Policy formulation redesigned: A new understanding of policy design and its implications for instruction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F20%3A10416358" target="_blank" >RIV/00216208:11230/20:10416358 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vu25Qt9F2b" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=vu25Qt9F2b</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1177/0144739420901729" target="_blank" >10.1177/0144739420901729</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Policy formulation redesigned: A new understanding of policy design and its implications for instruction

Popis výsledku v původním jazyce

Despite the fact that our knowledge on how policies are designed has substantially improved during the last two decades, prescriptive literature on policy formulation remains largely disconnected from these new findings. The article examines five major assumptions upon which policy formulation is still predominantly based: (a) there is one way policies are and should be formulated; (b) effective formulation of policies is more about the right application of methods than of the substance of a policy domain; (c) policy formulation is about choosing from mutually exclusive alternatives; (d) problem definition has priority over problem solution; (e) there is a clear distinction between policy formulation, adoption and implementation. This article shows why these assumptions are outdated and that they lead to many practical problems in the teaching of policy analysis. It is argued that policy formulation guidelines and training in policy formulation should be based on current policy design scholarship that stresses, for instance, the importance of local knowledge, deep understanding of actors&apos; perspectives and the need to formulate policy packages. The article concludes with preliminary recommendations on how to move forward, illustrated with concrete examples from practice.

Název v anglickém jazyce

Policy formulation redesigned: A new understanding of policy design and its implications for instruction

Popis výsledku anglicky

Despite the fact that our knowledge on how policies are designed has substantially improved during the last two decades, prescriptive literature on policy formulation remains largely disconnected from these new findings. The article examines five major assumptions upon which policy formulation is still predominantly based: (a) there is one way policies are and should be formulated; (b) effective formulation of policies is more about the right application of methods than of the substance of a policy domain; (c) policy formulation is about choosing from mutually exclusive alternatives; (d) problem definition has priority over problem solution; (e) there is a clear distinction between policy formulation, adoption and implementation. This article shows why these assumptions are outdated and that they lead to many practical problems in the teaching of policy analysis. It is argued that policy formulation guidelines and training in policy formulation should be based on current policy design scholarship that stresses, for instance, the importance of local knowledge, deep understanding of actors&apos; perspectives and the need to formulate policy packages. The article concludes with preliminary recommendations on how to move forward, illustrated with concrete examples from practice.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50602 - Public administration

Projekt

<a href="/cs/project/GA19-02986S" target="_blank" >GA19-02986S: Individuální a kontextuální prediktory postojů k nástrojům veřejných politik</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Teaching Public Administration

ISSN

0144-7394

e-ISSN

—

Svazek periodika

38

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

20

Strana od-do

213-232

Kód UT WoS článku

000510411100001

EID výsledku v databázi Scopus

2-s2.0-85078896977