ABOUT THE AUTHOR

A student perspective

by Amy Rivers

The twin imperatives of teaching for employment and teaching for education demands the attention of public policy scholars as it does of those in most fields political science and, indeed, the higher education sector. At Australian universities where public policy masters programs are on offer, the employability of graduates is front and centre of the student recruitment drive.

But the focus on increasing the employability of students raises two questions: does the current course offering adequately prepared graduates for employment in public policy roles; and what is overlooked in public policy teaching as a result of the focus on the employability criterion?

For Dr. Yvonne Haigh, preparing students for employment in the public sector requires helping them understanding the complexities of issues facing society and the effectiveness of certain policies as a response to these issues. Students select a particular policy area and are then asked to explore and respond to the following questions: who is involved in this policy area; what is their position on what are the problems; how has the problems changed over time; and what are the differences between how previous and current governments responded to the problems?

Public policy studies and employment in the public sector or non-government organisations are a comfortable fit. Dr. Chris Walker argues the cost is that universities continue to overlook the private sectors, as a potential student pool and also as a potential employer for graduates. The latters is in spite of the availability of ‘Business — Government Relations’-type roles in banks, energy providers and e-commerce companies. The criteria of these roles broadly match the structure of a number of public policy masters program: maintaining stakeholder relations; understanding public policy; understanding government processes; and policy analysis. The challenge for teachers of public policy is to look beyond the public sector and non-governments organisations — ‘we only promote employment opportunities in areas we are familiar with’ — and actively recruit and engage with private sector staff.

While a small number of public policy graduates will be elected Members of Parliament, a larger number will work as ministerial advisers. Dr. Martin Drum highlights the value of public policy programs in preparing students to work as political advisers. It requires teaching about Parliament and its processes, for examples the roles of parliamentary committees as a ‘policy-making engine’; what is good and bad policy advice; collaboration in parliamentary committees and also within parliament; inter-governmental relations; and the division of powers between political advisers and the public service.

Professor Brian Head describes the multiple, and not always complementary, demands facing those who teach public policy. Universities desire high student numbers, happy students and maximum completion rates. Students expect employment (or at least increased employability) at the completion of their programme. Students enroll in public policy program for different reasons and throughout the program their motivations for study change. Responding to this constant flux is an ongoing challenge.

Outside of students successfully gaining employment, what are the other reasons for both teaching and studying public policy? Let us consider the question in light of the Professor Ken Smith’s 2017 Irene Longman Oration. In the oration, Profession Smith focuses on the evolution of the Westminister system, the motivations behind recent Machinery of Government changes (in particular those he instigated in 2009 as the Director-General of the Queensland Department of Premier and Cabinet) and he questions the core qualities of a competent public service.

His experience in the executive branch, the public service and outside of the public sector makes the article a fascinating read. But a number of the underlying themes should intrigue public policy scholars and students alike, and warrant continued and ongoing exploration:

Good public policy teaching provides students with the tools to extrapolate some sense from complex situations. It focuses on issues that may initially appear to be about politics and public administration but on closer examination are also important community issues. It encourages examination of the role of stakeholders, the ways issues are framed and managed; and how ideology determines what are appropriate solutions. It encourages observers and participants to think about policy-makers’ own ethics play out in the interpretation of policy effectiveness. These qualities may not necessarily translate into increased employability but conversely, valuable as it is, employability should not be the only criterion for assessing good public policy teaching.

Many of us are familiar with the quote attributed to Otto von Bismarck that, like sausages, to maintain our respect for the law we should not see then them being made. Applied to public policy, this truth-in-jest statement requires an update.

I enrolled in a Masters Program to find tools to untangle some of the intricacies and understand some of the process of Indigenous policy making and implementation: who are the actors; what are their motivations; how do actors negotiate outcomes in such a contested area; what are the steps for evaluating effectiveness in this emotive policy area; what are the roles of Aboriginal and Torres Strait Islanders in determining outcomes; and how does the Indigenous policy processes compare with other policy areas.

Amy Rivers is a pseudonym.

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