Theory and Practice in Public Policy

George Mason University

Schar School of Policy and Government
Fall 2017

GENERAL INFORMATION

Listing: PUBP 500-004

Time/Location: Thursdays, 07:20 10:00 pm, Founders Hall 313
Instructor: Dr. Jason Dechant
Phone: 703-861-4493
Email: [email protected]
Office Hours: By appointment

COURSE DESCRIPTION

Theory and Practice in Public Policy, the gateway course for the Masters Program in
Public Policy, introduces you to tools and concepts that will help you navigate in the world of
public policy in two ways. First, we explore several types of theories and assess their strengths,
weaknesses and applicability to public policy in order to understand different varieties of
theory, their uses and application. Second, you will be introduced to several perspectives on
the practice of policy analysis and be given an opportunity to engage in an analytical policy
project that allows you to practice working in a team. Strong ethical and global components
are built into the course.

COURSE OBJECTIVE

The objective of this course is to help you become a more sophisticated policy
professional with an ability to operate effectively and ethically in a political environment.
While many of the applications will be U.S.-based, the theories apply more broadly to
policymaking elsewhere. You will be presented with a variety of ways of looking at political
phenomena, conceiving of relationships, and understanding outcomes. The course seeks to
heighten your sensitivity to economic and political context and your appreciation of theoretical
rigor, disinterested analysis, and empirical evidence for assertions.
You will hone your skills in recognizing values, seeing multiple sides of issues, casting
alternative frames to problems, understanding underlying interests, identifying stakeholders,
and devising strategies for action. Finally, the course aims to enhance your proficiency in
identifying and using appropriate, authoritative source material and in writing and speaking
articulately, succinctly, logically, and convincingly. Upon completion of this course, you
should be well underway toward becoming a policy analyst and well prepared for the
remainder of your Masters program.

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LEARNING OUTCOMES

Given that the objective of this course is to help you become a more sophisticated policy
professional, a focus of the course will be on strengthening skills to explore various dimensions
of issues and developing strategies for action. Throughout the course, we will consider the
fundamental questions that underlie good policymaking. In particular, we will ask the
following:

What is your policy goal?

What are your options (policy alternatives)?
What are the trade-offs (the additional criteria) that you will need to confront when
making policy recommendations?
What are the political, bureaucratic, and logistical realities of the situation and how will
they affect your final policy recommendation?

Successful completion of this course provides the students with the following:

1. Knowledge and understanding

Basic knowledge of the origins of public policy

Familiarity with the policy formulation process
Appreciation of the market economys interaction with public policy
Understanding of how complex social questions can be addressed in an analytical
fashion

2. Professional development and leadership skills

Working together in small groups, with shifting leadership

Presenting competently and effectively and
Writing clearly and persuasively at the professional level

REQUIRED TEXTS AND READINGS

Bardach, Eugene. 2011. A Practical Guide for Policy Analysis: The Eightfold Path to More
Effective Problem Solving. 4th Ed. Washington, D.C.: CQ Press.
Fritschler, A. Lee, and Catherine E. Rudder. 2006. Smoking and Politics: Bureaucracy
Centered Policymaking. 6th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall.
Goren, Lily. 2003. The Politics of Military Base Closure: Not in My District. Peter Lang Inc.,
International Academic Publishers.
Miller, Benjamin, and North. 2016. The Economics of Policy Issues. 19th ed. Upper Saddle
River, N.J.: Pearson.
Miller, Gary J. 2005. The Political Evolution of the Principal-Agent Models Annual Review
of Political Science, Vol. 8, 203-225.

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Oliver, Pamela E. 1993. Formal Models of Collective Action. Annual Review of Sociology,
Vol. 19, pp. 271-300.
Sandel, Michael. 2010. Justice: Whats the Right Thing to Do. Farrar, Straus, and Giroux.
Stone, Deborah A. 2012. Policy Paradox: The Art of Political Decision Making. 3rd ed. New
York: Norton.
Thaler, Richard and Cass Sustein. 2009. Nudge: Improving Decisions about Health, Wealth,
and Happiness. Penguin Books.

REQUIREMENTS AND ASSESSMENT

Both individual and group work are important skills to be developed and you will be
evaluated on each throughout the course. They will allow you to demonstrate your knowledge
of theories, strengthen your research skills, and refine your presentation and writing
proficiency. Exercises and exams are treated as pedagogical exercises to demonstrate your
learning throughout the course. Grades will be assigned and apportioned as follows:

Group Analysis and Presentation 30%

Final Exam 25%
Exercise (Remote) 15%
Class Participation/Quizzes 15%
Individual Critical Review 15%

Group Analysis and Presentation

The class will be divided into small teams. Each team will develop a policy paper generally
following the guidelines and approach introduced in Bardachs A Practical Guide for Policy
Analysis on a topic to be determined for a specific client (e.g., Congress, DHS, state governors,
relevant segment of industry, etc.). The assignment includes:

1. A policy analysis paper of no more than 10 pages including:

a. A bibliography (does not count against page limit)
b. A one-page executive summary (does not count against page limit)
2. An annotated bibliography of no more than 5 pages*
a. Provides listing of key sources for analysis
b. Typed, but informal/unedited; focus time and energy on analysis
*Bibliography will not be evaluated for style/format/writing, but for completeness
of sources identified and demonstration theyve been reviewed.
3. An informal memo/email that includes:
a. A description of the client/stakeholders to which the paper is directed
b. A statement of team roles and responsibilities

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The presentation will occur during the designated class period and each team will be allotted a
window of time, followed by a question period. Assigned grades (for both the paper and
presentation) will be an equal weighting of group performance and individual contributions.

Final Exam
A final exam will be given at the end of the semester. It will consist of a limited number of
essay questions and a practical exercise. It is take-home and open-book. The exam is due
Thursday, December 14 by 10pm.

Class Participation and Quizzes

Part of your evaluation will be based upon how well you are prepared for class and this is
demonstrated in class participation and quizzes (if and when they are given). Quality
participation is not measured by the amount of talking or participation, but the quality and
relevance of the comments. Given this is a policy processes course, those with experience (past
and present) with some aspect of the process are encouraged to relate their knowledge and
experiences to the theories and concepts introduced in the course to test their utility. Missing
more than three classes will result in a grade reduction.

Individual Critical Review

Conducting compelling policy analysis involves more than following a formulaic procedure.
It requires critical thinking at every step and consideration of what makes some analyses
stronger than others. Therefore, every student will be required to do a critical review of a
selected policy analysis (of their choosing) and convey their review in a short paper no longer
than 3 pages. Additional details will be provided during class.

Policy Exercise
A short policy exercise will be conducted (remotely) during the designated class period. It will
be a practical exercise that will be based upon the readings and instruction to that point in the
course. The exercise will be issued via email immediately prior to the class period, to be
completed during the period, and returned via email at the end of the class period. A 15 minute
grace period (beyond the end of class) will be permitted but any assignments submitted after
10:15 pm will be decreased a letter grade. Additional details will be provided during class.

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SCHEDULE AT A GLANCE

Class Date Topic Readings

1 08/31 Introduction and Course Overview --

2 09/07 Fundamentals of Policy Analysis Bardach

--Group Topics Due--

3 09/14 Theories of Public Policy Oliver

4 09/21 Theories of Justice in Public Policy Sandel

--Individual Critical Review Due--

5 09/28 NO CLASS/Practical Exercise (Remote) Miller and North

6 10/05 Economics in Policy Analysis Miller and North

7 10/12 Goals, Choices, and Trade-Offs Stone (pp. 1-154)

8 10/19 Problems and Solutions in the Policy Process Stone (pp. 157-end)

9 10/26 The Policy Process in Action Fritschler and Rudder

--Group Annotated Bibliography Due--

10 11/02 Principals and Agents Miller

11 11/09 Legislative Solutions to Complex Policy: Base Goren

Realignment and Closure

12 11/16 Policy Shaping Choices Thaler and Sustein

- 11/23 NO CLASS-THANKSGIVING HOLIDAY --

13 11/30 Further Motivations in Social Policy TBD

--Group Analysis Paper and Memo Due--

14 12/07 Group Presentations --

--Group Presentation Due--

DETAILED SCHEDULE, TOPICS, AND ASSIGNMENTS

The following provides further detail on the schedule, lecture topics, and assignments
introduced in the preceding Schedule at a Glance. Each class also includes Discussion
Questions for which each student is expected to be prepared to address--they are candidates
for in-class questioning, quizzes, and exams.

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Class 1: Introduction and Course Overview (August 31)
Reading: None
Topics
Introductions
Public policy discussion
Conceptual backdrop
Syllabus review and assignments
Discussion Questions
What is public policy?
How does public policy affect you?
What is your role in public policy?
What are different approaches to policy analysis?

Class 2: Fundamentals of Policy Analysis (September 7)

--Group Topics Due--
Reading: Bardach (entire book)
Topics
The analysis process: Eight step approach
Collecting evidence
Best practices and hallmarks of good analysis
Other models for policy analysis
Discussion Questions
What is the eight step approach to policy analysis?
What are strengths and weaknesses of the approach?
What are other approaches to policy analysis?
What is the most important aspect of good policy analysis?
What are indicators of weak policy analysis?

Class 3: Theories of Public Policy (September 14)

Reading: Oliver (pp. 271-300)
Topics
Models of collective action
Rational Choice approach
Punctuated Equilibrium
Other prevailing theories of public policy
Discussion Questions
What are Olsons contributions to collective action theory (and criticisms of it)?
What are some individual decision models?
What are some approaches to formal analysis of collective action?
What are the strengths and limitations associated with other notable theories of public
policy?

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Class 4: Theories of Justice in Public Policy (September 21)
--Individual Critical Review Due--
Reading: Sandel (entire book)
Topics
Elements of justice in public policy
Prevailing theories of justice
Intersection of theory and policy
Discussion Questions
What are different ways of thinking about justice (key aspects)?
Who are some leading philosophers (on matters of justice) and their related schools of
thought?
How do theories of justice help us to evaluate public policy and conduct policy analysis?

Class 5: NO CLASS/Practical Exercise-Remote (September 28)

Reading: Miller and North (Chapters 1-15)
A practical exercise will be issued via email prior to class start time and due also via email by
the end of the class period.

Class 6: Economics in Policy Analysis (October 5)

Reading: Miller and North (Chapters 16-31)
Topics
The power and versatility of markets
Market limits and failures
Economic analysis in public policy
Discussion Questions
Does the market have a role in public safety?
How are tensions between the market and ethics managed?
How is fairness in pricing determined?
How are matters of justice handled by the marketplace?

Class 7: Goals, Choices, and Trade-Offs (October 12)

Reading: Stone (pp. 1-154)
Topics
Rationality Project
Polity vs. Market
Equity, efficiency, welfare, liberty, and security
Discussion Questions
What are common problems?
How can you bridge the gap between public interest and self-interest?
What are different concepts of equity, efficiency, welfare, liberty, and security?

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Class 8: Problems and Solutions the Policy Process (October 19)
Reading: Stone (pp. 157-end)
Topics
Symbols and transparency
Numbers and their discontents
Incentives and rules
Discussion Questions
What are symbolic devices and how can they be effectively used in policy discourse?
How can counting be political?
What are different types of causal theories?
How can decision analysis differ between rational-analytic and polis models?

Class 9: The Policy Process in Action (October 26)

--Group Annotated Bibliography Due--
Reading: Fritschler and Rudder (entire book)
Topics
Bureaucracy and its uses/limits
Policy entrepreneurs
Tobacco as template for other policy debates
Discussion Questions
How can the bureaucracy play a positive/negative role in the policy process?
What is the role of policy entrepreneurs in policy formulation?
What are other policy issues that resemble tobacco policy and how do they resemble it?
How did private interests shape the tobacco policy process?

Class 10: Principals and Agents (November 2)

Reading: Miller (pp. 203-225)
Topics
Principal-Agent Theory
Information asymmetry
Credible commitment
Discussion Questions
What are the origins (from economics) of principal-agent theory?
How has the principal-agent model been extended to political science?
How does congressional oversight challenge the principal-agent model?
What are other examples of principal-agent theory properly applied to public policy?

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Class 11: Legislative Solutions to Complex Policy-Base Realignment and Closure (Nov
9)
Reading: Goren (entire book)
Topics
Dedistributive decision making
Congressional role in policy process
Evasive delegation
Discussion Questions
How can issues become too complex for congressional action?
How can the policy process lead to intractable congressional situations?
How can commissions address complex policy matters?
What approaches are taken to balance competing interests in complex policy matters?

Class 12: Policy Shaping Choices (November 16)

Reading: Thaler and Sustein
Topics
Policy shaped by cognitive science
Behavioral economics and policy
Nudges or manipulation
Discussion Questions
What are the key differences between reflective and automatic systems?
How do biases, heuristics, and fallacies affect decision making?
What is libertarian paternalism and how does it unite otherwise competing philosophies?
What is choice architecture and how can it relate to public policy?

NO CLASS NOVEMBER 23--THANKSGIVING HOLIDAY

Class 13: Further Motivations in Social Policy (November 30)

--Group Analysis Paper and Memo Due--
Reading: TBD
Topics
TBD as time/topics permit
Discussion Questions
TBD

Class 14: Final Class/Group Presentations (December 7)

--Group Presentation Due; loaded onto computer/projector before class--
Reading: None

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GENERAL GUIDELINES AND POLICIES

Papers
Writing research and policy papers is a fundamental part of graduate study. The quality of a
paper is determined by a number of factors, including presentation of facts, development of
argumentation, clarity of analysis, acknowledgment of sources, and accuracy of format and
style. A good guideline for elements and format of a research paper and bibliography, including
online sources, is A Pocket Style Manual, Seventh Edition (2015), by Diana Hacker and Nancy
Sommers. Note that your written assignments in this class will be used to evaluate whether you
might need to take a writing class as part of your course of study.

Presentation
Being able to prepare and conduct a presentation of current or proposed work is essential in
any professional environment. The quality of a presentation depends on what is discussed and
how it is communicated to the audience. A good paper or outline is the basis, but it is equally
important to develop a script (or outline) specifically for the presentation It should lay out how
to introduce the topic to the audience, which parts to emphasize and which to skip, how to
close the presentation and start the discussion. It is highly recommended to stage a dry-run
ahead of time to test the format (stand-alone, with slides, PowerPoint supported, etc.) and to
properly manage the time allotted.

Grading
All written and oral assignments will be judged using the GMU system for grading graduate
courses as laid out in the university catalog. Grades earned for each assignment will be added
numerically, and the weighted average will be used to determine the final grade, which allows
for the grades of A, A-, B+, B, B-, as well as C, F, and IN. Assignments that are submitted late
will lead to a grade reduction, up to being marked as missed entirely. Unacceptably frequent
periods of absence (missing more than three classes) will result in grade reduction as well. No
extra credit will be given.

Electronic Communication and Blackboard

The GMU email accounts are the primary and authoritative means of electronic
communication; announcements regarding classes will be sent to those accounts only. Students
are free to use other accounts, but are solely responsible for any failed communication, missed
deadline, etc. Blackboard will also be used to post announcements, presentations, and other
items, so be sure to check regularly. I generally respond to emails within 24 hours during the
week.

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Special Needs
If you are a student with a disability and you need academic accommodations, please see me
AND contact the Office of Disability Services at http://ods.gmu.edu/. All academic
accommodations must be arranged through ODS before classes start.

SPGIA Policy on Plagiarism

The profession of scholarship and the intellectual life of a university as well as the field of
public policy inquiry depend fundamentally on a foundation of trust. Thus any act of plagiarism
strikes at the heart of the meaning of the university and the purpose of the School. It constitutes
a serious breach of professional ethics and it is unacceptable.
Plagiarism is the use of anothers words or ideas presented as ones own. It includes,
among other things, the use of specific words, ideas, or frameworks that are the product of
anothers work. Honesty and thoroughness in citing sources is essential to professional
accountability and personal responsibility. Appropriate citation is necessary so that arguments,
evidence, and claims can be critically examined.
Plagiarism is wrong because of the injustice it does to the person whose ideas are stolen.
But it is also wrong because it constitutes lying to ones professional colleagues. From a
prudential perspective, it is shortsighted and self-defeating, and it can ruin a professional
career.
The faculty of the School takes plagiarism seriously and has adopted a zero tolerance
policy. Any plagiarized assignment will receive an automatic grade of F. This may lead to
failure for the course, resulting in dismissal from the University. This dismissal will be noted
on the students transcript. For foreign students who are on a university-sponsored visa (e.g.
F-1, J-1 or J-2), dismissal also results in the revocation of their visa.
To help enforce the SPGIA policy on plagiarism, all written work submitted in partial
fulfillment of course or degree requirements must be available in electronic form so that it can
be compared with electronic databases, as well as submitted to commercial services to which
the School subscribes. Faculty may at any time submit students work without prior permission
from the student. Individual instructors may require that written work be submitted in
electronic as well as printed form. The SPGIA policy on plagiarism is supplementary to the
George Mason University Honor Code; it is not intended to replace it or substitute for it.

Honor Code
George Mason University shares in the tradition of an honor system that has existed in Virginia
since 1842. The Honor Code is an integral part of university life. In the spirit of the code, a
student's word is a declaration of good faith acceptable as truth in all academic matters.
Cheating and attempted cheating, plagiarism, lying, and stealing of academic work and related
materials constitute Honor Code violations.
This course is subject to all policies of the George Mason University Honor Code as
laid out in the university catalog. As stated above, the provisions regarding plagiarism are

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particularly relevant. The best way of avoiding plagiarism charges is rigorous and meticulous
documentation and, to the extent possible, retention, of all sources that are used for preparing
papers and presentations. While it is not necessary to cite a source for every single statement,
it is expected that students reference major sources in a way that allows fellow students and
other readers to identify them. This means e.g. when citing an author in the text, the cited work
needs to be referenced in full in the bibliography, and the bibliographic citations need to be
complete and verifiable.

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