| Unit name | Public policy for a complex and uncertain world |
|---|---|
| Unit code | SPOLM0043 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Alex Marsh |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School for Policy Studies |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
Policymaking occurs in a context of increased social, economic and political uncertainty and complexity. There are concerns that established modes of policy and policymaking, even if they were serviceable in the past, are no longer fit for purpose. Policy needs to be more long-term, holistic and anticipatory, but political systems – particularly in some electoral democracies – are increasingly characterised by short-termism, reactiveness, fragmentation and polarization. This unit engages with three sets of ideas that can inform the construction of more robust systems of governance and policy: systems thinking, complexity thinking and futures thinking. It reflects on what these ideas mean for the practice of policy, leadership for policy, and the governance and institutions of policymaking.
How does this unit fit into the programme of study
This unit is one of several optional units you can choose to take in the second teaching block. This unit provides an opportunity for you to engage in more detail with issues around the nature of the policy process, many of which are introduced in the first teaching block, alongside consideration of the nature of the social systems which policymakers seek to influence.
An overview of content
The unit covers three main topics. It starts by considering the nature of social systems, key ideas from the field of systems thinking, and how these ideas are relevant to policy. The second topic is complexity. The unit considers different interpretations of complexity and the different ways it can be and has been applied to society and policy. The implications of complexity for policymaking are considered. The unit reflects on the relationship between complexity approaches and more conventional ways of theorizing about policy making processes. The third topic the unit examines is futures thinking. This part starts by considering how we conceptualise the future and what we can know about the future. It then introduces a selection of practical tools that are used in futures thinking. The challenges of integrating futures thinking into policymaking and the architectures that might be used to create more future-orientated governance are examined. It considers the characteristics of public leadership in the face of complexity and uncertainty.
How will students be different as a result of the unit:
You will have a better understanding of different ways we can think about social systems and the link between how social systems are conceptualised and what we can expect policy to achieve. You will have an appreciation of the value of engaging in futures thinking as an input into current decision making, but also of the challenges associated with integrating future concerns into today’s decisions. You will have had the experience of using several practical tools to assist futures thinking and experience of thinking about the policy relevance of futures thinking. You should be in a position to advocate thoughtfully for the use of futures tools, where appropriate, and to implement and use selected tools, if necessary.
Learning outcomes
On successful completion of the unit, you will be able to:
Teaching will be delivered through face-to-face weekly lectures and seminars. Seminars will typically be oriented towards a specific task involving groupwork and linked to the topic of the weekly learning materials. Your learning is supported via the online learning platform, where lecture materials and tasks are listed weekly. The tasks include self-directed study and reading.
Tasks which help you learn and prepare you for summative tasks (formative):
You will be supported in your summative assessment by a formative element consisting of a Report (1000 word, max)
Tasks which count towards your unit mark (summative):
You will be offered a choice of assessment, between either a) Essay; or b) Case Study/Practice Analysis (2500 words max, 100%)
Both assessments cover all of the unit learning outcomes.
When assessment does not go to plan
Subject to the university regulations for taught programmes, you may be offered an opportunity for reassessment. If you are eligible to resubmit and where appropriate, you may submit a revised version of your previous assignment, or complete an alternative assessment in the same format as the original assessment.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. SPOLM0043).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
