in popularity of New Public Management worldwide reinvigorated the search for a new paradigm in the field of public administration. Several alternatives to New Public Management, such as the New Governance and Public Value paradigms, have gained prominence in recent years. Despite tensions among these paradigms, exceptional challenges for public administration teaching programs exist. Xun Wu and Jingwei He of the National University of Singapore compiled data on public administration and management courses from 48 top master of public administration degree programs in China and the United States. This essay analyzes how competing paradigms influenced the selection of course content and pedagogical foci in professional training curricula. The authors conclude that in order to take advantage of an unprecedented opportunity provided by the rapid, global expansion of professional education in public administration, there is an urgent need to find a synthesized theoretical framework.

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Section: Methodsmentioning

confidence: 99%

Paradigm Shift in Public Administration: Implications for Teaching in Professional Training Programs

2009

Public Administration Review

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“…For instance, Wu et al (2012) have looked at the syllabi of 62 public policy graduate courses offered in East Asia. Romero (2001), and Rethemeyer and Helbig (2005) have also analyzed course syllabi as a means of analyzing trends in the development of policy training. He et al (2016) compared public policy analysis courses taught in China and in the USA.…”

Section: Examining Policy Education In-depth: International and Comparative Evidencementioning

confidence: 99%

Public policy schools in the global south: a mapping and analysis of the emerging landscape

2021

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Public policy education in the Global South has mushroomed in the past 2 decades, concomitant with governance models that provide an alternative to liberal Western democracies. However, not much empirical evidence exists on the drivers and implications of this trend, with few exceptions that point toward a form of internationalization in the policy sciences. This study aims to fill this scholarly gap by comparing 46 public policy schools on various dimensions including degree offerings, institutional establishment and status, and mission. Further, to determine whether a unique model for public policy education is emerging that extends beyond mimicry of longstanding programs in the USA and Western Europe, we surveyed the senior management of the schools in our sample. We find that less than 25% have been directly modeled after a Western school. We discuss the implications of our findings for the practice and study of public policy education.

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“…There have been many attempts to build policy formulation along 'clinical' principles and to formulate some generally accepted guidelines (Romero, 2001). However, these attempts have failed, and we can now see more divergence than convergence (Howlett and Mukherjee, 2017).…”

Section: Lesson 1: Policy Formulation Is a Diverse Practice With Contmentioning

confidence: 99%

Policy formulation redesigned: A new understanding of policy design and its implications for instruction

Veselý

2020

Teaching Public Administration

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Despite the fact that our knowledge on how policies are designed has substantially improved during the last two decades, prescriptive literature on policy formulation remains largely disconnected from these new findings. The article examines five major assumptions upon which policy formulation is still predominantly based: (a) there is one way policies are and should be formulated; (b) effective formulation of policies is more about the right application of methods than of the substance of a policy domain; (c) policy formulation is about choosing from mutually exclusive alternatives; (d) problem definition has priority over problem solution; (e) there is a clear distinction between policy formulation, adoption and implementation. This article shows why these assumptions are outdated and that they lead to many practical problems in the teaching of policy analysis. It is argued that policy formulation guidelines and training in policy formulation should be based on current policy design scholarship that stresses, for instance, the importance of local knowledge, deep understanding of actors’ perspectives and the need to formulate policy packages. The article concludes with preliminary recommendations on how to move forward, illustrated with concrete examples from practice.

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The Policy Analysis Course: Toward a Discipline Consensus

Cited by 15 publications

References 15 publications

Paradigm Shift in Public Administration: Implications for Teaching in Professional Training Programs

Paradigm Shift in Public Administration: Implications for Teaching in Professional Training Programs

Public policy schools in the global south: a mapping and analysis of the emerging landscape

Policy formulation redesigned: A new understanding of policy design and its implications for instruction

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