How Can Policy Theory Have an Impact on Policymaking? The Role of Theory-Led Academic-Practitioner Discussions

Autor/in	Cairney, Paul
Titel	How Can Policy Theory Have an Impact on Policymaking? The Role of Theory-Led Academic-Practitioner Discussions
Quelle	In: Teaching Public Administration, 33 (2015) 1, S.22-39 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739414532284
Schlagwörter	Policy; Theories; Policy Formation; Discussion; Policy Analysis; Government Employees; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Politik; Theory; Theorie; Politische Betätigung; Diskussion; Politikfeldanalyse; Ausland; Großbritannien
Abstract	Policymakers and academics often hold different assumptions about the policymaking world based on their different experiences. Academics may enjoy enough distance from the policy process to develop a breadth of knowledge and produce generalisable conclusions across governments, while policymakers/practitioners such as civil servants may develop in-depth expertise when developing policy for a number of years. In turn, both may learn from each other about how to understand the policymaking world. Academic-practitioner seminars and short training courses can help further that aim. Yet, there is a major barrier to such conversations: academics and practitioners may have their own language to understand policymaking, and a meaningful conversation may require considerable translation. The article explores this topic in four main ways. First, it considers the extent to which academic-practitioner discussions still use simple concepts, such as the policy cycle, rejected by policy scholars in favour of concepts explaining policymaking complexity. Second, it identifies a series of relatively simple key tenets, from policy theories designed to explain complexity, to explore the extent to which modern theories can provide straightforward insights to policy practitioners. Third, it considers how those insights, based largely on what governments do, can be used to recommend what they should do. Fourth, it considers how to engage directly with policymakers to encourage intelligent and reflexive policymaking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01