013224 Navigating Policy in Changing Environments
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2023 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): 013220c Launching Learning
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject develops both the analytical and practical skills of students to engage critically with policy-making and navigate policy in their own dynamic workplace environments. Students explore classic and contemporary theories of policy making with an applied focus on education policy research and evaluation. Case studies and real-world examples are used to analyse current trends and issues in educational policy. Issues covered include the contexts and challenges of education reform, policy processes, stakeholder interests and the impact of government policies on opportunities for learning.
Subject learning objectives (SLOs)
| a. | Apply knowledge, theories and models of policy processes to specific policy contexts |
|---|---|
| b. | Identify relevant policy stakeholders and differences in interest and power between them for specified policy contexts |
| c. | Identify, critically evaluate and use information from a range of sources including academic texts, policy documents and government reports |
| d. | Construct a clear, sustained and logical argument drawing upon evidence from a range of sources |
| e. | Communicate effectively including using academic conventions for writing |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Demonstrate an advanced understanding of the theoretical basis of learning and leading in practice (1.1)
- Demonstrate research literacy skills and design and execute investigations into complex learning, leading and/or innovation in a substantial independent project (2.1)
- Reflect critically on theory and professional practice using highly developed analytical skills (2.2)
- Responsible, ethical and accountable professionals with a strong sense of social responsibility (5.1)
- Possess strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Demonstrate an advanced understanding of the theoretical basis of learning and change in practice
2. Critical and Creative inquiry
2.1 Demonstrate research literacy skills and design and execute investigations into complex learning and change in a substantial independent project
2.2 Reflect critically on theory and professional practice using highly developed analytical skills
5. Active Citizenship
5.1 Integrate implications from research in their professional areas with broader understandings of citizenship
6. Effective Communication
6.1 Possess strong communication and interpersonal skills to mediate complex knowledge and skills for a variety of audiences
Teaching and learning strategies
This subject is offered in block mode and adopts a student-centred and inquiry based approach to teaching and learning. Interactive lectures, guest speakers, case studies, group discussion, online media and peer-to-peer learning are used to scaffold and enrich student learning. Students identify and follow a ‘real world’ policy or issue for the duration of the session to develop an applied understanding of theories, models and concepts explored. In this context, assessment tasks are sequenced to progressively scaffold student inquiry and learning. Students receive formative feedback on which ‘real world’ policy to follow during the first block class. During the session, formative feedback is also provided by the teacher through the provision of group feedback on assessment tasks, discussion of assessment criteria and during question and answer sessions. Peer-based learning, supported by teacher feedback, is facilitated through the use of small group work, informal peer-review of draft work and UTS Online discussion forums. Students are expected to complete pre-readings and activities prior to each block class, undertake independent reading and develop a record of their learning in an e-portfolio. In this subject, students reflect upon and customise their individual learning goals as part of their ongoing Capability Wrap.
To ensure practice-relevant and authentic outcomes, teaching and learning strategies for this subject involve students customising learning to suit their professional practice context. This occurs through students developing their individual learning goals, tailoring assessments to their focus practice context and through the Capability Wrap. As a first step in this process, students must complete their Subject Goals and Subject Wrap Task which is a compulsory (non-graded) task and a Minimum Requirement for this subject. In the Subject Learning Goals and Subject Wrap Task students develop 3-5 Subject Learning Goals for this subject. These Subject Learning Goals should articulate a vision for authentic learning that aligns with the stated subject learning objectives and content of the subject. In addition, students provide an explanation of these goals, referring explicitly to their professional context statement; their overall MyCourse Learning Goals, noting if these have changed. If previous subjects have been completed, clear links are made to show progression or change in focus. Students are encouraged to use this work to help complete the ‘wrap up’ for each previously studied subject.
Content (topics)
This subject develops the skills of students to engage critically with policy-making and navigate policy in their professional contexts. Students explore classic and contemporary theories of policy making with an applied focus on policy research and evaluation. Case studies and real-world examples are used to analyse trends, models and issues. Issues covered include the contexts and challenges of education policy, different policy models and processes, stakeholder interests and the impact of government policies on opportunities for learning.
Some questions that guide the learning in the subject are:
What is policy?
Who makes policy?
What interests are involved?
Can policy be modified or resisted?
What are the outcomes of policy?
Assessment
Assessment task 1: Policy Analysis
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 35% | ||||||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Policy Brief
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 65% | ||||||||||||||||||||||||||||
| Length: | Part A) 2000 words, Part B) 10 mins | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The satisfactory completion of the Subject Goals and Subject Wrap task by Week 4 is a minimum requirement for this subject as it is a key component of the Capability Wrap and a defining feature of this course. Failure to meet this requirement will result in the final assessment not being marked.
Required texts
All materials will be provided through the Canvas subject site and UTS Library.
References
Althaus, C., Bridgman, P., & Davis, G. (2018). The Australian policy handbook: a practical guide to the policy making process. Allen & Unwin.
Ball, S. J. (1991). Politics and policy making in education: explorations in public sociology. New York: Routlege.
Barnes, M., & Cross, R. (2021). ‘Quality’ at a cost: the politics of teacher education policy in Australia. Critical Studies in Education, 1-16.
Bardach, E. & Patashnik, E. (2020). A practical guide for policy analysis: the eightfold path to more effective problem solving. Thousand Oaks, CA: SAGE Publications.
Beresford, P. (2016). All Our Welfare: Towards Participatory Social Policy. Bristol, UK: Policy Press.
Fogarty, W., Bulloch, H., McDonnell, S., & Davis, M. (2018). Deficit discourse and Indigenous health: How narrative framings of Aboriginal and Torres Strait Islander people are reproduced in policy. Lowitja Institute.
Fredericks, B., & Bradfield, A. (2021). ‘More than a Thought Bubble…’: The Uluru Statement from the Heart and Indigenous Voice to Parliament. M/C Journal, 24(1).
Hogarth, M. (2017). The power of words: Bias and assumptions in the Aboriginal and Torres Strait Islander Education action plan. The Australian Journal of Indigenous Education, 46(1), 44-53.
Holt, L. (2021). Talking Strong: the National Aboriginal Education Committee and the development of Aboriginal education policy. Aboriginal Studies Press.
Jansson, B. (2008). Becoming an effective policy advocate: from policy practice to social justice (5th ed.). Belmont, CA: Thomson Brooks/Cole.
Lingard, B. (2016). Think Tanks,‘policy experts’ and ‘ideas for’education policy making in Australia. The Australian Educational Researcher, 43(1), 15-33.
Maddison, S., & Denniss, R. (2013). An introduction to Australian public policy: theory and practice (2nd. ed.), Port Melbourne, VIC: Cambridge University Press.
Peck, J., & Theodore, N. (2015). Fast policy. University of Minnesota Press.
Simons, M., Olssen, M., & Peters, M. A. (2012). Re-Reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century. Rotterdam: Sense Publishers.
Starr, K. (2019). Education Policy, Neoliberalism, and Leadership Practice: A Critical Analysis. Routledge.
Taylor, S., Rizvi, F., Lingard, B., Henry, M. (1997). Educational policy and the politics of change. New York: Routledge.
Walter, J., Tiernan, A., Head, B., & Edwards, M. (2020). Policy capacity in disruptive times. Australian Journal of Political Science, 55(1), 72-85.
Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International. Brussels, Belguim.