Part 1: Departing from the Stages Approach and the assumption of Rational Actors

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1 AP/PPAS A Advanced Public Policy Analysis School of Public Policy and Administration Atkinson Faculty of Liberal and Professional Studies York University Prof: Dr. Radha Persaud Summer 2013 Classroom: ACE 010 Class Time: Mondays/Wednesdays 7:00-10:00 p.m. Office Hours: Thursdays 1:00-2:00 p.m. (or by appointment) Office: Rm. D120 Hilliard, Glendon College Ext Course Description: This course introduces students to an array of theories and approaches utilized in studies of public policy. Throughout the course particular attention is paid to the place of institutions, ideas and interests in policy studies. Some students of public policy analyze why public authorities come to perceive certain policy problems, and why they respond (or do not respond) in different ways, whereas others take a normative approach and consider how the public authorities ought to respond. This course considers the former aspect of public policy analysis. The following are the learning outcomes around which this course is designed: Developing a comprehensive understanding of different theoretical approaches to policy studies. Appreciating that in working from different theoretical perspectives, individuals offer rival versions of policy events. Developing the capacity to identify the approach that a particular individual has taken in any given policy study. Developing an understanding of the alternative ways in which scholars conceptualize of institutions, ideas and interests, as units of analysis and establishing how these conceptions are thought to help in explaining policy change. Developing the capacity to make judgments about which approaches may best fit any given policy event considered. Recognizing the assumptions about structure and agency that underlie them. Required Text/Readings Leslie A. Pal (2013), Beyond Policy Analysis: Public Issue Management in Turbulent Times, 5 th ed. Scarborough, ON: Thomson/Nelson (University Bookstore). See also Schedule of Readings below. 1

2 Recommended/Reference Texts Students who have not previously taken a public policy course may wish to consult the most recent edition of the following introductory text: Stephen Brooks and Lydia Miljan, Public Policy in Canada: An Introduction, Don Mills, ON: Oxford University Press. Readings: Much of the required reading material for this course is found online. Requirements for Evaluation In-Class Test (June 12, 2013) 25% Presentations & Responses 20% Participation (see Criteria for Evaluation below) 10% Research Paper (12 pages typed and double-spaced) 45% [Additional information/specific instructions regarding the research paper requirements will be provided in class.] Research Papers should be submitted in Times New Roman 12 point font, with one-inch margins on three sides, and a 1.25 margin on the left side. Late papers will be subject to a penalty of 5% of the paper grade/day (including weekends). Extensions will only be granted for illness (with a valid medical note/certificate). Class Participation: Students are expected to attend all seminars prepared to participate in a constructive discussion, based on the required readings for the course. At the first meeting, we will discuss the approach (below) to critically reading these texts in preparation for class discussion. This approach will also assist you in achieving the learning outcomes of the course. University Policy on Academic Misconduct: Academic Misconduct, such as plagiarism, is a serious offence. Please consult the undergraduate calendar for offences, penalties and procedures relating to academic misconduct. Please also note that electronic recording devices during class discussions/lectures are strictly forbidden. Schedule of Readings/Seminar Topics/Presentations: Part 1: Departing from the Stages Approach and the assumption of Rational Actors 2

3 Week 1: Introduction: Course outline, requirements and expectations --Selection of presentations and responses-- Week 1: (b) Class discussion Week 2: What is Public Policy? What is Policy Analysis? Turbulent Times, 4 th ed. Scarborough, ON: Thomson/Nelson, ch. 1 Policy Analysis: Concepts and Practice Week 2: (b) : Studying Public Policy Richard Simeon, Studying Public Policy, Canadian Journal of Political Science 9, 4 (Dec. 1976): 566. Week 3: How is Policy Made? Rational Choice Theory and its Critics Charles Lindblom, The Science of Muddling Through, Public Administration Review 19:2 (Spring 1959), Amitai Etzioni, Mixed Scanning: A third Approach to Decision-Making, Public Administration Review (Spring 1967), John Kingdon, Processes: Origins, Rationality, Incrementalism, and Garbage Cans. in Agendas, Alternatives and Public Policies 2 nd ed. New York: Addison Wesley Longman, 1995, ch.4 Processes: Origins, Rationality, Incrementalism, and Garbage Cans. Deborah A. Stone, The Market and the Polis in Policy Paradox: The Art of Political Decision-Making, Revised Edition New York: W.W. Norton and Company, 2002, Part 2: How are Agendas set in the Market and the Polis? Week 4: Agenda Setting and Policy formation 1: Purposeful Actors and Policy Entrepreneurs (interests) James L. True, Bryan D. Jones and Frank R. Baumgartner (1999). Punctuated-Equilibrium Theory: Explaining Stability and Change in American Policy-Making, in Paul A. Sabatier, ed., Theories of the Policy Process, Boulder, Colorado: Westview, John Kingdon, Agendas, Alternatives and Public Policies 2 nd ed. New York: Addison Wesley Longman, 1995, ch.8 The Policy Window, and Joining of Streams. Joe Blankenau, The Fate of National Health Insurance in Canada and the United States: A Multiple Streams Explanation, Policy Studies Journal 29:1 (2001), * 3

4 Kathryn Harrison, Too close to home: Dioxin contamination of breast milk and the political agenda, Policy Sciences (2001) 34:1, * Week 5: Agenda Setting and Policy Formation 2: Storylines and Narrative Deborah Stone, Casual Stories and the Formation of Policy Agendas, Political Science Quarterly, 104:2 (1989) * Sheldon Kamieniecki, Testing Alternative Theories of Agenda Setting: Forest Policy Change in British Columbia, Canada, Policy Studies Journal 28:1 (2000), * Week 6: Case Study Week: The construction of Policy Problems: The Ethic of Care and Welfare Turbulent Times, 4 th ed. Scarborough, ON: Thomson/Nelson, ch. 3 Problem Definition in Policy Analysis Julie Ann McMullin, Lorraine Davies and Gale Cassidy. Welfare Reform in Ontario: Tough Times in Mothers Lives, Canadian Public Policy 28:2 (2002), * Paul Kershaw, Choice Discourse in BC Child Care: Distancing Policy from Research, Canadian Journal of Political Science 37:4 (December 2004), * Part 3: Explaining Policy Change and Stasis Week 7: Political Economy & Policymaking Under Pressure Turbulent Times, 4 th ed. Scarborough, ON: Thomson/Nelson, ch. 8 Policymaking Under Pressure Wendy McKeen and Ann Porter, Politics of Transformation: Welfare State Restructuring in Canada, in Wallace Clement and Leah F. Vosko, eds., Changing Canada: Political Economy as Transformation Montreal and Kingston: McGill Queen s University Press, 2003, Eric Helleiner, Towards a North American Common Currency? in Wallace Clement and Leah F. Vosko, eds., Changing Canada: Political Economy as Transformation Montreal and Kingston: McGill Queen s University Press, 2003, Week 8: Case Study Week: Applying Rational Choice and Political Economy and feminist approaches: Regional development in Canada Donald Savoie, Visiting Grandchildren: Economic Development in the Maritimes Toronto: University of Toronto Press, 2006, 1-80 and This week we will view the movie, Margaret s Museum, in class 4

5 Week 9: Rational, Historical and Sociological Institutionalism Peter A. Hall and Rosemary C.R. Taylor, Political Science and the Three New Institutionalisms, Political Studies 64 (1996), James G. March and Johan P. Olsen, Rules and the Institutionalization of Action, in Rediscovering Institutions, New York: Free Press, 1989, Hudson Meadwell, Institutions and Political Rationality, in Andre LeCours ed., New Institutionalism: Theory and analysis Toronto: University of Ontario Press, 2005, Week 10: Incorporating Ideas into Institutionalist Approaches Peter A. Hall, Policy Paradigms, Social Learning and the State: The Case of Economic Policy-Making in Britain, Comparative Politics, 25:3 (1993), * Kathryn Harrison, Ideas and Environmental Standard Setting: A Comparative Study of Regulation of the Pulp and Paper Industry, Governance 15:1 (January 2002), * Stephen Schott, New Fishery Management in Atlantic Canada: Communities, Governments and Alternative Targets, in G. Bruce Doern, ed., How Ottawa Spends : Mandate Change in the Paul Martin Era Montreal and Kingston: McGill Queen s University Press, 2004, Week 11: Another Dimension of Institutionalism: Policy Networks/Policy Communities Turbulent Times, 4 th ed. Scarborough, ON: Thomson/Nelson, ch. 6 Policy Communities and Networks Michael Howlett, Do Networks Matter? Linking Policy Network Structure to Policy Outcomes: Evidence from Four Canadian Policy Sectors , Canadian Journal of Political Science 32:2 (2002), * Eric Montpetit, Policy Networks, Federal Arrangements, and the Development of Environmental Regulations: A Comparison of the Canadian and American Agricultural Sectors, Governance 15:1 (2002), * Eric Montpetit, Westminster Parliamentarism, Policy Networks, and the Behaviour of Political Actors, in Andre Lecours ed., New Institutionalism: Theory and Analysis Toronto: University of Toronto Press, 2005, Week 12: Case Study Week: Why are the healthcare systems of Canada and the United States so different? Joe Blankenau, The Fate of National health Insurance in Canada and the US: A Multiple Streams Explanation, Policy Studies Journal 29:1 (2001), (this is from week 3)* 5

6 Sven Steinmo and Jon Watts, It s the Institutions, Stupid! Why Comprehensive National Health Insurance Always Fails in America, Journal of Health Politics, Policy and Law 20:2 (summer 1995), Week 13: Policy Learning/Convergence/Transfer Colin J. Bennett and Michael Howlett (1992), The lessons of learning: Reconciling theories of policy learning and policy change, Policy Sciences, 25, Colin Bennett (1991), What is Policy Convergence and What Causes It?, British Journal of Political Science, 21, * Janice Gross Stein, Policy is Messy Because the World is Messy. Get Used to It. Policy Options/Options Politiques, 22 (January-February 2001), Ronald Manzer, Public Policy-Making as Practical Reasoning, Canadian Journal of Political Science, 17 (1984), Articles by Peter Russell -- TBA ACTIVE READING AND PREPARING FOR SEMINAR DISCUSSIONS The seminar structure for this course is based on the assumption that students, rather than the instructor, will foster most of the discussion. Students will vary in their understanding and comfort with the assigned readings. Ideally, those who are comfortable discussing a reading will help those who feel less confident. Please come prepared to DISCUSS what you understand, QUESTION what you are uncertain of, and EXPRESS your opinions and reactions to the readings. In order for this seminar structure to be effective, it is critical that each student has completed the required reading every week. Much of the reading in this course includes abstract concepts and requires that you read effectively. To be effective you need to read with a purpose, a plan, and with concentration. Strategies to assist you: 1. Recognize the writer s purpose. What is the main objective of the reading? 2. Recognize the writer s assumptions and underlying values. The language another chooses to use offers clues to whether they are, for example, a feminist, a Marxist, etc. 3. Recognize patterns of argument. What is the basic thesis or argument of the article? What steps does the author take to build the argument and how does the author justify or support it? 6

7 4. Aim to link ideas in the text to other ideas and texts. How does this work fit with other readings for the week? How does it fit with those from other weeks? Are the texts compatible, complementary or contradictory? 5. Explore alternatives to the stated idea: Do you agree or disagree with the author s argument? Do you find their theory/explanation convincing, useful, effective? 6. Recognize the assumptions and underlying values that YOU bring to your reading. How do your views influence your interpretation of this reading or this subject? Criteria for Evaluation of Participation Grade Discussion Reading % Excellent: leads debates; offers analysis and comments; always has ideas on theme of readings; takes care not to dominate; asks insightful questions. 80% Very Good: Usually has thoughtful comments and questions; able and frequent contributor. 60% Good: Has basic grasp of key concepts and ideas on the main theme of the reading; arguments are at times incomplete or poorly supported; rarely asks questions. 40% Somewhat Poor: Remarks in class demonstrate poor or incomplete understanding of concepts; seldom contributes to discussions; often disagrees or disrupts discussions. 20% Poor: Speaks rarely or never; demonstrates no understanding into key themes or topics. End of Document Has completed readings and is able to address questions formulated by instructor, and pose new ones based on the readings; Relates assigned material to other course material. Has completed readings; is able to integrate assigned material to other course material. Has completed readings but does not demonstrate critical analysis of readings in response to questions posed by instructor. Rarely able to relate assigned material to other course material. Displays marginal familiarity with assigned material; unable to knowledgably respond to questions posed by the instructor or others; is unable to relate assigned material to other course material. Demonstrates little or no familiarity with assigned material. 7