Instructor: Jean-Pierre Morin
Course Description:
Public policy is not crafted in a vacuum. It is pushed, pulled and informed by research crafted specifically to help in the analysis of public policy issues. Policy research comes in many different forms, from statistical data to scientific reports, and is a fundamental part of the policy development process. Evidence based policy development is becoming a growing field both within the Public Service and with consulting firms and academics. Only recently, however, has historical research been included in this category. Nearly all public policy initiatives require some level of historical research. Historical research can play an important role in the development of public policy, especially in helping understand context and demonstrating long term trends. This is especially true with the policies relating to Aboriginal people in Canada as policies are often addressing historic and long-standing issues. Despite this recognised need, few have the training and experience to develop the historical research tools and products to best assist public policy development.
Throughout this course, we will examine the process of public policy development as well as the different roles of historical research in that process through the case study of three federal policy issues, such as Aboriginal policy, Health Care policy, or National Historic Recognition policy. These policy issues will be the focus of the course assignments. We will also examine the types of historical research products that can help enhance public policy.
There are two primary goals for this course: 1- to understand the role of research, especially historical research, in the public policy process; and 2 – to develop approaches that apply historical practices and technics to real world examples. A secondary goal of the course is to build a better understanding of the federal government policy process.
Expectations
It is essential that students come to our weekly meetings prepared which means, at a minimum, that the assigned readings have been done and you are prepared to talk about them individually and as a whole. Ideally, this means bringing in both notes and the readings in with you, whether electronic or as hard copies. Laptops and tablets are welcome in the room.
The course itself will be a mix of discussion based on the assigned readings as well as presentations from outside guest speakers from the Federal Public Service. As public policy development is not a solitary activity but rather a team approach, the assignments will be approached in the same manner. The class will be divided into three groups corresponding with the policy issues. Each group will be responsible for two specific assignments, (1- research plan; and 2- historical research support tools). While the first assignment will be a true group effort, the second assignment will be an autonomous project. During the last two classes, each team will present their research findings to not only your colleagues but also representatives of the Public Service.
Course Evaluations
Weekly Participation – 30%
In Course Assignments – 50%
1. Research plan with annotated bibliography (same grade whole team) (20%)
2. Report on research tools (30%)
Presentation of research tools – 20% (team presentation)