Bucking the Tide: Policy Studies in Political Science, 1978-1988.

Autor/in	Palumbo, Dennis J.
Titel	Bucking the Tide: Policy Studies in Political Science, 1978-1988.
Quelle	(1989), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Content Analysis; Interdisciplinary Approach; Literature Reviews; Periodicals; Policy Formation; Political Science; Public Policy; Social Science Research; Arizona + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Politische Betätigung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Öffentliche Ordnung; Social scientific research; Sozialwissenschaftliche Forschung
Abstract	Twenty years ago, many leading political scientists advised their colleagues to focus only on the policy-making process and eschew the content of policy because, they argued, the scientific discipline did not have normative standards by which to judge policy contents, and because political scientists could not become experts in the many substantive areas of policy. This paper examines all of the articles published over the past 10 years in the "American Political Science Review," the "American Journal of Political Science,""Polity," the "Western Political Quarterly," and the "Policy Studies Review." It appears that political scientists have followed this 20-year-old advice. When writing about public policy, they focused on the process of policy making, usually during policy formulation, and seldom recommend improved policy content. Political scientists are concerned more with theory, elections, and voting than they are with the outcomes of public policy. A distinctive policy "sciences" or studies approach has been developing outside of political science. This approach is multidisciplinary, problem-oriented, and normative in perspective. However, even though these policy analysts are more likely to study implementation, do evaluations, and are recommended for improving policies, they have not yet developed a unifying conceptual approach or succeeded in integrating normative concerns in their analysis. (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC