王牧华-2019-留学生品牌课-教育政策课程简介

王牧华-2019-留学生品牌课-教育政策教学进度

王牧华-2019-留学生品牌课-教育政策 教学大纲

王牧华-2019-留学生品牌课-教育政策 授课教案

1.课程简介

Introduction of Educational Policy Course

Course Name：Educational PolicyCredit: 3Study Hours: 54

General description of this course, including its students’ level, and the previous course students have studied, or which basic knowledge and skills they should have. Then, it should containthe goal and the main content of this course. This description is usually 300 words.

This course is designed to introduce students to educational policy debates. The class is strongly recommended for students in the Education Management master’s program, but we also very much welcome the perspectives of students from other master programs.

We will start with a brief overview of the policy development cycle,Garbage Can Modeland the Window of opportunity for policy change. We then will introduce a framework for policy analysis, which will be used for case analysis for the following chapters. We then turn to the policy paradoxes as proposed by Stone, concerning issues about the goals, problems and solutions in policy making and implementation challenges. We will examine a number of recent policy reform efforts in Chinaand selected OECD countries, with particular attention to English as a medium of instruction, and PISA country ranking. We will examine examples of good practice from other countries and from other fields as a way to stimulate creative thinking about reform. Finally, we will consider questions of politics, with an eye towards how to move ideas into action. The course also includes both seminal texts on educational policy and politics as well as the most current thinking on these questions.

As much as possible, the course will be interactive and student-directed; each class will feature considerable time for discussion, and project topics will be chosen by students to match their interests. By the end of the class, students will have learned critical “policy skills” (such as writing policy analyses), and the ability to communicate clearly, persuasively, and logically about an educational policy issue, and preferably in English. Equally importantly, they will also have reached informed conclusions about what they think a better education system might look like and what the leverage points are for achieving those ends.

2.教学进度设计

Teaching Schedule of Educational Policy Course

Study Hours: 54 Weekly Study Hours: 3 Weeks: 18

Week	Teaching Content	Notes
1	Introduction
2	The policy development cycle
3	TheGarbage Can Model
4	Window of Opportunity for Policy Change
5	A framework for policy analysis
6	Policy ParadoxPartⅠPolitics 1. The market and the polis
7	PartⅡGoals 2. Equity	Group 1
8	3.Efficiency	Group 2
9	4. Security 5. Liberty	Group 3
10	Summary goals Round table/panel discussion 1	All groups
11	PartⅢProblems 6.Symbols	Group 4
12	7. Numbers 8.Causes	Group 5
13	9.Interests10.Decisions	Group 6
14	PartⅣSolutions 11. Inducements	Group 7
15	12.Rules 13.Facts	Group 8
16	14.Rights 15.Powers
17	Summary problems and solutions Round table/panel discussion 2	All groups
18	Policy paradox in action/Conclusions

3.教学大纲

Syllabus ofEducational Policycourse

Instructors:

Professor dr.Muhua WANG

dr.Yanjuan HU

dr. Wanjuan ZHONG

dr. Xiantong ZHAO

Faculty of Education, Southwest University

Office hours in TJB Building #225

by appointment huy@swu.edu.cn

I. Basic Information

Course Name:Educational Policy

Course Type: Optional Course

Semester: 3

Credit: 3

CourseRequirements:

Students should have a sufficient command of the English language to not only follow passively, but to participate actively in the discussions. It is strongly recommended for students who are interested in educational policy analysis.

CourseDescription:

To introduce the key concerns in current educational policy debates, the course will start with a brief overview of the policy development cycle,Garbage Can Modeland the Window of opportunity for policy change, and a framework for policy analysis. We then turn to the policy paradoxes as proposed by Stone, concerning issues about the goals, problems and solutions in policy making and implementation challenges. We will examine a number of recent policy reform efforts in selected OECD countries, with particular attention to English as a medium of instruction, and the influence of PISA country ranking. We will examine examples of good practice from other countries and from other fields as a way to stimulate creative thinking about reform.

Textbook: Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

More study resources:

1.Xu, X. & Mei, W. (2018).Educational Policies and Legislation in China.Springer.

2.Wang, Y. (2013).Education Policy Reform Trends in G20 Members.Springer.

3.Thissen, W.A.H. & Walker, W.E. (2012).Public Policy Analysis-New Developments. Springer.

4.UNESCO handbook on education policy analysis and programming vol1

II. Goals

By the end of the class, students will have an overview of the policy development cycle. They will be able to recognize policy paradoxes concerning issues about the goals, problems and solutions in policy making and implementation. They will have learned critical “policy skills” (such as writing policy analyses), and the ability to communicate clearly, persuasively, and logically about an educational policy issue in English. They will also have improved their intercultural competence such as cultural perspective taking, mutual respect and avoidance of biased understandings of cultural differences.

III.Outline

1. Week One (YY/MM/DD)

lTopic:introduction to the course

üPoint one: clarification on teaching and learning method

üPoint two: introducing the course instructors and the topics

üStudents background such as motivation for the course

üCourse assessment and student assignments

üCourse main content and time plan

lReading reference: ….

OECD- EDUCATION POLICY OUTLOOK_ 2015_Highlights

lStudent assignment:

1.Start brainstorming about the possible topic for your individual course paper. Think about which topic seems most interesting to you? Do some initial searching and reading about this topic as a preparation for your final research project.

2.Form study groups of 4 and start preparing for your group assignment and presentation.

2. WeekTwo

lTopic:Introducing the policy development cycle

üDefining educational policy

üKey elements in the cycle

üThe policy development process

lReading reference: ….

1.Part I Key concepts in education policy analysis in UNESCO handbook on education policy analysis and programming vol1

2.Chapter 2 perceptions of policy in Tiffany, J. (2013).Understanding Education Policy.

lStudent assignment: choose a policy topic of your interest, identify the key elements involved in this policy, and draw a map describing the policy development process.

3. Week Three

lTopic:Garbage Can Model

üWhat is a Garbage Can Model?

üOrganized anarchy: problematic preferences, unclear technology, and fluid participation

üThe four streams: problems, solutions, participants, opportunities

lReading reference:

Cohen, M., March, J., & Olsen, J. (1972). A Garbage Can Model of Organizational Choice.Administrative Science Quarterly, 17(1), 1-25. doi:10.2307/2392088

lStudent assignment:

Reexamine your policy development map and see how it may be expanded or amended after learning about the garbage can model

4. Week Four

lTopic:Window of Opportunity for Policy Change

üPolicy change as a dynamic process

üAgenda setting, coalition building and policy learning

üSMART recommendation

üThe window of opportunity by examining evidence of changes

lReading reference: ….

1.Kingdon, J. W., (1984).Agendas, Alternatives and Public Policies(Boston: Little, Brown and Company).

2.Béland, D.& Howlett, M. (2016). The role and impact of the multiple-streams approach in comparative policy analysis.Journal of Comparative Policy Analysis: Research and Practice18(3): 221–227.

lStudent assignment:

Reconsider your policy development map, try to identify the window of opportunity for policy change in your map.

5. Week Five

lTopic:A framework for policy analysis

üPurpose of the analysis: Analysisforpolicy and analysisofpolicy

üA framework: context, text and consequences

üSocial-political environment, strategic direction, organizational principles and operational practices and procedures

lReading reference:

1.Bell, L., & Stevenson, H. (2006).Education policy: Process, themes and impact. Routledge: London.

a.Chapter 1 what is education policy? (pp.7-24)

b.Chapter 6 Policy, strategy and leadership (pp. 97-119)

2.Taylor,S.,Rizvi,F.,Lingard,B.andHenry,M.1997.Education policy and the politics of change,London:Routledge.

lStudent assignment:

Compare the different definitions of policy and analyzing framework introduced in the last three weeks, identify the similarities and differences between them, and choose or develop your own framework for policy analysis

6. Week Six

lTopic:Introduction of the policy paradox

üModel of reasoning: rational decision making vs. political reasoning

üThe Market and the Polis

lReading reference:

Chapter 1. The market and the polis in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: compare the analytical model from policy paradox and the framework for policy analysis from week 5, which one do you prefer to use for your policy analysis assignment? Do you see a way to combine these together and develop your own framework for analysis?

7. Week Seven

lTopic:policy goals

üDefining policy goals in general

üGroup 1 presentation: introducing equity

üThe paradox about equity: example of EMI in the class

üDistribution: recipients, items and process

üDimensions of equality

lReading reference: ….

Chapter 2. Equity in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Study material: English as a medium of instruction-2015

lStudent assignment: identify the equity issues in relation to the policy issue you have chosen.

8. Week Eight

lTopic:Efficiency

üGroup 2 presentation: introducing efficiency

üThe paradox about defining efficiency micro level: the case of an efficient library

üThe paradox about defining efficiency macro level: the case of the national college entrance examination

üVoluntary exchanges and allocative efficiency

üThe equality-efficiency trade off

lReading reference: ….

Chapter 3. Efficiency in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: identify the efficiency issues in relation to the policy issue you have chosen, do you see any equality-efficiency trade-offs?

9. Week Nine

lTopic:4. Security 5. Liberty

üComparison of the efficient systems from student assignment

üGroup 3 presentation: introducing security

üTypes of needs: Relative vs. absolute human needs; Direct vs. instrumental needs; Future vs. present needs; Physical survival vs. relational needs

üTypes of harm in relation to liberty: physical harm, material harm, emotional and moral harm; structural and accumulative harms to a community

lReading reference: ….

Chapter 4. Security in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 5. Liberty in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: identify the security and liberty issues in relation to the policy issue you have chosen, do you see any trade-offs between different goals? How do you propose to keep balance between them?

10. Week Ten

lTopic:summary goals and trade-off between different goals

üOverview complications in defining policy goals

ütrade-off: Equity, efficiency, Liberty, security

üCase analysis: policy paradoxes, lessons from Finish education

üRound table discussion panel 1 of all groups on the initial planning of the group project on developing a framework and defining goals on a policy issue of their choice.

lReading reference: ….

lStudent assignment:

11. Week Eleven

lTopic:PartⅢProblems 6.Symbols

üIntroducing ways to define policy problems

üGroup 4 presentation: introducing symbols

üTypes of symbols: stories, synecdoche, metaphor

lReading reference: ….

Chapter 6. Symbols in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: in consideration of the various ways to represent a policy problem, how were symbols used as a way to present the policy problem in relation to the policy issue you have chosen? Were they effective? Why or why not?

12. Week Twelve

lTopic:7. Numbers 8.Causes

üGroup 5 presentation: introducing numbers

üWhy counting is political

üNumerical strategies in problem definition

üCausal strategies and uses of causal argument in problem definition

üCase study: PISA country ranking

üCase study: journal rankings and citation counts

lReading reference: ….

1.Chapter 7. Numbers in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

2.Chapter 8. Causes in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

3.PISA-2015-results-in-focus

4.Rutkowski&Rutkowski.(2014).Leaning Tower of PISA

5.Gruber, T. (2014). Academic sell-out: how an obsession with metrics and rankings is damaging academia.Journal of Marketing for Higher Education,24(2), 165-177.

6.Bornmann, L., & Marx, W. (2015). Methods for the generation of normalized citation impact scores in bibliometrics: Which method best reflects the judgements of experts?.Journal of Informetrics,9(2), 408-418.

lStudent assignment: find a university of your interest. Make a list of the reasons why you are interested in this university. Then find answers to the questions such as How was it ranked in different university ranking systems by different organizations? What is included excluded the rankings? If you would revisit your list of reasons, will it remain the same? And why or why not?

Task 2: how were numbers used to represent the policy problem of your choice?

13. Week Thirteen

lTopic:9.Interests 10.Decisions

üGroup 6 presentation: introducing interests

üConcepts of interests: subjective vs. objective

üRepresentation of interests in defining policy problems

üDecision analysis: rational analytic model vs. polis model

lReading reference: ….

Chapter 9. Interests in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 10. Decisions in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: how are interests represented in the policy problem you defined?

14. Week Fourteen

lTopic:PartⅣSolutions 11. Inducements

üOverview types of policy instrument

üGroup 7 presentation: introducing inducements

üPositive versus negative Inducements

üThe inducement system: giver, receiver, the inducement

üInducements in the market and polis model

lReading reference: ….

Chapter 11. Inducements in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: Were there any inducements involved in solving the policy problem you have chosen? Were they effective or not? Why?

15. Week Fifteen

lTopic:12.Rules 13.Facts

üConcepts of good rules, tension in making rules

üGroup 8 presentation: introducing facts

üTwo faces of persuasion

üThe rational ideal vs. indoctrination

lReading reference: ….

Chapter 12. Rules in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 13. Facts in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: Can you identify any use of rules or facts in the current policy instrument used for solving the policy problem of your choice?

16. Week Sixteen

lTopic:14.Rights 15.Powers

üPositive rights vs. normative rights

üTypes of rights: procedural, substantive

üFunctions, sources, mechanisms of rights

üPower: redefining membership, changing size, changing distribution of power

üSummary of policy solutions/instruments

lReading reference: ….

Chapter 14. Rights in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 15. Powers in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: Can you identify any use of rights or powers in the current policy instrument used for solving the policy problem of your choice?

Task 2: putting pieces together (week 11-16) and make a coherent short analytical essay about the problem definition and its solutions on the policy issue of your choice.

17. Week Seventeen

lTopic:Policy paradox in action

üOverview policy problems and solutions

üCase study:

üAll group round table discussion panel 2, identify problems and proposing solutions to a policy issue of their choice

lReading reference: ….

The conclusion chapter inDeborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

lStudent assignment: finalize the group research paper

18. Week Eighteen

lTopic:Conclusions

üReview main points from policy development cycle, window of opportunity, framework for analysis

üReview main points policy paradox about the goals, problems and solutions

üRemaining questions

lReading reference:

lStudent assignment: finalize the individual research plan/policy analysis paper.

IV. Assessment

1.Ways of Assessment:

Participation in discussion, small group assignments, individual research report

2. The final Score:

30% Active participation in discussion

30% group assignments

40% individual policy analysis or research proposal

3. Assessment of Whole Semester’s Performance:

(1) Classroom Performance (20 scores): active participation in discussions. This includes individual contributions and group discussions in clarifying, questioning, or expanding on the ideas of others. Students will be asked to organize and guide discussions to question, clarify, connect, and relate class readings.

(2) Assignments (20 scores): students work in group of 3 to 4, each group should hand in one group research paper (no less than 2000 words) on a relevant topic of their own choice. Each group shall give a presentation about their initial results in week 10 and the final results in week 17 in forms of panel/round table discussions.

(3) Exams (0 scores): no exam

(4) Research Report (40 scores): each student should write a research proposal/policy analysis/literature review in about 3000 words on a topic of their own interest. The policy analysis should have a clear theoretical framework and connected to (select) concepts covered in the Paradox book. The proposed research questions and research methods should be clearly described and justified against relevant literature.

(5) Teaching Practice (10 scores): students work in group of 3 to 4, each group shall make one presentation for at least 30 minutes on one of the topics covered in this course. This presentation should be designed and delivered to introduce the topic.

(6) Attendance (10 scores): Students should attend the courses in time, and failure to show up could also have a negative impact on the overall classroom performance.

4. The Final Exam:

Students independently work on policy analysis paper or research proposal. Students are advised to start early on, and work out the paper though out the course. The final deadline will be on XX, one week after the last class meeting.

V.Other Explanations:

All assignments must be completed on time (if late highest grade=B) and be your original work with proper citation given to readings and any other sources. Plagiarism will not be tolerated.

The course will mainly take place in forms of seminar discussions and debates about the current thinking on issues related to educational policy development. Learning outcomes thus depend strongly on what students bring into the discussions. For each 3 hour class meeting, students shall expect to spend at least 3 hours self-studying materials before that meeting. This means that you need to be prepared with the following when you come to the class meeting each week:

1. Getting the Basics Down (You DON’T need to know every single idea in every single

Chapter/article!):

a. What is theargumentof the piece? (1 sentence)

b. Whatevidence/methoddid the piece use to support the argument? (List)

c. Who is (are) the author(s)respondingto? (2-4 sentences)

i. Are they building on an existing argument?

ii. Are they challenging an existing argument?

iii. Are they elaborating/refining an argument?

iv. Are they incorporating other disciplinary ideas (outside of more typical education frameworks)?

d. How does the piececontributeto the field’s understanding of the issues? (1-3 sentences)

e. Howeffectiveis the argument and evidence in your opinion? (3-5 sentences)

i. What assumptions does (do) the author(s) make?

ii. What’s missing from the analysis?

iii. Do you know of existing counter evidence?

iv. Is the study generalizable?

v. Do you think there is a “real world” application for the ideas in the piece?

2. Connection to the Class meeting:

Step back and ask: What does this reading contribute to the session topic identified on the syllabus? How do the readings for the week agree/disagree? What’s the root of the disagreement?

3. Connection to the Course:

Step back again and ask: How does the reading address the big ideas of the course?

How does the reading contribute to our understanding of the politics and education?

4. Connection beyond the Course:

If you were to take up this topic, what else would you want to know? What questions still linger for you? (2-3 questions – aim for big idea questions, not fact specific questions)

4.授课教案

Educational PolicyCourseLesson Plan

Lesson One

I. Topicintroduction to the course

(Week: 1 ; Study hours: 3 )

II. Objectives

lStudents should be prepared for the teaching and learning methods in this course

lStudents should be clear about the course content, time planning and assignments

lStudents should develop a personal goal for learning this course

III. Teaching Content

lClarification on teaching and learning method

lIntroducing the course instructors and the topics

lStudents background such as motivation for the course

lCourse assessment and student assignments

lCourse main content and time plan

Keypoints: Clarification on teaching and learning method and student assignments

Difficulties: student motivation for the course

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, role play

V. ReadingMaterials

OECD- EDUCATION POLICY OUTLOOK_ 2015_Highlights

VI.Student Assignment

1.Start brainstorming about the possible topic for your individual course paper. Think about which topic seems most interesting to you? Do some initial searching and reading about this topic as a preparation for your final research project.

2.Form study groups of 4 and start preparing for your group assignment and presentation.

Lesson Two

I. TopicIntroducing the policy development cycle

(Week: 2 ; Study hours: 3 )

II. Objectives

lStudents should be able to define educational policy

lStudents should be able to describe the key elements involved in a policy

lStudents should be able to explain different phases in the policy development process

III. Teaching Content

lDefining educational policy

lKey elements in the cycle

lThe policy development process

Keypoints: The policy development process

Difficulties: Defining educational policy

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, concept map

V. ReadingMaterials

Corereading:

1.Part I Key concepts in education policy analysis in UNESCO handbook on education policy analysis and programming vol1

2.Chapter 2 perceptions of policy in Tiffany, J. (2013).Understanding Education Policy.

VI.Student Assignment

Choose a policy topic of your interest, identify the key elements involved in this policy, and draw a map describing the policy development process.

Lesson Three

I. TopicGarbage Can Model

(Week: 3 ; Study hours:3 )

II. Objectives

lStudents should be able to explain when a garbage can model can be used.

lStudents should know the four streams

lStudents should be able to explain the relationships between four streams

III. Teaching Content

lWhat is the Garbage Can Model?

lOrganized anarchy: problematic preferences, unclear technology, and fluid participation

lThe four streams: problems, solutions, participants, opportunities

Keypoints: The four streams: problems, solutions, participants, opportunities

Difficulties: The four streams: problems, solutions, participants, opportunities

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, case analysis

V. ReadingMaterials

Corereading: Cohen, M., March, J., & Olsen, J. (1972). A Garbage Can Model of Organizational Choice.Administrative Science Quarterly, 17(1), 1-25. doi:10.2307/2392088

Other readings: TBD

VI.Student Assignment

Reexamine your policy development map and see how it may be expanded or amended after learning about the garbage can model

Lesson Four

I. Topic Window of Opportunity for Policy Change

(Week: 4 ; Study hours: 3 )

II. Objectives

lStudents should be able to understand the dynamic process of policy change

lStudents should be able to understand how the window of opportunity could be created

lStudents should be able to recognize the window of opportunity by examining evidence of changes

III. Teaching Content

lPolicy change as a dynamic process

lAgenda setting, coalition building and policy learning

lSMART recommendation

lThe window of opportunity by examining evidence of changes

Keypoints: The window of opportunity by examining evidence of changes

Difficulties: The window of opportunity by examining evidence of changes

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group

V. ReadingMaterials

Corereading: Kingdon, J. W., (1984).Agendas, Alternatives and Public Policies(Boston: Little, Brown and Company).

Other readings: Béland, D.& Howlett, M. (2016). The role and impact of the multiple-streams approach in comparative policy analysis.Journal of Comparative Policy Analysis: Research and Practice18(3): 221–227.

VI.Student Assignment

Reconsider your policy development map, try to identify the window of opportunity for policy change in your map.

Lesson Five

I. TopicA framework for policy analysis

(Week: 5 ; Study hours: 3 )

II. Objectives

lStudents should be able to recognize the purpose of a specific policy analysis

lStudents should know the key components in an analysis framework

lStudents should be able to develop a framework for policy analysis

III. Teaching Content

lPurpose of the analysis: Analysis for policy and analysis of policy

lA framework: context, text and consequences

lSocial-political environment, strategic direction, organizational principles and operational practices and procedures

Keypoints: develop a framework for policy analysis

Difficulties: develop a framework for policy analysis

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, case study

V. ReadingMaterials

Corereading:

Chapter 1 what is education policy? (pp.7-24)

Chapter 6 Policy, strategy and leadership (pp. 97-119)

Bell, L., & Stevenson, H. (2006).Education policy: Process, themes and impact. Routledge: London.Other readings:Taylor,S.,Rizvi,F.,Lingard,B.andHenry,M.1997.Education policy and the politics of change,London:Routledge.

VI.Student Assignment

Compare the different definitions of policy and analyzing framework introduced in the last three weeks, identify the similarities and differences between them, and choose or develop your own framework for policy analysis

Lesson Six

I. TopicIntroduction of the policy paradox

(Week: 6 ; Study hours: 3 )

II. Objectives

lStudents should have an awareness of the paradoxical situations in education

lStudents should understand the two models of reasoning

lStudents should be able to explain the differences between the Market and the Polis

III. Teaching Content

lModel of reasoning: rational decision making vs. political reasoning

lThe Market and the Polis

Keypoints: Model of reasoning

Difficulties: The Market and the Polis

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, role play

V. ReadingMaterials

Corereading:Chapter 1. The market and the polis in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

Compare the analytical model from policy paradox and the framework for policy analysis from week 5, which one do you prefer to use for your policy analysis assignment? Do you see a way to combine these together and develop your own framework for analysis?

Lesson Seven

I. Topicpolicy goals

(Week:7 ; Study hours:3 )

II. Objectives

lStudents should be able to understand the paradoxical definition of policy goals

lStudents should know the distribution and dimensions of equality

lStudents should be able to know how equity can be defined differently given a specific example

III. Teaching Content

lDefining policy goals in general

lGroup 1 presentation: introducing equity

lThe paradox about equity: example of EMI in the class

lDistribution: recipients, items and process

lDimensions of equality

Keypoints: distribution and dimensions of equity

Difficulties: recognize different definitions of equity in specific contexts

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 2. Equity in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings:English as a medium of instruction-2015

VI.Student Assignment

Identify the equity issues in relation to the policy issue you have chosen.

Lesson Eight

I. TopicEfficiency

(Week: 8 ; Study hours:3 )

II. Objectives

lStudents should be able to understand the multiple definitions of efficiency

lStudents should be able to understand the concepts of voluntary exchanges and allocative efficiency

lStudents should develop their own idea of an efficient way of a chosen topic and offer persuasive argument

III. Teaching Content

lGroup 2 presentation: introducing efficiency

lThe paradox about defining efficiency micro level: the case of an efficient library

lThe paradox about defining efficiency macro level: the case of the national college entrance examination

lVoluntary exchanges and allocative efficiency

lThe equality-efficiency trade off

Keypoints: The paradoxical definition of efficiency

Difficulties: The tradeoff of equality and efficiency

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation, debate

V. ReadingMaterials

Corereading:Chapter 3. Efficiency in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

1.Identify the efficiency issues in relation to the policy issue you have chosen, do you see any equality-efficiency trade-offs?

2.Find a country of your interest, collect information about its college entrance regulations. Is it an efficient system for you? Why or why not?

Lesson Nine

I. Topic4. Security 5. Liberty

(Week: 9 ; Study hours: 3 )

II. Objectives

lStudents should be able to understand the different types of needs

lStudents should be able to understand the different types of harm

lStudents should be able to recognize different forms of needs and harms in education setting

III. Teaching Content

lComparison of the efficient systems from student assignment

lGroup 3 presentation: introducing security

lTypes of needs: Relative vs. absolute human needs; Direct vs. instrumental needs; Future vs. present needs; Physical survival vs. relational needs

lTypes of harm in relation to liberty: physical harm, material harm, emotional and moral harm; structural and accumulative harms to a community

Keypoints: different types of needs and harms

Difficulties: how to balance between needs and harms

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 4. Security in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 5. Liberty in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

Identify the security and liberty issues in relation to the policy issue you have chosen, do you see any trade-offs between different goals? How do you propose to keep balance between them?

Lesson Ten

I. Topicsummary goals and trade-off between different goals

(Week: 10 ; Study hours: 3 )

II. Objectives

lStudents should have a comprehensive view of the variety of goals

lStudents should understand the trade-offs between different goals

lStudents should be able to use the concepts to identify and define policy goals in face of a specific policy

III. Teaching Content

lOverview complications in defining policy goals

ltrade-off: Equity, efficiency, Liberty, security

lCase analysis: policy paradoxes, lessons from Finish education

lRound table discussion panel 1 of all groups on the initial planning of the group project on developing a framework and defining goals on a policy issue of their choice.

Keypoints: goals overview and the trade-offs

Difficulties: round table discussion

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation, debate

V. ReadingMaterials

Corereading:

Other readings: TBD

VI.Student Assignment

Lesson Eleven

I. TopicPartⅢProblems 6.Symbols

(Week:11 ; Study hours: 3 )

II. Objectives

lStudents should have a general understating of the various ways to represent a problem

lStudents should be able to explain the differences in different types of symbols

lStudents should be able to use one type of the symbols to describe a policy problem

III. Teaching Content

lIntroducing ways to define policy problems

lGroup 4 presentation: introducing symbols

lTypes of symbols: stories, synecdoche, metaphor

Keypoints: definition of policy problems and the types of symbols

Difficulties: how and when to use which type of symbols

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 6. Symbols in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

In consideration of the various ways to represent a policy problem, how were symbols used as a way to present the policy problem in relation to the policy issue you have chosen? Were they effective? Why or why not?

Lesson Twelve

I. Topic7. Numbers 8.Causes

(Week: 12 ; Study hours: 3 )

II. Objectives

lStudents should be able to explain why counting is political

lStudents should be able recognize the numerical strategies in defining specific educational problem

lStudents should be able use numerical strategies to define a problem

III. Teaching Content

lGroup 5 presentation: introducing numbers

lWhy counting is political

lNumerical strategies in problem definition

lCausal strategies and uses of causal argument in problem definition

lCase study: PISA country ranking

lCase study: journal rankings and citation counts

Keypoints: numerical strategies in problem definition

Difficulties: recognizing the numerical strategies in contexts

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation, debate

V. ReadingMaterials

Corereading:Chapter 7. Numbers in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 8. Causes in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: (e-reader)

1.Policy-Effects-of-PISA-OUCEA

2.PISA-2015-results-in-focus

3.Rutkowski&Rutkowski.(2014).Leaning Tower of PISA

4.Gruber, T. (2014). Academic sell-out: how an obsession with metrics and rankings is damaging academia.Journal of Marketing for Higher Education,24(2), 165-177.

5.Bornmann, L., & Marx, W. (2015). Methods for the generation of normalized citation impact scores in bibliometrics: Which method best reflects the judgements of experts?.Journal of Informetrics,9(2), 408-418.

VI.Student Assignment

Task 1: find a university of your interest. Make a list of the reasons why you are interested in this university. Then find answers to the questions such as How was it ranked in different university ranking systems by different organizations? What is included excluded the rankings? If you would revisit your list of reasons, will it remain the same? And why or why not?

Task 2: how were numbers used to represent the policy problem of your choice?

Lesson Thirteen

I. Topic9.Interests 10.Decisions

(Week:13 ; Study hours: 3 )

II. Objectives

lStudents should be aware of the different layers of interests involved when defining a policy problem

lStudents should be able to recognize interests as represented in specific policy problems

lStudents should understand the differences between the rational analytic model and the polis model in decision analysis

III. Teaching Content

lGroup 6 presentation: introducing interests

lConcepts of interests: subjective vs. objective

lRepresentation of interests in defining policy problems

lDecision analysis: rational analytic model vs. polis model

Keypoints: Representation of interests in defining policy problems

Difficulties: Representation of interests in defining policy problems

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 9. Interests in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 10. Decisions in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

How are interests represented in the policy problem you defined?

Lesson Fourteen

I. TopicPartⅣSolutions 11. Inducements

(Week:14 ; Study hours:3 )

II. Objectives

lStudents should have an overview of the different kind of policy instruments

lStudents should be able to describe the key elements in the inducement system

lStudents should be able to explain the conditions for using positive and negative inducements

III. Teaching Content

lOverview types of policy instrument

lGroup 7 presentation: introducing inducements

lPositive versus negative Inducements

lThe inducement system: giver, receiver, the inducement

lInducements in the market and polis model

Keypoints: positive and negative inducements

Difficulties: inducements in the market and polis model

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 11. Inducements in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

Were there any inducements involved in solving the policy problem you have chosen? Were they effective or not? Why?

Lesson Fifteen

I. Topic12.Rules 13.Facts

(Week:15 ; Study hours: 3 )

II. Objectives

lStudents should be aware of the tensions in making rules, and what are good rules

lStudents should be able to describe and explain the two faces of persuasion

lStudents should have a critical understanding of the rational ideal and the indoctrination in reality

III. Teaching Content

lConcepts of good rules, tension in making rules

lGroup 8 presentation: introducing facts

lTwo faces of persuasion

lThe rational ideal vs. indoctrination

Keypoints: two faces of persuasion and the rational ideal vs. indoctrination

Difficulties: The rational ideal vs. indoctrination

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 12. Rules in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 13. Facts in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

Can you identify any use of rules or facts in the current policy instrument used for solving the policy problem of your choice?

Lesson Sixteen

I. Topic14.Rights 15.Powers

(Week:16 ; Study hours: 3 )

II. Objectives

lStudents should be able to describe the types, functions of rights

lStudents should know to how powers can be changed

lStudents should be able to explain the strengths and weaknesses of different instruments as covered in this course

III. Teaching Content

lPositive rights vs. normative rights

lTypes of rights: procedural, substantive

lFunctions, sources, mechanisms of rights

lPower: redefining membership, changing size, changing distribution of power

lSummary of policy solutions/instruments

Keypoints: functions of rights and ways to change power

Difficulties: functions of rights and ways to change power

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, student presentation

V. ReadingMaterials

Corereading:Chapter 14. Rights in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Chapter 15. Powers in Deborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

Task 1: Can you identify any use of rights or powers in the current policy instrument used for solving the policy problem of your choice?

Task 2: putting pieces together (week 11-16) and make a coherent short analytical essay about the problem definition and its solutions on the policy issue of your choice.

Lesson Seventeen

I. TopicPolicy paradox in action

(Week:17 ; Study hours:3 )

II. Objectives

lStudents should develop a comprehensive view of the variety of ways to define problems and propose solutions

lStudents should be able to recognize the way a problem is defined in a specific policy and propose alternatives

lStudents should be able to evaluate the solutions and propose alternatives

lStudents should be able to provide persuasive argument for the proposed alternatives

III. Teaching Content

lOverview policy problems and solutions

lAll group round table discussion panel 2, identify problems and proposing solutions to a policy issue of their choice

Keypoints: overview problems and solutions

Difficulties: roundtable discussion or poster presentation

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group, roundtable or poster presentation

V. ReadingMaterials

Corereading: The conclusion chapter inDeborah, S. (2002).Policy Paradox: The Art of Political Decision Making. W.W. Norton & Company.

Other readings: TBD

VI.Student Assignment

finalize the group research paper

Lesson Eighteen

I. TopicConclusions

(Week: 18 ; Study hours: 3 )

II. Objectives

lStudents should have a comprehensive view of the policy development cycle, key concerns in educational policy analysis

lStudents should develop critical thinking skills through analyzing the interconnected relationship between policy goals, problems and solutions

III. Teaching Content

lReview main points from policy development cycle, window of opportunity, framework for analysis

lReview main points policy paradox about the goals, problems and solutions

lRemaining questions

Keypoints:policy development cycle, window of opportunity, framework for analysis and policy paradox about the goals, problems and solutions

Difficulties:policy development cycle, window of opportunity, framework for analysis and policy paradox about the goals, problems and solutions

IV.Teaching Methods

Lecture-demonstration by teacher, discussion group

V. ReadingMaterials

Corereading:

Other readings:

VI.Student Assignment

finalize the individual research plan/policy analysis paper.