Free research articles for APPAM 2017 from Policy & Politics onthe importance of evidence-based policy making, why measurement matters and, Claire Dunlop on learning from failure.
In celebration of APPAM’s Fall Research Conference theme this year which looks at the importance of measurement in evaluating policy and performance, we have developed a virtual issue of recent research articles based on the conference theme which are free to access from 1-30 November. Just click on the hyperlinks below to go straight to the download page for each article.
Government policy is to build on evidence of what works. So, we conduct randomised controlled trials, we ‘nudge’ citizens, and we evaluate policies to recover evidence of what does or does not work. No one denies that the more you know the better; but how do you acquire knowledge? More importantly what constitutes knowledge? Continue reading Experience is not a dirty word→
The role of evidence in policy making, and whether evidence-based policy can ever be a reality, has attracted much debate, both inside and outside academia. In our article on what we refer to as ‘evidence translation’, we try to grapple with these issues. Our academic interest in this area stemmed from research we had conducted separately on similar themes (the role of evidence in policy making), but from different traditions and persuasions. Ingold had focused on ideas relating to ‘policy transfer’ in welfare to work, comparing Denmark with the UK. By contrast, Monaghan had concentrated efforts on understanding the standing of evidence in policy debates often seen, by critics, to be evidence free – in this case the area of UK drug policy. Our substantive areas were not a hindrance to our partnership. Instead, we were very much enthralled by some commentaries in the journal Policy & Politics (and elsewhere) that suggested that both evidence-based policy and policy transfer were fundamentally concerned with the same process, but were literatures that had emerged separately. It was, we felt, a hypothesis worth exploring, but more than that we quickly arrived at the conclusion that there was much to be learned by each literature from the other. Continue reading We still need ‘experts’: evidence translation in practice→
Professors Chris Weible and Paul Cairney were the successful applicants for our 2019 special issue call for proposals. This blog post summarises a recent workshop held in Colorado on their topic Practical Lessons from Policy Theories by way of presaging some of the key research themes they will pursue in their special issue.
Policy theories provide profound lessons for people trying to understand and engage with the policy process. As policy scholars we often take them for granted, but for non-specialists they can represent a new way of thinking. So, sharing these insights helps scholars and practitioners. Explaining our theories clearly gives us a new way to take stock of policy theory: how does it help us think about and act within the policy process?
In this excellent paper, Zachary Morris seeks to address an important and politically timely question – Why are some welfare state programmes more susceptible to retrenchment than others? The paper examines why the major disability benefit programme in the United States has proved resistant to austerity measures while the comparable disability programme in Great Britain has been repeatedly scaled back. This engaging comparative analysis reveals that both structural differences matter greatly, as does the way that policy ideas are communicated to the public. In Britain, the portrayal of beneficiaries as underserving proved critical for constructing the need for retrenchment. Continue reading Policy & Politics announces the 2017 winners of the Early Career and Best Paper Prizes→
An extended version of this post was originally published in the Policy Briefing section of Discover Society which is provided in collaboration with the journal Policy & Politics. The original post is available at http://discoversociety.org/category/policy-briefing/.
Referendums are increasingly used worldwide to allow citizens to directly decide about important policy issues. However, there is growing concern about whether citizens are properly informed when they make their choice in these usually complex referendum questions. For example, many commentators and editorials have argued in the aftermath of the Brexit referendum that facts and scientific evidence was politicised and not correctly used during the referendum campaign. Citizens, so it is argued, had made their decisions based on twisted facts.
However, in the context of a referendum campaign, facts, data and scientific evidence are always used politically. In other word, politicians, interest groups and governments always select those findings and data that fit their position and interpret scientific evidence in accordance with their political conviction. So yes, scientific evidence is politicized in referendum campaigns, but is this necessarily a bad thing? Based on the findings of a multiyear research project on the political use of scientific evidence in Swiss direct-democratic campaigns, I argue that scientific evidence, even when politically used, has the potential to enrich a referendum campaign in several ways. Continue reading Scientific evidence in referendum campaigns: politicisation or enrichment?→
In a recent column in The Telegraph, Allister Heath claims that the humanities and social sciences are suffering from increasing groupthink, inwardness and irrelevance – creating an environment in which certain political outlooks are suppressed and academic research rarely resonates beyond the hallowed halls of the university. Such an account simply does not square with the realities of universities in 21st Century Britain. Heath praises the University world of the twentieth century but then neglects the golden rule that drove that work and is still present in twenty-first century academia: make sure you have robust evidence to support your arguments. In terms of academic research, the supposed thought police of the left are in little evidence in the pluralistic university faculties that we know across the U.K., places in which rich debates over theory and methods take place.