Policy in Action
| Module title | Policy in Action |
|---|---|
| Module code | POL3089 |
| Academic year | 2019/0 |
| Credits | 30 |
| Module staff | (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
While politicians talk, argue and decide, there is also a world in which decisions are put into practice. Arguably, most of our experiences with “the state” are through our encounters with those people who implement public policies, such as teachers, police officers, welfare workers, car inspectors, and so on. In these processes a lot can go wrong. Ultimately, what matters is that in practice our air is clean, the homeless get shelter, students get good education, et cetera. Clearly, the policy in action is as important as the policy on paper. In this module we examine the role of implementation for making public policies a success. How can we think about implementation and compliance, and what is its role for performance? What is “successful implementation” (spoiler: it lies in the eye of the beholder) and how can we achieve it? We will look at a wide range of fascinating examples, including the EU’s asylum crisis, black lives matter, environmental policy, for-profit welfare-to-work programs and many more.
Module aims - intentions of the module
This module aims to ensure:
- You are familiar with the basic approaches and perspectives of analysing the implementation of public policies.
- You understand the different stages, outcomes and particularities of implementation processes.
- You have basic knowledge of the existing evidence regarding different factors affecting the successful implementation of public policies.
- You have acquired the analytical skills to evaluate the implementation of public policies on your own, and to reflect critically on other implementation studies
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Explain the role and perspectives of different actors involved in policy implementation;
- 2. Demonstrate detailed knowledge of the complexities of implementing public policies at different governance levels;
- 3. Evaluate critically settings to implement public policies;
- 4. Identify examples of policy implementation good or bad practice in the literature and produce a critical evaluation of the lessons that can be drawn;
- 5. Describe the main difficulties in reaching a successful policy implementation;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Think critically, analyse debates and present coherent arguments on politics;
- 7. Evaluate the effectiveness of policy;
- 8. Understand in-depth the reasons for and barriers to policy intervention;
- 9. Critically apply theories of political science and international relations to real-life political situations;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. Effectively communicate complex topics in a coherent and well structured manner;
- 11. Interact with fellow students in a cooperative manner
- 12. Reflect critically on learning outcomes;
- 13. Work independently, within a limited time frame, and without access to external sources, to complete a specified task.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Implementation theory: Top-down or bottom-up?
- Going hybrid: Third generation implementation perspectives
- Who complies with the European Union?
- It’s domestic politics, stupid!
- European Union policies “in action”
- Federalism, decentralization, and distributive justice
- Frontline policy implementation
- Discriminating bureaucrats? Street-level bureaucracy and social equity
- “You can’t make me do it”: Accountability and enforcement
- Hybridization and for-profit policy implementation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 256 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 44 | 22 x two hour seminars |
| Guided Independent Study | 60 | Guided reading |
| Guided Independent Study | 53 | Preparation of presentations |
| Guided independent study | 143 | Essay preparation - conducting research, analysing data, writing the finished product |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Short individual presentation | 3 minutes, 1-2 ppt slides | 10-13 | Oral |
| First idea for research question | 1 E-Mail (at least 5 sentences) | 13 | In Writing |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 80 | 0 | 20 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Presentation | 20 | 30 minutes (Individual presentations) | 10-13 | Written and Verbal |
| Essay 1 | 30 | 2,000 words | 1-9 | Written |
| Essay 2 | 50 | 4,500 words | 1-9 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Presentation | Written critical appraisal of study chosen by instructor. (1,500 words) | 10-13 | August/September reassessment period |
| Essay 1 | 2,000 words | 1-9 | August/September reassessment period |
| Essay 2 | 4,500 words | 1-9 | August/September reassessment period |
Indicative learning resources - Basic reading
Epp, C.R., Maynardâ??Moody, S. and D. Haiderâ??Markel. 2017. Beyond Profiling: The Institutional Sources of Racial Disparities in Policing. Public Administration Review 77(2): 168-178.
Falkner, G., Hartlapp, M. and O. Treib. 2005. Complying with Europe: EU harmonisation and soft law in the member states. Cambridge: Cambridge University Press.
Hill, M. and P. Hupe. 2014. Implementing Public Policy. London: Sage publications.
Lipsky, M. 1980/2010. Street-Level Bureaucracy: The Dilemmas of the Individual in Public Services . New York: Russell Sage Foundation.
Treib, O. 2014. Implementing and complying with EU governance outputs. Living Reviews in European Governance 9(1), DOI: 10.12942/lreg-2014-1.
Indicative learning resources - Web based and electronic resources
Street-level bureaucracy, explained in brief by Michael Lipsky:
https://www.youtube.com/watch?v=ZX1IivgPspA
Indicative learning resources - Other resources
http://vle.exeter.ac.uk/mod/resource/view.php?id=168656/
You can find lots of advice relating to essay writing at:
http://www.services.ex.ac.uk/cas/employability/askills/essay/index.htm
You can also find other useful advice related to general study skills at: http://www.services.ex.ac.uk/edu/student-learning-skills/resources.shtml
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 10/05/2017 |
| Last revision date | 23/01/18 |
