| |
| |
| Preface | |
| |
| |
| |
| Introduction | |
| |
| |
| The Nature of Policy Analysis | |
| |
| |
| The Rise of Policy Analysis | |
| |
| |
| The Purpose and Organization of this Book | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| Further Reading | |
| |
| |
| Overview of Policy Analysis | |
| |
| |
| |
| What Policy Analysts Do | |
| |
| |
| The Social Function of Policy Analysis | |
| |
| |
| Where Policy Analysts Are Employed | |
| |
| |
| How Policy Analysts Contribute to Public Decision Making | |
| |
| |
| Common Competencies and Attributes of Successful Policy Analysts | |
| |
| |
| Why Being a Policy Analyst Is an Appealing Career Choice | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| Invite a Guest to Class | |
| |
| |
| Further Reading | |
| |
| |
| |
| What Governments Do | |
| |
| |
| The Role of Government in Society | |
| |
| |
| Achieving Cooperation | |
| |
| |
| A Review of Government Policy Actions | |
| |
| |
| Market Making | |
| |
| |
| Taxes | |
| |
| |
| Subsidies | |
| |
| |
| Regulation | |
| |
| |
| Direct Service Supply | |
| |
| |
| Funding and Contracting | |
| |
| |
| Partnering and Facilitating | |
| |
| |
| Information and Social Marketing | |
| |
| |
| Frameworks and Strategies | |
| |
| |
| Summary | |
| |
| |
| Increasing Complexity | |
| |
| |
| Looking Ahead | |
| |
| |
| Exercises | |
| |
| |
| Further Reading | |
| |
| |
| |
| Objectives of Government Policy Actions | |
| |
| |
| Discussing Government Policy Action | |
| |
| |
| Promoting Human Flourishing | |
| |
| |
| Promoting Effective Institutions | |
| |
| |
| Promoting Efficiency | |
| |
| |
| Promoting Sustainability | |
| |
| |
| Advancing Human Rights | |
| |
| |
| Promoting Social Equity | |
| |
| |
| Problem Definition and Agenda Setting | |
| |
| |
| Working with Objectives, Goals, and Public Policies | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| Further Reading | |
| |
| |
| |
| Managing Policy Projects | |
| |
| |
| The Discipline of Project Management | |
| |
| |
| Project Initiation | |
| |
| |
| Project Planning | |
| |
| |
| Project Execution and Control | |
| |
| |
| Project Closure | |
| |
| |
| Developing a Policy Project Proposal | |
| |
| |
| A Project Summary | |
| |
| |
| A List of Project Objectives | |
| |
| |
| A List of Project Deliverables | |
| |
| |
| A Project Task List | |
| |
| |
| A Preliminary Time Budget | |
| |
| |
| A Project Timeline | |
| |
| |
| Biographical Statements | |
| |
| |
| A Project Budget | |
| |
| |
| A Risk Assessment | |
| |
| |
| Transitioning to Project Execution and Control | |
| |
| |
| Constructing Progress Reports | |
| |
| |
| Managing Your Time | |
| |
| |
| Make "To Do" Lists | |
| |
| |
| Prioritize among Activities | |
| |
| |
| Batch Routine Tasks | |
| |
| |
| Think about Opportunity Costs | |
| |
| |
| Think in Marginalist Terms | |
| |
| |
| Take Care of Relations with Others | |
| |
| |
| Manage Your Downtime | |
| |
| |
| Working with Policy Literature | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| The Class Project | |
| |
| |
| Further Reading | |
| |
| |
| |
| Presenting Policy Advice | |
| |
| |
| Clarifying Audience Needs | |
| |
| |
| Structuring a Policy Report | |
| |
| |
| Abstract or Executive Summary | |
| |
| |
| Table of Contents | |
| |
| |
| Introduction | |
| |
| |
| Background | |
| |
| |
| Analytical Strategy | |
| |
| |
| Analysis and Findings | |
| |
| |
| Discussion | |
| |
| |
| Policy Recommendations | |
| |
| |
| Conclusion | |
| |
| |
| Other Items | |
| |
| |
| Effective Presentation of Evidence | |
| |
| |
| Reflecting on the Contribution | |
| |
| |
| The Sign-Off | |
| |
| |
| Developing Presentations and Oral Briefings | |
| |
| |
| The Importance of Creativity | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| Invite a Guest to Class | |
| |
| |
| Further Reading | |
| |
| |
| |
| Doing Ethical Policy Analysis | |
| |
| |
| Policy Analysis and Ethical Practice | |
| |
| |
| Ethical Principles for Policy Analysts | |
| |
| |
| Integrity | |
| |
| |
| Competence | |
| |
| |
| Responsibility | |
| |
| |
| Respect | |
| |
| |
| Concern | |
| |
| |
| Doing Ethical Policy Analysis | |
| |
| |
| Ethical Problem Definition | |
| |
| |
| Ethical Construction of Alternatives | |
| |
| |
| Ethical Selection of Criteria | |
| |
| |
| Ethical Prediction of Outcomes | |
| |
| |
| Ethical Analysis of Trade-Offs | |
| |
| |
| Ethical Reporting Practices | |
| |
| |
| Conclusion | |
| |
| |
| Exercises | |
| |
| |
| Invite a Guest to Class | |
| |
| |
| Further Reading | |
| |
| |
| ANalytical Strategies | |
| |
| |
| |
| Introduction to the Analytical Strategies | |
| |
| |
| Policy Analysts in the Policy-Making Process | |
| |
| |
| The Analytical Strategy Chapters | |
| |
| |
| |
| Analysis of Markets | |
| |
| |
| |
| Analysis of Market Failure | |
| |
| |
| |
| Analysis of Government Failure | |
| |
| |
| |
| Comparative Institutional Analysis | |
| |
| |
| |
| Cost-Benefit Analysis | |
| |
| |
| |
| Gender Analysis | |
| |
| |
| |
| Race Analysis | |
| |
| |
| |
| Implementation Analysis | |
| |
| |
| Use of Applied Examples | |
| |
| |
| The Analytical Strategies and General Steps in Policy Analysis | |
| |
| |
| When to Apply Each Analytical Strategy | |
| |
| |
| Conclusion | |
| |
| |
| |
| Analysis of Markets | |
| |
| |
| An Introduction to Market Analysis | |
| |
| |
| Consumer Choice and the Demand Side of the Market | |
| |
| |
| Firm Behavior and the Supply Side of the Market | |
| |
| |
| Equilibrium in Markets | |
| |
| |
| Comparative Static Equilibrium Analysis | |
| |
| |
| Price Signaling and Interconnected Markets | |
| |
| |
| Assumptions of the Market Model Revisited | |
| |
| |
| Using Market Analysis as an Analytical Framework | |
| |
| |
| Steps in Market Analysis | |
| |
| |
| |
| Identify the phenomenon of interest | |
| |
| |
| |
| Consider the behavior of consumers and producers | |
| |
| |
| |
| Think in terms of comparative statics equilibrium analysis | |
| |
| |
| |
| Collect and analyze the relevant information | |
| |
| |
| |
| Draw implications for government action | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Identify the phenomenon of interest | |
| |
| |
| |
| Consider the behavior of consumers and producers | |
| |
| |
| |
| Think in terms of comparative statics equilibrium analysis | |
| |
| |
| |
| Collect and analyze the relevant information | |
| |
| |
| |
| Draw implications for government action | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Analysis of Markets and Other Analytical Strategies | |
| |
| |
| Chapter Content ReviewA Self-Test | |
| |
| |
| Exercises | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Analysis of Market Failure | |
| |
| |
| An Overview of Market Failure | |
| |
| |
| Information Asymmetries | |
| |
| |
| Rectifying Information Asymmetries | |
| |
| |
| Positive Externalities | |
| |
| |
| Rectifying Positive Externalities | |
| |
| |
| Negative Externalities | |
| |
| |
| Rectifying Negative Externalitie | |
| |
| |
| Public GoodsCommon Pool Resources | |
| |
| |
| Rectifying Problems with Common Pool Resources | |
| |
| |
| Pure Public GoodsThe Need for Collective Provision | |
| |
| |
| Arranging Collective Provision | |
| |
| |
| Natural Monopolies and How They Can Be Managed | |
| |
| |
| Social Equity Concerns and How They Can Be Addressed | |
| |
| |
| Using Market Failure as an Analytical Framework | |
| |
| |
| Steps in the Analysis of Market Failure | |
| |
| |
| |
| Specify the good or service of interest | |
| |
| |
| |
| Identify the consumers and producers and the location of their transactions | |
| |
| |
| |
| Using the tools of market analysis, construct a simple model of how an efficient market would allocate this good or service | |
| |
| |
| |
| State the market failure that you believe is present in this context | |
| |
| |
| |
| Analyze the actions of consumers and producers and how those actions contribute to market failure | |
| |
| |
| |
| Estimate the financial implications of the market failure, and note any other salient impacts | |
| |
| |
| |
| Identify efforts made by consumers, producers, and any other nongovernmental actors to address the market failure | |
| |
| |
| |
| Suggest how government use of policy instruments could potentially address the market failure.An Applied Example | |
| |
| |
| |
| Specify the good or service of interest | |
| |
| |
| |
| Identify the consumers and producers and the location of their transactions | |
| |
| |
| |
| Using the tools of market analysis, construct a simple model of how an efficient market would allocate this good or service | |
| |
| |
| |
| State the market failure that you believe is present in this context | |
| |
| |
| |
| Analyze the actions of consumers and producers and how those actions contribute to market failure | |
| |
| |
| |
| Estimate the financial implications of the market failure and note any other salient impacts | |
| |
| |
| |
| Identify efforts made by consumers, producers, and any other nongovernmental actors to address the market failure | |
| |
| |
| |
| Suggest how government use of policy instruments could potentially address the market failure | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Market Failure and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Analysis of Government Failure | |
| |
| |
| An Overview of Government Failure and Its Analysis | |
| |
| |
| Government and Coordination Problems | |
| |
| |
| Political Control | |
| |
| |
| Provider Capture | |
| |
| |
| Perverse Incentives | |
| |
| |
| Goal Displacement | |
| |
| |
| Institutional Inertia | |
| |
| |
| Using Government Failure as an Analytical Framework | |
| |
| |
| Steps in the Analysis of Government Failure | |
| |
| |
| |
| Define the area of policy interest | |
| |
| |
| |
| Determine the objectives of government action | |
| |
| |
| |
| Note the nature of information and coordination problems that can arise through reliance on decentralized, private decision making | |
| |
| |
| |
| Contrast the current or favored government actions with possible alternatives | |
| |
| |
| |
| Identify opportunities for undue political interference in program management | |
| |
| |
| |
| Identify opportunities for provider capture | |
| |
| |
| |
| Identify perverse incentives and unintended outcomes | |
| |
| |
| |
| Propose changes in policy design to reduce observed government failure | |
| |
| |
| |
| Consider ways that reliance on government action could be reduced over time An Applied Example | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Define the area of policy interest | |
| |
| |
| |
| Determine the objectives of government action | |
| |
| |
| |
| Note the nature of information and coordination problems that can arise through reliance on decentralized, private decision making | |
| |
| |
| |
| Contrast the current or favored government actions with possible alternatives | |
| |
| |
| |
| Identify opportunities for undue political interference in program management | |
| |
| |
| |
| Identify opportunities for provider capture | |
| |
| |
| |
| Identify perverse incentives and unintended outcomes | |
| |
| |
| |
| Propose changes in policy design to reduce observed government failure | |
| |
| |
| |
| Consider ways that reliance on government action could be reduced over time | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Analysis of Government Failure and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Comparative Institutional Analysis | |
| |
| |
| An Overview of Comparative Institutional Analysis | |
| |
| |
| Using Comparative Institutional Analysis as an Analytical Framework | |
| |
| |
| Steps in Comparative Institutional Analysis | |
| |
| |
| |
| Select and refine the analytical questions | |
| |
| |
| |
| Develop a research design, and select cases | |
| |
| |
| |
| Collect and analyze the relevant information | |
| |
| |
| |
| Isolate the relationships between institutional choice and observed outcomes | |
| |
| |
| |
| Present your findings, and make recommendations | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Select and refine the analytical questions | |
| |
| |
| |
| Develop a research design, and select cases | |
| |
| |
| |
| Collect and analyze the relevant information | |
| |
| |
| |
| Isolate the relationships between institutional choice and observed outcomes | |
| |
| |
| |
| Present your findings, and make recommendations | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Comparative Institutional Analysis and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| Invite a Guest to Class | |
| |
| |
| The Class Project | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Cost-Benefit Analysis | |
| |
| |
| An Overview of Cost-Benefit Analysis | |
| |
| |
| Using Cost-Benefit Analysis as an Analytical Framework | |
| |
| |
| Steps in Cost-Benefit Analysis | |
| |
| |
| |
| Define the scope of the study | |
| |
| |
| |
| Identify all negative and positive effects of the policy | |
| |
| |
| |
| Estimate the monetary costs and benefits of the policy | |
| |
| |
| |
| Take account of opportunity costs | |
| |
| |
| |
| Calculate net present value | |
| |
| |
| |
| Reflect on the value of human life and quality-of-life issues | |
| |
| |
| |
| Report study assumptions and limitations | |
| |
| |
| |
| Present results using several scenarios | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Define the scope of the study | |
| |
| |
| |
| Identify all negative and positive effects of the policy | |
| |
| |
| |
| Estimate the monetary costs and benefits of the policy | |
| |
| |
| |
| Take account of opportunity costs | |
| |
| |
| |
| Calculate net present value | |
| |
| |
| |
| Reflect on the value of human life and quality-of-life issues | |
| |
| |
| |
| Report study assumptions and limitations | |
| |
| |
| |
| Present results using several scenarios | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Cost-Benefit Analysis and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| The Class Project | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Gender Analysis | |
| |
| |
| Gender and Race Analysis | |
| |
| |
| Policy Motives | |
| |
| |
| Policy Actions | |
| |
| |
| An Overview of Gender Analysis | |
| |
| |
| Analysis of Aggregate Statistics | |
| |
| |
| Process Tracing | |
| |
| |
| Tests for Discriminatory Practices | |
| |
| |
| Using Gender Analysis as an Analytical Framework | |
| |
| |
| Gender Analysis and Problem Definition | |
| |
| |
| Gender Analysis and Construction of Alternatives | |
| |
| |
| Gender Analysis and Selection of Criteria | |
| |
| |
| Gender Analysis and Prediction of Outcomes | |
| |
| |
| Reporting Gender Analysis | |
| |
| |
| Steps in Gender Analysis | |
| |
| |
| |
| Select a specific context in which women appear significantly disadvantaged relative to men | |
| |
| |
| |
| Assemble evidence allowing you to illustrate differences in men's and women's experiences in similar contexts | |
| |
| |
| |
| Develop a process-tracing method to show how specific institutional arrangements, social practices, or decision-making are discriminatory | |
| |
| |
| |
| Highlight discriminatory policies or practices, and show how they disadvantage women compared with men | |
| |
| |
| |
| Propose policy actions to rectify the discrimination and disadvantage | |
| |
| |
| |
| Address the view that gains for women spell losses for men | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Select a specific context in which women appear significantly disadvantaged relative to men | |
| |
| |
| |
| Assemble evidence allowing you to illustrate differences in men's and women's experiences in similar contexts | |
| |
| |
| |
| Develop a process-tracing method to show how specific institutional arrangements, social practices, or decision making are discriminatory | |
| |
| |
| |
| Highlight discriminatory policies or practices, and show how they disadvantage women compared with men | |
| |
| |
| |
| Propose policy actions to rectify the discrimination and disadvantage | |
| |
| |
| |
| Address the view that gains for women spell losses for men | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Gender Analysis and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| |
| Race Analysis | |
| |
| |
| An Overview of Race Analysis | |
| |
| |
| Testing for Statistical Discrimination versus Racial Prejudice | |
| |
| |
| Confronting Misattribution Problems | |
| |
| |
| Tracing Complex Processes | |
| |
| |
| Using Race Analysis as an Analytical Strategy | |
| |
| |
| Race Analysis and Problem Definition | |
| |
| |
| Race Analysis and Construction of Alternatives | |
| |
| |
| Race Analysis and Selection of Criteria | |
| |
| |
| Race Analysis and Prediction of Outcomes | |
| |
| |
| Reporting Race Analysis | |
| |
| |
| Steps in Race Analysis | |
| |
| |
| |
| Select a specific context in which significant racial disparities are known or expected to exist | |
| |
| |
| |
| Assemble evidence allowing you to confirm the existence of racial disparities | |
| |
| |
| |
| Develop a process-tracing method to show how specific institutional arrangements, social practices, or decision making are discriminatory | |
| |
| |
| |
| Highlight discriminatory policies or practices, and show how they disadvantage specific racial groups | |
| |
| |
| |
| Propose policy actions to rectify the discrimination and disadvantage | |
| |
| |
| |
| Scrutinize the proposed policy actions to avoid unintended negative effects | |
| |
| |
| |
| Estimate the gains for all groups that would result from effective policy change | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Select a specific context in which significant racial disparities are known or expected to exist | |
| |
| |
| |
| Assemble evidence allowing you to confirm the existence of racial disparities | |
| |
| |
| |
| Develop a process-tracing method to show how specific institutional arrangements, social practices, or decision making are discriminatory | |
| |
| |
| |
| Highlight discriminatory policies or practices, and show how they disadvantage specific racial groups | |
| |
| |
| |
| Propose policy actions to rectify the discrimination and disadvantage | |
| |
| |
| |
| Scrutinize the proposed policy actions to avoid unintended negative effects | |
| |
| |
| |
| Estimate the gains for all groups that would result from effective policy change | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Race Analysis and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| Further Reading | |
| |
| |
| |
| Implementation Analysis | |
| |
| |
| An Overview of Implementation Analysis | |
| |
| |
| Envisioning Policy Success | |
| |
| |
| Identifying Tasks and Task Dependencies | |
| |
| |
| Identifying Threats to Successful Implementation | |
| |
| |
| Closing Knowing-Doing Gaps | |
| |
| |
| Planning for Evaluation | |
| |
| |
| Using Implementation Analysis as an Analytical Framework | |
| |
| |
| Steps in Implementation Analysis | |
| |
| |
| |
| Identify the overall purpose of the new policy, where it will be implemented, and how success has been defined | |
| |
| |
| |
| Identify who will be responsible for policy implementation and the behavioral changes that implementation is expected to produce | |
| |
| |
| |
| Specify the institutional, organizational, and procedural changes required to support the new policy | |
| |
| |
| |
| Treating implementation as a project, note the key tasks required to establish the new policy context | |
| |
| |
| |
| Identify any significant threats to successful implementation and how they can be addressed | |
| |
| |
| |
| Consider how institutional inertia might hinder change and how it can be overcome | |
| |
| |
| |
| Ensure provisions have been made for evaluation of the new policy and associated programs | |
| |
| |
| An Applied Example | |
| |
| |
| |
| Identify the overall purpose of the new policy, where it will be implemented, and how success has been defined | |
| |
| |
| |
| Identify who will be responsible for policy implementation and the behavioral changes that implementation is expected to produce | |
| |
| |
| |
| Specify the institutional, organizational, and procedural changes required to support the new policy | |
| |
| |
| |
| Treating implementation as a project, note the key tasks required to establish the new policy context | |
| |
| |
| |
| Identify any significant threats to successful implementation and how they can be addressed | |
| |
| |
| |
| Consider how institutional inertia might hinder change and how it can be overcome | |
| |
| |
| |
| Ensure provisions have been made for evaluation of the new policy and associated | |
| |
| |
| Advice for Analytical Practice | |
| |
| |
| Implementation Analysis and Other Analytical Strategies | |
| |
| |
| Exercises | |
| |
| |
| Invite a Guest to Class | |
| |
| |
| The Class Project | |
| |
| |
| The Policy Research Seminar | |
| |
| |
| Further Reading | |
| |
| |
| Improving Your Practice | |
| |
| |
| |
| Developing as a Policy Analyst and Advisor | |
| |
| |
| The Power of Positive Thinking | |
| |
| |
| Developing Openness and Creativity | |
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| Skill Building Through Deliberate Practice | |
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| Becoming a Change Leader | |
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| Further Reading | |
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| Bibliography | |
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| Index | |