Course coordinator
Professor Brian Head
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
This course frames public policy as a cognitive and ideational process where actors/agents use ideas and mental schemas to understand and influence the policy world. In doing so, it contrasts data-driven "rational" decision-making models with "post-positivist" approaches to decision-making based on narratives and interpretive schemas.
The course begins with an introduction to the theory and conceptual tools for understanding knowledge and evidence in the public policy process. We ask what is 'useful' or 'appropriate' knowledge for various actors? And what does it mean to be debating, negotiating and 'muddling through'? We move on to explore the problems of conventional policy analysis in a complex world. We then apply these conceptual and theoretical tools to better understand how policy knowledges operate in practical situations. This is done through consideration of case studies drawn from such areas as health, welfare, and law and order (in Australia and elsewhere).
The final part of the course takes a more 'practical' look at the actual uses of knowledge and evidence in public policy cases, with the assistance of 'practitioners'. We will invite guest lectures from senior policy practitioners to outline examples of the applied use of knowledge and evidence in various aspects of policy processes: advice; design; making; implementation; review; evaluation and audit.
Students with no relevant background inﾠpolitical science or public policy are advised to consult the convenor about suitable background reading or other preparation.
This course assumes a moderate level of familiarity with public policy issues and governmentalﾠprocesses.
For internal students, the lectures will be delivered and discussed in class but also available on Blackboard.
For external students the lectures will be pre-recorded and available through Blackboard.ﾠ
This course presents public policy discussion as a process in which actors and stakeholders use their knowledge, ideas and values to interpret and modify the policy world.
Policy actors are not neutral orﾠpurely objective. We all see the world through the lens of our 'mental models' and preferences.
The course contrasts two major models of how the policy and decision-making processes work. First is the data-driven "rational" decision-making models of policymaking, which emphasise the importance of science, statistical evidence, and the testing of various options. The second approach emphasises the importance of narratives, frames and interpretive schemas. The latter are sometimes called "constructivist" or "post-positivist" approaches.
Of course it is possible to combine elements of both approaches, such as the concept of "evidence-informed" policy debates.
The course begins with an introduction to the theory and conceptual tools for understanding knowledge and evidence in the public policy process.
We ask what do the various actors see as useful and reliable knowledge. And what is involved in the contestation between various viewpoints - debating, negotiating and compromising.
We explore the difficulties of conventional policy analysis in a complex world. We then apply several conceptual and theoretical tools to better understand how policy knowledges operate in practical situations.
This is primarily done through case studies. These are discussed in class and may also be selected for your essay topics. Among the many possible examples, which vary from year to year, we may consider aspects ofﾠinternational development, energy policy, Indigenous policy, school education, housing policy, and social security policy (both in Australia and elsewhere).
The finalﾠpart of the course takes a ‘practical’ look at the actual uses of knowledge and evidence in public policy cases, with the assistance of invited practitioners. We hope to invite guest lectures from senior policy analysts and practitioners to outline examples of the applied use of knowledge and evidence in various aspects of the policy process: e.g. policy advice; policy design; policy decision-making; policy implementation; and policy review, evaluation and audit.
Course requirements
Assumed background
This course assumes a moderate level of familiarity with public policy issues and governmentalﾠprocesses. Students with no relevant background are advised to consult the convenor about suitable background reading or other preparation.ﾠ
Course contact
Course staff
Lecturer
Professor Brian Head
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
This course has a weekly lecture-seminar commencing in week 1.
Aims and outcomes
The course seeks toﾠexplore how knowledge and evidence are generated and utilised in the policy process.
It seeks toﾠdevelop the analytical skills and critical understanding needed to apply relevant knowledge, either inﾠthe policy-making processﾠ(as a practitioner) or in the analysis of the policy-making process (as a researcher).
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify the different roles that knowledge plays throughout the policy process.
LO2.
Distinguish between quantitative (positivist) approaches and post-positivist (constructivist) approaches to valued knowledge, and develop your own perspective on the nature and mix of policy knowledge.
LO3.
Analyse individual policies with a critical understanding of the politics of the knowledge/evidence production and its use in the assessment of policy effectiveness.
LO4.
Use and critically assess policy reports, research, analysis and evaluations.
LO5.
Develop awareness and understanding of the politics and culture(s) of the policy process.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Seminar participation | 20% |
22/07/2024 - 25/10/2024 |
| Essay/ Critique | Policy Knowledge Analysis - 1 (1000 words) | 20% |
16/08/2024 5:00 pm |
| Essay/ Critique | Policy Knowledge Analysis - 2 (1000 words) | 20% |
20/09/2024 5:00 pm |
| Essay/ Critique | Policy Research Essay (3500 words) | 40% |
25/10/2024 5:00 pm |
Assessment details
Seminar participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
22/07/2024 - 25/10/2024
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Students are required to attend and participate in seminars. For this purpose, marks will be awarded for active participation in the seminar.
Individual and group discussions will consider key concepts/frameworks, and their application to a wide variety of real-world policy issues.
Assessment tasks will also be workshopped in class.
Marks will be awarded for active participation in (any) 10 of the 12 seminars.
If students have a genuine reason for not being able to attend a seminar class, an alternative substitute task may be assigned for rapid completion, such as a brief commentary on a core reading.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Policy Knowledge Analysis - 1 (1000 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
16/08/2024 5:00 pm
- Learning outcomes
- L02, L03
Task description
Your first short Policy Knowledge Essay will analyse a policy problem that you think would benefit from more attention to evidence or which should be considering a wider range of knowledge or evidence.
In discussing current shortfalls in the policy itself and/or shortfalls in the policy debate, explain why/how more attention to evidence or a different type of knowledge could improve the potential outcomes for this policy issue.
A 10% tolerance on the word limit is permitted.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submission:
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Policy Knowledge Analysis - 2 (1000 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20%
- Due date
20/09/2024 5:00 pm
- Learning outcomes
- L01, L02, L03, L04
Task description
Your second short Policy Knowledge analysis will examine another policy problem that you think requires more attention to evidence or should be considering a wider range of knowledge or evidence.
In discussing the current shortfalls of the policy program and/or the policy debate, explain why/how more attention to evidence or a different type of knowledge could improve the potential outcomes for this policy issue.
A 10% tolerance on the word limit is permitted.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submission:
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Policy Research Essay (3500 words)
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
25/10/2024 5:00 pm
- Learning outcomes
- L01, L03, L04, L05
Task description
Your Policy Research Essay is 3500 words (exclusive of References), with a 10% tolerance being permitted.
Select a policy issue that has been the subject of a recent major Policy Report or Policy Inquiry. Consider how knowledge/evidence have been used in the construction of the Report or in the policy debate surrounding this policy issue. Consider how the use of knowledge/evidence has shaped the argument in the report.
You may select an Australian or international example, but please ensure that all sources on which you rely will need to be disclosed and should be available for checking by the assessor.
The topic of the essay, and your plan for tackling the conceptual and empirical research challenges, should be discussed with the seminar leader or course convenor by Week 10.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submission:
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: None of the above criteria will have been met. This student will not have addressed the question, shown no or very little evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The student addresses the assessment tasks poorly and shows very little evidence of reading. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student has made an effort across assessments but falls short of satisfying all basic requirements for a Pass. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student makes a reasonable effort and produces a coherent body of work, relevant to the disciplinary field including evidence of reading and independent thought communicated relatively clearly. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: This grade reflects a student that has got the basics right across the assessment criteria. They will have an adequate level of knowledge of the course content, the ability to read and communicate readings and some critical analytical skills. They will also have the capacity to develop arguments but this will remain limited. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Students in this category will be good performers across the marking criteria. They will have the ability to think and work independently and to produce work which contains arguments, critical analysis and well researched evidence. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A student in this category will have shown an impressive performance across all the marking criteria. They will have the ability to produce original work which reflects a sophisticated degree of critical thinking and novel argumentation. They will have excellent written and oral communication skills. |
Additional course grading information
Grades will be awarded on the following basis:
1. Fail 1 - 19%
2. Fail 20 - 44%
3. Fail 45 – 49%
4. Pass 50 - 64 %
5. Credit 65 - 74 %
6. Distinction 75 - 84 %
7. High Distinction 85 - 100 %
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Length Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Marking Criteria/Rubric
Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Additional learning resources information
The weekly Topic folders in Blackboard provide more detailed reading suggestions, along with the lecture materials.
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Seminar |
Week 1 Evidence and the policy process This lecture-seminar provides an overview of the course content, activities and assessment. It will also introduce some basic concepts and typologies for thinking about knowledge and evidence in public policy to be utilised throughout the course. Types of 'expertise' will be considered. Differences will be explored between research knowledge, stakeholder knowledge, and policymaker knowledge. Learning outcomes: L01, L02 |
|
Seminar |
Week 2 Evidence-based policy and its critics This lecture-seminar will consider the classic rationalist v post-rationalist debate. It will outline rationalist approaches to knowledge and evidence in policy processes and compare this with realist and pragmatic approaches. We will then turn to look at the epistemology that underpins calls for evidence-based policy, and explore alternatives. Learning outcomes: L01, L02 |
|
Seminar |
Week 3 - Knowledge and evidence in policy debate This lecture-seminar will consider how policy paradigms influence the use of knowledge and evidence. We will also look at knowledge and evidence in evaluation reports, and how we might go about institutionalising evidence use. The seminar discussion will be the first of three where we apply concepts and theories from the theoretical section of the course to some concrete public policy case studies. We will focus on the different kinds of knowledge and evidence used in various policy areas. We will focus on how the current approaches are framed and what situations might shift the established ways of thinking. Learning outcomes: L01, L02 |
|
Seminar |
Week 5 - Knowledge and evidence in policy areas This lecture-seminar develops further examples where we apply the concepts and theories from the theoretical section of the course to some concrete public policy case studies. We will focus on how the current approaches are framed and what situations might shift the established ways of thinking. Learning outcomes: L01, L02, L03 |
|
Seminar |
Week 6 - Knowledge & evidence in practice areas This lecture-seminar is the first of four where we apply the concepts and theories from the theoretical section of the course to policy practice. We will focus on the different kinds of knowledge and evidence used in several different contexts by practitioners advice, monitoring and coordination, evaluation and implementation. Learning outcomes: L01, L03 |
|
Seminar |
Week 7- Knowledge & evidence in practice areas This lecture-seminar is the second of four examples where we apply the concepts and theories from the theoretical section of the course to policy practice. This session will consider the use of knowledge and evidence in policy monitoring and coordination. Learning outcomes: L01, L03 |
|
No student involvement (Breaks, information) |
Week 8 - Reading Week for essay 2 - no class |
|
Seminar |
Week 9 Knowledge & evidence in practice areas This lecture-seminar is the third of four examples where we apply the concepts and theories from the theoretical section of the course to policy practice. This session will consider the use of knowledge and evidence in policy evaluation. Learning outcomes: L01, L03, L04, L05 |
|
Seminar |
MID-SEMESTER BREAK NO UQ CLASSES THIS WEEK |
|
Seminar |
Week 10 - Knowledge & evidence in practice areas This lecture-seminar is the last of four sessions where we apply the concepts and theories from the theoretical section of the course to policy practice. We will focus on the different kinds of knowledge and evidence used in several different contexts advice, monitoring and coordination, evaluation and implementation. Learning outcomes: L01, L03, L04, L05 |
|
Seminar |
Week 11 - Knowledge & evidence in practice areas Learning outcomes: L01, L03, L04, L05 |
|
Seminar |
Week 12 - Knowledge and Evidence under threat This lecture-seminar considers the modern crisis undermining trust in politicians and trust in experts. Is trust the foundation for evidence-informed policy debates and decision-making? Are experts part of the solution or part of the problem? Learning outcomes: L01, L03, L04, L05 |
|
Seminar |
Course overview and Wrap up This session will provide a discussion of the course themes and reflect on our collective insights as students of public policy. In the seminar we will look at evidence, innovation and policy change and ask how might the use of knowledge and evidence be improved. Learning outcomes: L04, L05 |
Policies and guidelines
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.