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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Do different institutional arrangements of public policy evaluation systems produce different results in promoting accountability and government effectiveness? Our study aims at discussing the governance of public policy evaluation systems. For such purpose, the evaluation systems of Canada, Chile, France, Mexico, Spain, Sweden, the United Kingdom, and the United States were analyzed using the QCA methodology. Our analysis seeks to evaluate the institutional arrangements for the governance of evaluation systems and the conditions necessary and sufficient for them to promote greater governmental effectiveness and accountability. In conclusion, the process of delegating power to evaluation systems should include the involvement of the Legislative Branch to ensure that they help increase governmental effectiveness and promote accountability.
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The study of public policy is getting increasingly important around the world in the field of public administration. As an assessment of this development by examining undergraduate courses in Turkey, this article shows the historical development and current status of undergraduate-level public policy courses in Turkey. To this end, data were collected by content analysis of public policy course syllabi and by evaluation of the archival documents regarding the teaching of public policy in Turkey. Finally, in-depth, semi-structured interviews were conducted with the past and current instructors of the public policy courses. This article discusses the Turkish public administration system in general as well as the future prospects of public policy teaching in Turkey, including the improvement of the existing courses and the discussion of the relevance and impact of such courses on the students and faculty of the public departments.
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(Open access available for this article). When important public issues are debated, many options for government action should be subjected to serious reflection. Constrained discussions over policy options may hamper democratic legitimacy and accountability, and produce decisions that ignore relevant reasons and facts. Hence, constrained deliberation has important consequences for knowledge construction and utilization. We advance theory on ‘epistemic policy learning’ by showing mechanisms that promote expert consensus in external arenas, and that these can hamper deliberation on public policy. Government-appointed experts, in combination with mass media, can ‘freeze’ deliberation by presenting one unified front. Comparison of national print media coverage in Sweden and Denmark during the 2009 H1N1 influenza pandemic offers support. The similar polities enacted different policies: Sweden sought to vaccinate its full population while neighbouring Denmark targeted small groups. Yet experts dominated both public discourses and echoed each other’s support of national policy. In turn, public policy debates were scant in both contexts.
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The paper aims at addressing the problem of what makes specific aiding to decide within public policy making problem situations. Under such a perspective it analyses some basic concepts such as “public policy”, “deliberation”, “legitimation”, “accountability ” and shows the necessity to expand the concept of rationality which is expected to be behind the acceptability of a public policy. We then analyse the more recent tentative to construct a rational support to policy making, that is the “evidence-based policy making” approach. Despite the innovation introduced with this approach, we show that it basically fails to address the deep reasons for which supporting the design, implementation and assessment of public policies is a hard problem. We finally show that we need to move one step ahead, specialising decision aiding methodology to meet the policy cycle requirements: a demand for policy analytics.
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Public policy has been a prisoner of the word “state.” Yet, the state is reconfigured by globalization. Through “global public–private partnerships” and “transnational executive networks,” new forms of authority are emerging through global and regional policy processes that coexist alongside nation-state policy processes. Accordingly, this article asks what is “global public policy”? The first part of the article identifies new public spaces where global policies occur. These spaces are multiple in character and variety and will be collectively referred to as the “global agora.” The second section adapts the conventional policy cycle heuristic by conceptually stretching it to the global and regional levels to reveal the higher degree of pluralization of actors and multiple-authority structures than is the case at national levels. The third section asks: who is involved in the delivery of global public policy? The focus is on transnational policy communities. The global agora is a public space of policymaking and administration, although it is one where authority is more diffuse, decision making is dispersed and sovereignty muddled. Trapped by methodological nationalism and an intellectual agoraphobia of globalization, public policy scholars have yet to examine fully global policy processes and new managerial modes of transnational public administration
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This article introduces the special issue ‘Transformational change through Public Policy’. After introducing the idea of transformational societal change, it asks how public policy scholarship can contribute to fostering it; the research questions we need to do so; what actors we need to study; who our audiences are; and how we need to expand our theories and methods. In our conclusion, we draw five lessons from the special issue articles. Transformational change (1) often results from many instances of policy changes over extended periods of time; (2) involves social movements that reconceptualise problems and possibilities; and (3) requires policy changes across sectors and levels of society, from local communities to national or global communities. As a field, Public Policy will (4) never offer detailed instructions to create transformational change in all circumstances, but (5) must involve scholars taking on different roles, from engaged scholarship to theory development that e.
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American Journal of Public Policy and Administration
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Global Encyclopedia of Public Administration, Public Policy, and Governance
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Health Promotion Practice
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American Political Science Review
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SSRN Electronic Journal
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International Review of Public Policy
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Israel Journal of Health Policy Research
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Kriminologija & socijalna integracija
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Manchester Journal of International Economic Law
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American Journal of Public Policy and Administration
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Białostockie Studia Prawnicze
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Journal of Public Affairs Education
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Central European Journal of Public Policy
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Policy Studies Journal
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Journal of Public Policy
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