Queens University of Belfast School of Politics, International Studies and Philosophy PAI3068 Politics, Public Administration and Policy-Making Convenor: Dr Muiris MacCarthaigh Spring Semester: 2013-14 Module Convenor: Dr Muiris MacCarthaigh Room 023.01.005 Email address: m.maccarthaigh@qub.ac.uk Consultation Hours: Mondays 10-11 & 1-2 or by appointment Timetable Seminars Monday 2-4pm, Room 26UQ/01/005 Assessment: Coursework: Deadlines: Examination: Two assessed coursework assignments 35% and 55% (details below), Seminar participation 10%. Assignment 1 (35%): Monday 31 st March, Assignment 2 (55%): Friday 16 th May No exam School of Politics, International Studies and Philosophy Student Handbook This module guide should be read in conjunction with the Undergraduate Student Handbook which contains important details of School policies. A copy of the Undergraduate Student Handbook can be obtained from the School Office (25 University Square) or downloaded from the resources section of any PAI or PHL module on Queen s Online. 1
MODULE DESCRIPTION This Module explores the inter-play and inter-dependencies between politics, public administration and policy making. Beginning with a presentation of prominent theories and comparative frameworks for understanding how governments seek to pursue their policy goals, the Module progresses to examine a number of key issues in contemporary public governance. Topics to be studied include changing political-administration relationships, policy implementation, accountability, regulatory governance, and administrative reform. Students will also study the role played by international organisations in national policymaking, including the statistical datasets and publications produced by them. A number of current and former officials will also share their insights on these issues with students during the Module. MODULE AIMS: On completion of this Module, students will have considerably enhanced their understanding of how government works beyond the public political arena, and the challenges faced by political executives in translating their preferences into action. Students will also become conversant with some of the most prominent issues and theories in contemporary public administration, and how we can better understand the relationship between politics and bureaucracy. Considerable emphasis will be placed on combining theoretical learning with real-world practice, and providing students with high-quality competence in respect of the dominant theories and schools of thought concerning the organisation and management of contemporary government. LEARNING OUTCOMES: On successful completion of this module, students will: Be knowledgeable of key ideas and theories concerning public administration and policy-making in a political environment. Have an advanced understanding of current scholarship on contemporary themes in public administration and management Understand how models and frameworks for understanding the policy process translate into advancing solutions to real-world problems Be able to critically engage with current debates on administrative and political reform Have a greater appreciation of how politics and administration interact and shape policy Demonstrate awareness of official sources of information on national and international public administration issues 2
SKILLS This module will assist in developing students skills in a number of important areas. These include: Intellectual skills Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner Analytical Thinking: identify, understand, interpret and evaluate relevant subjectspecific arguments made by others; construct independent arguments Critical & Independent Thinking: ability to think critically and construct one s own position in relation to existing and ongoing debates in the field Professional and career development skills Communication Skills: ability to communicate clearly with others, both orally and in writing Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment Self-Reflexivity: ability to reflect on one s own progress and identify and act upon ones own development needs with respect to life-long learning and career development Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Technical and practical skills Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Data Generation: Enhanced ability to navigate through databases of official statistics Organizational skills Efficient and effective work practice: demonstrate ability to work efficiently to deadlines Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways 3
ASSESSMENT The assessment structure for this module is as follows: Coursework: 90% - Students must submit two written assignments for this Module as follows: o Assignment 1 (35%): 1500-2000 words o Assignment 2 (55%): 2500-3000 words Seminar participation: 10% - Seminars will consist of a lecture followed by a tutorial-style class discussion, including some guest speakers for specific topics. Each student will also be required to summarise a key reading at a one Seminar. Aside from formal assessment, students will also be provided with preliminary feedback on their progress in Week 3 of the course, by means of a class quiz. This exercise does not count towards assessment for the course and should be seen as a feedback exercise to guide further learning. 1. Attendance and Tutorial Participation Students are expected to attend all two-hour Seminars for the Module. The Seminar will consist of a lecture followed by a tutorial-style discussion. Each student will also be asked to present a short summary of a key reading for each topic as part of their participation. Students receive a mark out of 10 for their participation and general contribution to tutorials on all undergraduate modules excluding the dissertation, internship or project. This mark will count as 10% of the overall mark for the module. Marks will be awarded for individuals not groups. For further details, see the School s Undergraduate Student Handbook. This module is worth 10 credits on the ECTS scale (equivalent to 20 Queen s University CATS points, Credit Accumulation and Transfer Scheme). This is calculated by the University as the equivalent of 200 hours academic study over the course of the semester (12 teaching weeks plus the three week examination period). Students should therefore expect to spend on average at least 13 hours each week undertaking academic study associated with this module. 2. Coursework Assignments The first assignment is worth 35% of the overall assessment, and should be 1500-2000 words in length. The second assignment is worth 55% of the overall assessment, and should be 2500-3000 words in length. The word count shall include all references in the text, all footnotes and all endnotes but exclude the bibliography. The word count shall be indicated following the title of assignment. 4
Where the word count exceeds the upper limit of the specified range a penalty shall be imposed. Where the word count exceeds the upper limit of the specified range: - by up to 25% a penalty of 10 percentage points shall be imposed; - by up to 50% a penalty of 15 percentage points shall be imposed; - by up to 75% a penalty of 20 percentage points shall be imposed; - by up to 100% a penalty of 25 percentage points shall be imposed; - by more than 100% a penalty of 30 percentage points shall be imposed. The submission deadline is: 1200 noon on Monday 31 st March (Assignment 1) Friday 16 th May (Assignment 2) The successful submission of assignments is a two stage process: 1. You must upload an electronic copy of your assignment onto the TurnitinUK website prior to the deadline indicated. 2. A single copy of each assessed assignment must be submitted to the School Office (25 University Square) on or before 1200 noon on the due date indicated. When submitting this paper copy, you must complete and sign an Essay Cover Sheet, available from the School Office. TurnitinUK: www.submit.ac.uk/ A link to this website is also provided in the School webpages (see Education ) To upload your coursework you will need: the password: pisp (all lower case) and The Class ID no.: 672588 Marks and formative feedback for this assignment will be returned to the student within two weeks of the submission date, unless otherwise specified for special circumstances. Marks cannot be awarded twice for the same piece of work. Any answer reproducing work previously submitted for assessment will be awarded a mark of ZERO. The module convenor will be happy to clarify what constitutes unacceptable repetition of module material. 3. Examination There are no examinations for this Module. 5
Assignment Questions Assignment 1: (35%, 1500-2000 words) Answer one of the following: 1. Is increased politicisation of public administration inevitable? 2. Identify and explain two schools of thought as to how we can best understand the policy-making process. 3. What does street-level bureaucracy mean and why is it deemed important for understanding the process of policy implementation? 4. Is it fair to characterise state agencies as unaccountable? Assignment 2 (55%, 2500-3000 words) Answer one of the following: 1. What is meant by regulatory governance, and how does it contrast with traditional understandings of how government operates? 2. What is evidence-based policy-making, and what does it propose to solve? 3. Is it fair to characterise current administrative reforms as representing a post-npm era? 4. Is the role played by international organisations in comparing national policy performance a good or bad development in your view? Use examples in your answer. Submission of assignments A single copy of each assessed assignment must be submitted to the School Office (25 University Square) on or before 1200 noon on the due date indicated above. When submitting an assessed assignment, you must complete and sign an Essay Cover Sheet available from the School Office. The School uses a system of anonymous marking so do not include your name on the assignment. All assignments are retained by the School for scrutiny by internal and external examiners. All assignments submitted after the deadline will be penalized 5 percentage points per day after 12 noon. 6
Conceptual Equivalents Marking Scale The School of Politics, International Studies and Philosophy uses the University s conceptual equivalent marking scheme for all undergraduate assessment. Individual pieces of work are allocated a discrete mark. For further information on the University s conceptual equivalent marking scheme and the marks used, see the School s Undergraduate Student Handbook. This is available from the School Office and will be posted on the resources page on QOL for each module. This is University s conceptual equivalent marking scale can also be accessed on line at: http://www.qub.ac.uk/directorates/academicstudentaffairs/filestore/filetoupload,53857,en. pdf Feedback Students should note that feedback on their academic progress is available in a variety of forms, not just in terms of written feedback on set assignments: Students can approach course convenors and other teaching staff in their set Office Hours (available from the School Office), or otherwise by appointment, to talk about their academic progress, issues relevant to the course, or to discuss in more detail the written feedback that they receive on set assignments. Students should meet with their Personal Tutors to discuss their overall academic progress at least once a semester. Bringing assignment marksheets to these meetings may help in discussing ways of improving assignment performance and preparing for exams. The school is introducing a feedback day where staff will be available to discuss assignments The School is committed to return written feedback on set assignments to students within three weeks of the deadline for submission of coursework. It is important that students who submit their essays by the deadline receive feedback in a timely fashion so that they can properly prepare for their exams or further assignments. Students can therefore expect to receive feedback on their essays within no later than three weeks of the submission deadline (this policy does not apply to students who submit their coursework after the deadline). Students will receive their essay report sheets individually by email. If students have not received feedback within three weeks of the deadline, they should contact their module convenor directly. Students who wish to discuss their grade should do so with the convenor during his or her office hours. 7
School of Politics, International Studies and Philosophy Student Handbook This module guide should be read in conjunction with the Undergraduate Student Handbook which contains important details of School policies. A copy of the Undergraduate Student Handbook can be obtained from the School Office (25 University Square) or downloaded from the resources section of any PAI or PHL module on Queen s Online. Plagiarism The School takes a very severe line on students who plagiarise work. Students who attempt to pass off another s work as their own will receive a mark of ZERO. In some cases, acts of plagiarism can result in the student failing the entire degree. Remember, plagiarism includes information from books, newspapers, journals and the Internet. All suspected cases of plagiarism will be investigated in line with University procedures. For details of University Regulations on Academic Offences, see: http://www.qub.ac.uk/directorates/media/media,408941,en.pdf. The page also provides a link to guidance on how to identify and so avoid plagiarism. Please also refer to the School s Student Handbook Guide for more information about referencing and plagiarism, as well as general advice on essaywriting: www.qub.ac.uk/pisp/filestore/pdffiles/filetoupload,38127,en.pdf 8
SEMINAR SCHEDULE Week Date Topic 1 3 Feb. Introduction, overview and Module administration 2 10 Feb. Politics, policy-making, administration: Theories and trends 3 17 Feb. Comparative policy-making and administration 4 24 Feb. Political-administrative relationships and policy making 5 3 March Policy implementation and evaluation 6 10 March Autonomy and accountability within government 7 Reading Week 8 24 March Regulation and regulatory governance 9 31 March Public service reform Easter 10 28 April Evidence-based policy making and performance 11 5 May* The role of international organisations in public policy and administration 12 12 May Review *National Holiday Seminar will be rescheduled Rag Day: 19 February 2014 St Patricks Day: 17 March 2014 Reading Day: 18 March 2014 Seminar Topics and Readings Recommended Textbooks for the Module Pollitt, C. and Bouckaert, G. (2011) Public Management Reform (3 rd Ed.) (Oxford: Oxford University Press). (available as ebook via QCAT) Peters, B.G. (2010) The Politics of Bureaucracy (6 th Ed.) (London: Routledge). (No Alibis shop has copies of both) Students should also search for reading and research material in relevant journals including: Governance International Public Management Journal Journal of European Public Policy Journal of Public Policy Policy and Politics Public Administration Public Administration Review Public Management Review Public Policy and Administration Regulatory Governance 9
Week 1: Introduction, overview and Module administration No advance readings. Week 2: Politics, policy-making, administration: Theories and trends Learning outcomes: In this first substantive Seminar, we examine some of the key theories and models of public policy making and administration. By the end, students should: Have considered what is meant by policy-making and public administration Be familiar with some of the dominant theories and models for understanding public administration and policy-making over the last century, and their interplay with politics Be aware of how these theories and models translate into current debates and developments about reforming government Required Readings Peters, B.G. 2010. Chap 1 Pollitt and Bouckaert. 2011. Chap 6. Further Readings: Cairney, P. (2012) Understanding Public Policy: Theories and Issues (Basingstoke, Palgrave), Chapter 2 Hill, M. (2009) The Public Policy Process, (Harlow: Pearson), Chapter 11 Hughes, O.E. (2003) Public Management and Administration: An Introduction (3 rd ed) (Basingstroke: Palgrave), Chapter 6 (available as e-book via QCAT) John, P. (2012) Analyzing Public Policy (Oxford, Routledge) Lindblom, C.E. (1959) The Science of Muddling Through, Public Administration Review, vol. 19, no. 2, pp. 79-88 Johnston Miller, K. and McTavish, D. (2014) Making and Managing Public Policy (London: Routledge), Chapter 3 Page, E.C. (2006) The Origins of Policy in Moran, M.; Rein, M. and Goodlin, R.E. (Eds), The Oxford Handbook of Public Policy, (Oxford: OUP), pp.207-227. Week 3: Comparative policy-making and administration Learning outcomes: In this Seminar, and building on the previous week, we wish to move beyond some of the better-known administrative systems and consider comparative 10
frameworks for understanding various modes of policy making and administration internationally. By the end of this Seminar, students will: Be familiar with different administrative traditions across the globe and how we might compare them Have cognisance of the effects of these traditions on policy-making processes Required Readings Pollitt and Bouckaert. 2011. Chap 3. Chandler, J.A. (ed) (2002) Comparative Public Administration. London: Routledge, Introduction, (available as e-book on QCAT) Further Readings: Castles, F.G (1998) Comparative Public Policy: Patterns of Post-War Transformation (Chentenham: Edward Elgar), Chapter 8 Demmke, C. and Moilanen, T. (2010) Civil services in the EU of 27: Reform ourcomes and the future of the civil service, Frankfurt am Main: Lang. (e-book available at QCAT) Dodds, A. (2013) Comparative Public Policy (Basingstoke: Palgrave Macmillan, 2013). Hague, R. and Harrop, M. (eds) (2010) Comparative Government and Politics. (Basingstoke: Palgrave), Chapter 17 OECD (2011; 2013) Government at a Glance. (Paris: OECD). Painter, M. and Peters, B.G. (eds) (2011) Tradition and Public Administration. (Basingstoke: Palgrave), Chap. 2 Pierre, J and Ingraham, P.W. (Eds) (2010) Comparative administrative change and reform: lessons learned (Montreal: McGill-Queen's University Press). (e-book available on QCAT) Pollitt, C. (2011) Not Odious but Onerous: Comparative Public Administration in Public Administration Vol. 89.1, pp.114-127. Week 4: Political-administrative relationships and policy making Learning outcomes: The relationship between politicians and senior public servants is one of the most fascinating aspects of public policy-making, but quite different from the Yes, Minister caricature. By the end of this Seminar, students will: Have greater awareness of the different modes of politico-administrative relationships and their prevalence across the developed world 11
Be familiar with key theories concerning the effects of these relationships on policymaking Required Readings Pollitt and Bouckaert, 2011, Chapter 6 Peters, B.G., 2010, Chapter 6 Further Readings: Hood, C and Lodge, M. (2006) The Politics of Public Service Bargains: Reward, Competency, Loyalty - and Blame (Oxford, Oxford University Press) Hofstede, G. and G. J. Hofstede (2005) Cultures and Organizations. Software of the Mind. (New York, McGraw-Hill), Chapters 1 and 2. Horton, S. New Public Management: Its impact on public servant s identity International Journal of Public Sector Management. Vol. 19 (6), 2006, pp.533-42 Hughes, O.E. (2003) Public Management and Administration: An Introduction (3 rd ed) (Basingstroke: Palgrave), Chapter 11 (available as e-book via QCAT) Pash, A. and Harris, J. (2013) Accountability at the Top: Supporting Effective Leadership in Whitehall (London: Institute for Government), available at http://www.instituteforgovernment.org.uk/sites/default/files/publications/accounta bility%20at%20the%20top%20-%20final.pdf Week 5: Policy implementation and evaluation Learning outcomes: How best policy can be implemented is a subject of constant political and public debate. So too is the methods through which the success of policy can be evaluated. In this Seminar, the concepts are introduced and explored, and it is expected that on completion students: Will be conversant in the main implementation theories and frameworks in contemporary public policy management Be aware of a range of evaluation models currently used in public policy management, and their limitations Have awareness of the inter-play between processes of evaluation and implementation 12
Required Readings Hill, M. and Hupe, P. 2002. Implementing public policy: governance in theory and practice, London: Sage, Chapter 1 (available as e-book via QCAT) Knill, C and Tosun, J. (2012) Public Policy: A New Introduction, (Basingstoke: Palgrave), Chapter 8. Further Readings: Hill, M. (2009) The Public Policy Process, (Harlow: Pearson), Chapter on Implementation Lipsky, M. (2010) Street-Level Bureaucracy: Dilemmas of the Individual in Public Services, New York, Russell Sage Foundation (Preface) Matland, R.E. (1995) Synthesizing the Implementation Literature: The Ambiguity-Conflict Model of Policy Implementation, Journal of Public Administration Research & Theory, vol. 5, no. 2, pp. 145-74 O Toole, L.J. (1997) Implementing Public Innovations in Network Settings, Administration & Society, vol. 29, no. 2, pp. 115-38 Peck, E. and P. 6 (2006) Beyond Delivery: Policy Implementation as Sense-Making and Settlement, Basingstoke: Palgrave Macmillan (Chapter 1) Week 6: Autonomy and accountability within government Learning outcomes: Much of government organisation and re-organisation is concerned with finding a balance between levels of autonomy and accountability needed to perform a task. This is particularly the case in the creation of state agencies, which have proliferated in recent decades. In this Seminar, students will: Consider different dimensions of autonomy and accountability Examine the use of state agencies Consider the means through which such agencies secure autonomy and are held to account Core Readings: Peters, B.G. 2010. Chap 8 Behn, R. (2001) Rethinking Democratic Accountability. Washington D.C.; Brookings Institution Press (Chapters 1 and 3) (e-book available at QCAT) 13
Required Readings Bovens, M. (2007) Analysing and Assessing Accountability A Conceptual Framework, European Law Journal, Vol. 13, No. 4, pp. 447 468. Dubnick, M. Accountability and the Promise of Performance: In search of the Mechanisms Public Performance and Management Review (2005) Vol. 28(3), pp.376-417 Flinders, M. 2011. Daring to be a Daniel: The pathology of politicized accountability in a monitory democracy, Administration & Society, 43(5), 595-619 Johnston Miller, K. and McTavish, D. (2014) Making and Managing Public Policy (London: Routledge), Chapter 3 MacCarthaigh, M. (2012) From Agencification to De-Agencification: The changing bureaucratic model, in O Malley, E. and MacCarthaigh, M (eds) Governing Ireland: From Cabinet Government to Delegated Governance. Dublin: Institute of Public Administration. pp.128-51. Mulgan, R. Accountability: An Ever-Expanding Concept? Public Administration (2000) Vol. 78(3): 555-573. Philp, M. (2009), Delimiting Democratic Accountability. Political Studies, Vol. 57: 28 53 Strøm, K. (2000) Delegation and Accountability in Parliamentary Democracies, European Journal of Political Research Vol. 37(3), 261 86. Verhoest, K.; Roness, P.G.; Verscheure, B.; Rubecksen, K. & MacCarthaigh, M. (2010) Autonomy and Control of State Agencies (Basingstoke: Palgrave), Chapter 3. Verhoest, K.; Van Thiel, S.; Bouckaert, G. and Laegreid, P. (2012) Government Agencies: Practices and Lessons from 30 Countries (Basingstoke: Palgrave), Chapter 2 Week 7: READING WEEK Week 8: Regulation and regulatory governance Learning outcomes: This Seminar considered the emergence of national regulatory agencies and the idea of regulatory governance. Upon completion, students will: Be familiar with the rationales for national regulatory agencies, and the problems associated with them Understand what is meant by regulatory governance 14
Be aware of how regulatory governance has changed the approaches governments take to policy problems Required Readings Baldwin, R., Cave, M. and Lodge, M. (2 nd ed.) (2012) Understanding regulation: theory, strategy and practice (Oxford: Oxford University Press) (Available as e-book via QCAT), Chapters 2-4. Lodge, M and Weigrich, K. (2012) Managing Regulation: Regulatory Analysis, Politics and Policy (Basingstoke: Palgrave), Chapter 1. Further Readings: Ayres, Ian and John Braithwaite (1992). Responsive Regulation: Transcending the Deregulation Debate (Oxford University Press) Black, J. (2002). Critical reflections on regulation. Paper published by LSE Research Online, available at http://eprints.lse.ac.uk/35985/1/disspaper4-1.pdf Christensen, T. and P. Lægreid (2007) Regulatory Agencies the Challenges of Balancing Agency Autonomy and Political Control, Governance, Vol. 20 (3), 497-519. Hood, C., Scott, C., James, O., Jones, G and T. Travers (1999). Regulation inside Government (Oxford: Oxford University Press) Jordana, J. and Levi-Faur, D. (Eds). (2004). The Politics of Regulation: Institutions and Regulatory Reforms for the Age of Governance (Cheltenham: Edward Elgar) Lodge, M and Weigrich, K. (2012) Managing Regulation: Regulatory Analysis, Politics and Policy (Basingstoke: Palgrave), Chapters 2 and 10. Lodge, M. (2001) From Varieties of the Welfare State to Convergence of the Regulatory State? The Europeanisation of Regulatory Transparency Queen s Papers on Europeanisation, No 10/2001 (Available at http://www.qub.ac.uk/schools/schoolofpoliticsinternationalstudiesandphilosophy/file Store/EuropeanisationFiles/Filetoupload,38428,en.pdf) Majone, G. (1994). The rise of the regulatory state in Europe, West European Politics Vol. 17 (3), pp.77-101 Moran, M. (2002). Understanding the regulatory state, British Journal of Political Science Vol. 32 (2) 15
Week 9: Public service reform Learning outcomes: Reform is a constant feature of public governance, and especially in relation to administrative organisation. The purpose of this Seminar is to: Introduce students to reform rationales and concepts, and the concept of NPM Explore reform patterns in the developed world, and particularly since the financial crisis of 2008 Consider what the objectives or reform are, and how we might assess them Required Readings Pollitt, C. and Bouckaert, G. 2011, Chapters 1 & 2 Peters, B.G., 2010, Chapter 9 Further Readings: Christensen, T. and Laegreid, P. (2011) Beyond NPM: Some Development Features in Christensen, T. and Laegreid, P. (eds) The Ashgate Research Companion to New Public Management (Farnham: Ashgate), pp.391-404 (e-book available at QCAT). Hood, C. (1991). A public management for all seasons? Public Administration 69(1), pp.3-19 McTavish, D. (2013) Who s responsible for the state we re in? Government and Public Sector in Diamond, J. and Liddle, J. (Eds) Looking for Consensus? Civil Society, Social Movements and Crises for Public Management (Bingley: Emerald), pp3-25. OECD (2010) Public Administration after New Public Management (Paris. OECD). Ongaro, E. (2009) Public Management Reform and Modernization: Trajectories of Administrative Change in Italy, France, Greece, Portugal and Spain (Cheltenham: Edward Elgar) Pollitt, C. and Bouckaert, G. (2011) Public Management Reform. (Oxford: Oxford University Press), Chapter 7. Wettenhall, R. (2013), A critique of the "administrative reform industry": reform is important, but so is stability Teaching Public Administration, 31 (2)pp. 149-164. See also www.cocops.eu 16
Week 10: Evidence-based policy making and performance Learning outcomes: Evidence-based policy making (EBPM) has become a popular catchphrase in Western political and administrative arenas, and can be understood as part of a wider agenda that seeks to improve the performance of government. In this Seminar: The concept of EBPM is explored to understand what it means, and why it is deemed important A number of dimensions of performance are also considered We also examine some official statistics and how these relate to policy-making Required Readings Lunn, P and Ruane, F. (2013) Using evidence to explore policy, Dublin: Gill and Macmillan, Chap 1. Grelling, D. (2006) Performance Measurement: A remedy for increasing the efficiency of public services? in Van de Walle, S and Van Dooren, W. (Eds) Contingencies of Performance Measurement in the Public Sector (Bradford: Emerald), Chapter by Dorothea Greiling (Available as ebook via QCAT) Further Readings: Massey, A and Rentoul, J. (2007) Evidence-based Policy Making in Bochel, H. and Duncan, S. (Eds) Making policy in theory and practice (Bristol: Policy Press) Thaler, R.H. and Sunstein, C. (2009) Nudge : improving decisions about health, wealth and happiness (London: Penguin) Van Dooren, W and Van de Walle, S. (2008) Performance Information in the Public Sector: How it is used (Basingstoke: Palgrave), Chapter 1 See also: https://www.gov.uk/government/organisations/behavioural-insights-team And European Statistics Code of Practice http://epp.eurostat.ec.europa.eu/portal/page/portal/quality/code_of_practice 17
Week 11: The role of international organisations in public policy and administration Learning outcomes: In this Seminar, the increasingly visible and influential role of international organisations in policy making across a wide range of government functions is considered, with a view to: Advancing student awareness of the databases and resources available to students and policy-makers Critically analysing the effect of cross-national comparative studies by international organisations on national policy making and politics Considering the future role such resources might usefully play Required Readings Knill, C. and J. Tosun (2012) Public Policy: A New Introduction (Basingstoke: Palgrave) Macmillan (Chapter 10) SLC OECD (2013) Government at a Glance. (Paris: OECD) Further Readings: Carroll, P. and Kellow, A. (2011) The OECD: A Study of Organisational Adaptation. (Cheltenham: Edward Elgar). DiMaggio, P.J. and W.W. Powell (1983) The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields, American Sociological Review, vol. 48, no. 2, pp. 147-160 Lenschow, A. (2006) Europeanisation of public policy, in J. Richardson (ed.) European Union: Power and policy-making, (London: Routledge). Magetti, M. (2009) The Role of Independent Regulatory Agencies in Policy-Making: A Comparative Analysis Journal of European Public Policy, Vol. 16.3m 450-70. Maggetti, M. and Gilardi, F. (2011) The Policy-Making Structure of European Regulatory Networks and the Domestic Adoption of Standards. Journal of European Public Policy, Vol. 18(6): 830-847 Pal, L. (2012) Frontier of Governance: The OECD and Global Public Management Reform, (Basingstoke: Palgrave). Week 12: Review 18
Student Experience Bursary Students wishing to purchase books using the Student Experience Bursary can do so using their Student Card at the "Pop-Up" Blackwell s bookstore which will be open at the Students Union during the first 10 weeks of the autumn semester and the first five weeks of the spring semester. Students can also purchase books with the Student Experience Bursary by using their Student Card at Blackwell s online site which may be accessed through the student portal. School of Politics, International Studies and Philosophy Student Handbook This module guide should be read in conjunction with the Undergraduate Student Handbook which contains important details of School policies. A copy of the Undergraduate Student Handbook can be obtained from the School Office (25 University Square) or downloaded from the resources section of any PAI or PHL module on Queen s Online. INTERESTED IN FURTHER STUDY? The School of Politics, International Studies and Philosophy offers masters programmes in the following: MA Cognitive Science MA Comparative Ethnic Conflict MA European Union Politics MA Gender and Society MA International Relations MA Irish Politics MA Legislative Studies and Practice MA Political Philosophy MA Politics MRes Politics MA Violence, Terrorism and Security For further details, see: www.qub.ac.uk/pisp/prospectivestudents/postgraduatetaughtdegrees/ 19