52676 Policy and Advocacy
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 24 credit points of completed study in spk(s): MAJ10049 Social and Political Sciences Major OR 30 credit points of completed study in spk(s): MAJ09476 48cp Social and Political Sciences Major
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): 54054 Intervening for Change
Description
What perspectives shape public policy making? How do citizens and organisations advocate for their interests in the contested process of policy development and implementation? This subject explores the various strategies used by political actors to gain influence over the policy process and its outcomes, and how governments respond. Using contemporary local and international case studies, the subject examines how activists in social movements, NGOs, political parties and other groups advocate for policy change. Students develop skills in policy analysis, policy evaluation, policy development and advocacy strategies.
Subject learning objectives (SLOs)
| a. | Analyse how social and political concerns can be addressed by policy and political change |
|---|---|
| b. | Apply key theoretical concepts to social and political change |
| c. | Develop policy submissions, campaign strategies and negotiation skills |
| d. | Address ethical issues and dilemmas in politics and policy |
| e. | Develop effective communication competencies |
| f. | Collaborate with others to organise and present information |
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:
- Employ appropriate research and inquiry skills to independently gather, organise and analyse information across diverse platforms (2.1)
- Act as reflexive critical thinkers and innovative creative practitioners who evaluate their own and others' work (2.2)
- Demonstrate a strong awareness, knowledge of, and sensitivity to, diversity, equity and global contexts (3.1)
- Apply knowledge of Indigenous issues in professional practices and engage responsibly in communicating with and about Indigenous people and communities (4.1)
- Analyse and act ethically in the personal, political and professional contexts of civil society (5.1)
- Exemplify effective and appropriate communication in different communication industry contexts (6.1)
Teaching and learning strategies
To ensure practice oriented, collaborative and interactive learning, the subject employs a range of teaching and learning strategies including face to face classes, discussions, debates, short presentations, videos, simulations, group work and ‘real life’ case studies. These strategies are combined with problem-based learning and hands-on activities which also provide students with the opportunity to direct their own learning and engage in peer learning and community engagement.
Assessments allow for students to pursue their personal and intellectual interests and develop professional readiness for those students with a particular interest in working in the government and community sector and for future studies in policy, advocacy and social and political change.
Content (topics)
The subject explores policy making, looking at both theoretical underpinnings and the practices of social and policy change. It gives students practical and real-world experience in the processes of proposing and achieving change, focusing on communication strategies to be used in putting a case. The subject engages with key concepts and ideas, which provides a basis for the policy analysis for social change. Students start with key debates on what is policy, why policy matters and how policy is made and implemented and examine a variety of ideological perspectives on the role of the state in people’s lives and the role of market, communities and the state in the policy making process. The second half of the subject deals with how to make use of policy negotiations and a policy submission for social and political change and how to develop advocacy strategies for social change: lobbying, campaigning, networking and e-advocacy.
Assessment
Assessment task 1: Policy Analysis in Australia
| Objective(s): | a, b, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||
| Length: | 1000 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Policy submission
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 2000 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Simulation on Policy Advocacy (group work)
| Objective(s): | a, c, d, e and f | ||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||||||||||||||||||
| Length: | 500 words + simulation activity | ||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance at classes is essential in this subject. Classes are based on a collaborative approach that involves essential workshopping and interchange of ideas with other students and the tutor to build capacities towards meeting the subject learning objectives. A roll will be taken at each class (whether on campus or online). Students who have more than two absences from class will be refused marking of their final assessment (see Rule 3.8).
References
Althaus, C, Bridgman, P. and Davis, G. 2017. The Australian Policy Handbook; A practical guide to the policy making process, 6th edn, Allen and Unwin, Sydney.
Bessant, J., Watts, R., Dalton, T. and Smyth, P. 2006. Talking Policy: How Social Policy is Made, Allen & Unwin, Sydney.
Hinz, B. 2021. “Education policy: Issues, debates and opportunities in Australian schooling”, in Alison McClellland, Paul Smyth and Greg Marston (eds), Social Policy in Australia: Understanding for Action (Oxford: Oxford University Press, 4th edition), chapter 13: 289-309.
Colebatch, H. 2004. Policy, Buckingham: Open University Press: 1-21.
Fenna, A. 1998. Introduction to Australian Public Policy, Longman, Melbourne.
French, D. R .2019. “Is it time to give up on evidence-based policy? Four answers” Policy & Politics, Vol. 47, no 1 :151–68.
Jacobs, K. 2015. "A reverse form of welfarism: some reflections on Australian housing policy:, Australian Journal of Social Issues. 50, 1, 53-68.
Jamrozik, A. 2001. Social Policy in the Post-Welfare State, Longman, Sydney.
Maddison, S. and Denniss, R. 2013. An Introduction to Australian Public Policy, 2nd edn, Cambridge University Press, Melbourne.
McClelland, A. and Smyth, P. (eds) 2010. Social Policy in Australia: Understanding for Action, 2nd edn, Oxford University Press, Melbourne.
Reid, A. 2020. , Changing Australian Education: How policy is taking us backwards and what can be done about it, Routledge, Australia; Chapter 2: “The damaging effects of current education policy directions”: 27-50.
Sawer, M., Abjorensen, N. and Larkin, P. 2009. Australia: The State of Democracy, Federation Press, Sydney.
Yanacopulos, H. 2016. International NGO Engagement, Advocacy, Activism: The Faces and Spaces of Change, Palgrave Macmillan, UK