Universitas Facultyof

Indonesia Economicsand
Business

MEin Planning and Public Policy

Syllabus

Policy Analysis (ECEM801404)

Second Semester – Academic Year 2018/2019
Lecturer:
No. Name
1 R.H. Achmadi, MSc.
2 Iman Rozani, ,M.Sc.
3 Oskar Vitriano, MPubPol
4 Dr. Edy Prijono
5 Prof. Ine Minara S. Ruky,Ph.D

Subject Code ECEM801404

Subject Title Public Policy Analysis
Credit Value 2
Year/Semester 1/1 & 2
Day/Hour
Subject Type Program Study Compulsory
Pre-requisite Basic Microeconomics
Role and Purposes This course introduces basic concepts of public policy analysis from the economics
perspective.Topics include 1) reasons for the government interventionss, 2) cost and benefit
of government interventions, 3) ethics in policy making.
Policy analyst needs the ability to frame the problem that need policy intervention. Based
on problem framing, the analyst developes viable policy alternatives that lead to some
prefered policy choices. These policy choices, including the option of no further
intervention (busines as usual), are then recommended to decision maker for possible
implementation.In relation to this chain of action, the students will prepare a semester long
policy paper project and a mock-up policy memo based on prepared policy paper. In
between, the students prepare some interim presentation to show the ability to make oral
communication.
The course purposes, among others, are to help students to understand the important steps
in policy analysis and to practice in preparing a policy paper. Consequently. in addition to
theoretical materials, the students have to prepare a semester long individual policy paper
project and, while preparing it, they practice to include these theoretical materials in their
policy paper. Due to diverse student education background, the topic of the policy paper is
up to individual student to chose. The focus especially designed to better choose and use of
economics tools and analysis in the policy paper.

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Subject Learning Course Objectives:
Outcomes
1. Hard skill
Students are,
a. able to adapt Bardach’sEightfold Path in policy analysis (C3).
b. able to use economic analysis tools in policy analysis (C3).
c. able to evaluate the needs and limit of government interventions in economy
(C3).
d. able to select optimal policy alternatives based on relevant constraints (C4).
e. able to identify possible ethical issues in exercising policy analysis (C4).
f. able to prepare a logically sound and objective policy paper (C4).
g. able to summary a complex policy paper in a more sucint and simple policy
memo (C5).
h. by the end of the course and if they are faced with an issue that need policy
intervention, they are able to recommend policy alternatives provided that the
size of the issue could be managed on an individual basis (C5)

2. Soft Skill
a. Developing qualitative analytical skill
b. Developing quantitative analytical skill
c. Developing presentation skills / public speaking
d. Developing group collaboration skills
e. Developing confidence

AACSB Learning Goal (LG) and Learning Objective (LO)

Learning Goals (LG) to be assessed:

a) Critical and Integrative Thinking (CIT)- Students are able to demonstrate
critical and integrative thinking in policy design
LO: Students are able to provide policy recommendations to solve economic
problem (LG CIT-LO1):
iii. Students are able to justify an argument or solution with supporting
evidence/ relevant references
iv. Students are able to recommend alternative policies to economic
problems

b) Policy Design Thinking (PDT)- Students are competent in policy design

LO: Able to design and comprehend policies based on research (LG PDT-
LO1):
i. Students demonstrate an understanding in theory and concepts of
policy design
ii. Students are able to identify policy goal for solving economic
problem
iii. Students are able to identify relevant policy instruments for a
specified policy goal

Learning Goals (LG) for Teaching and Learning Activities:

c) Critical and Integrative Thinking (CIT)- Students are able to demonstrate
critical and integrative thinking in policy design
LO: Students are able to provide policy recommendations to solve economic
problem (LG CIT-LO1):
i. Students are able to identify problems
ii. Students are able to analyze problems

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Subject Synopsis/
Indicative Syllabus
Session Topics & Readings Subtopics Task
1 Scope of policy  Introduction to
analysis public policy
analysis
[2] : 1 – 2
[1] : Intro& Part 1  Elements in policy
[11] :1 – 4 paper
 Elements in policy
memo
2 Economics fondations  Efficiency and Summary of [2] : 4 – 6,
for policy analysis: competitive model five(5)pages max per
rationalsfo public  Market failures chapter submit through
policy  Other limitations SCELE
[2] : 4 – 6 of the competitive
framework In class presentation of
[2]: 5
3 Economics fondations  Welfare Summary of [2] : 7 – 8,
for policy analysis: distribution five(5)pages max per
rationalsfo public  Government chapter submit through
policy failures SCELE
[2] : 7 – 8
Due: Problem Frame
[9]
In class persentation
[2]: 8
4 Policy format  Correcting market Summary of [2] : 10,
failures 13, five(5)pages max
[2] : 10, 13
[1] : App B  Correcting per chapter submit
government through SCELE
failures
 Organizational In class presentation of
boundaries [2]: 10

5 The role of Government: Provider In class presentation

Government or Producer
Case Study
6 Policy alternatives and  Evidence based Summary of [3] : 3 - 4,
the choice of optimal policy five(5)pages max per
solution  Supply-demand chapter submit through
analysis SCELE
[3] : 3 – 4
 Multicriteria
[2] : 14, 15, 17 Decision Analysis In class presentation of
[3]: 4
[1] : Part 2
[7] Due: Policy
alternatives
7 Policy alternatives and Benefit Cost Analysis Summary of [2] : 16,
the choice of optimal five(5)pages max per
solution chapter submit through
SCELE
[2] : 16
Case study In class presentation :
case study

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Subject Synopsis/
Indicative Syllabus
Session Topics & Readings Subtopics Task
8 Ethics and conflict of  Conflict of Summary of [2] : 3;
interest in policy interest [4]; [10] ,
analysis  Professional five(5)pages max
ethics per chaptersubmit
[2] : 3
through SCELE
[4]
In class
[10] presentation : case
Case Study study

9 Communication,  Who are the Summary of [2] :

advocation and policy clients? 11 - 12,
policy analysis  Lobbying five(5)pages max
per chaptersubmit
[2] : 11 – 12
through SCELE
[1] : Part 3
[5] : Part V
In class
presentation of [2]:
12

Due: Policy memo

draft
10 Policy analysis and  Policy and Summary of [6];
politics politics nexus [8], five(5)pages
[1] : App D  Political max per
acceptibility chaptersubmit
[6] through SCELE
[8]
In class
presentation of [6]

Teaching/Learning This course adopts a student centered active learning approach. Students are expected
Methodology to read required readings for a particular session, and discuss among fellow students the
key ideas from the readings prior to attend the class. In class session the students will
presents the key ideas from the discussion to class. Lecturers serve as facilitator in the
learning process. Occasionally the lecturer will provide a traditional way of learning.
The problems and cases may be taken from the textbook and other sources.

Participation:
Individually, each student is required to participate actively in teaching and learning, in
the form:
1. Ask questionsin accordancewith thetopic.
2. Prepareyourselfto answerquestions.
3. Discuss issuesrelated to thetopic.
Students are expected to read textbooks and other materials provided prior to enter to
each class session..

Attendance:
Minimum 80% of Total Lecture:
1. A maximum of 2 (two) times absent, for no reason.
2. Students who came 15 minutes after class begins is considered not present.

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Assessment Percentage of
Description LG CIT-LO1** LG PDT-LO1**
Method in Evaluation (%)*
Alignment with
Group Assesment 20 V V
Intended Learning
Outcomes: Individual Assesment
*) Students Task/Homework 15 100 % 0%
grading and Quiz (Tutor)
**) AACSB Midtermexamination 30 50 % 50 %
Assesment
Final paper 35 25 % 75 %
Total 100

Details of learning Policy analysts rarely work independently, instead collaborative work is a norm. To
methods familiarize this process the students will work in groups to do discussion, presentation,
and to improve collaborative work in writen and oral communications. In addition to
group assessments, individual assessment will also be evaluated based on individual
works. Some of group discussions are out of class activity, and some other are in class
activity.
Group tasksinclude in and out of class discussions and group presentations. Topics for
group dicussion is available in the detail weekly session description. Writen form of group
tasks are submitted through SCELE. Group assessment count a total of 20 point score
toward final grade.
Individual taskis part of assessment and is provided on the lecturer discretion. Written
individual assessments submission are through SCELE, a university of Indonesia version
of blackboard system. Late submission are granted zero score.Lecturer will ask students to
present their writing (a ten minute presentation) before the class voluntarily, to
accumulate a 15 point score toward final grade.
Final paperwill be an individual full semester project to prepare a policy paper. The topic
of policy paper is free for student to chose, due to the diverse nature of student
background. The structure of policy paper follows [11]. In addition the each student
prepares a relevant policy memo. The hard copy of the task will be submitted during the
examination day and time. The softcopy version has to be submitted at the same due date
through SCELE. Interim progress for end of term task will be arranged as follows:
1. On the third session students prepare and submit a short description of the paper
focussing on problem definition (framing the problem – look in [9]), preferably in
powerpoint format. Submission of the powerpoint is required through
SCELE.During the planned class session, some students will present their
powerpoint about 3-5 minutes, plus an additional 5 minuts to answer inquiries from
fellow students.
2. On the sixth session students prepare part of policy alternatives of the planned
policy paper. Building on powerpoint that has been prepared for the third session,
students prepare an extended version of the powerpoint to include policy
alternatives. Submission of the powerpoint is required through SCELE. A selected
students may be required to present their powerpoint before the class for 3-5
minutes plus 5 minutes discussion.
3. On the ninth session students prepare draft policy memo in one page written
format. Submission of the draft is required through SCELE. Selecte student
presentation are planned following the same time allocation as above.

The specific learning methods used in this

subject are:
1. Class Discussion 5. Discussion of Case / Case Studies
2. Experiential Learning 6. Learning Cooperation (collaborative
3. Group Inquiry learning)
4. Lecture 7. Project Group

Schedule of Tutor Tutorials will be held two (2) times in this semester. Tutor will give you assignments,
homework and quizzes that its weight has been determined at the previous point.

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Student Study Class Contact:
Effort Expected
Lecturer 7.5 Hours
Collaborative learning 8.5 Hours
Presentation 9.0 Hour
Tutor 5.0 Hours
Other student study effort outside the class:
Preparation for assignment/tests 45 Hours
Reading List and 1. Textbooks
References [1] Bardach, Eugene. 2012. A Practical Guide for Policy Analysis:The Eightfold
Path to More Effective Problems Solving (4 ed.). Los Angeles, CA: CQ
Press/Sage.
[2] Weimer, David.L. and Aidan.R. Vining. 2011. Policy Analysis (Ed. 5). New
York, NY:Longman/Pearson.
2. Additional readings
[3] André, Francisco J., M. Alejandro Cardenete, and Carlos Romero, (2010).
Designing Public Policies: An Approach Based on Multi-Criteria Analysis
and Computable General Equilibrium Modeling. Berlin: Springer-Verlag.
[4] Fischhoff, Baruch and Sara L. Eggers. 2012. “Questions of Competence: The
Duty to Inform and the Limits to Choice” dalam The Behavioral Foundations
of Public Policy diedit oleh Shafir, Eldar (ed.), pp. 217-230.
[5] Frank, Gerald; J. Miller, and Mara S. Sidney (eds.), 2007. Handbook of Public
Policy Analysis: Theory, Politics, and Methods. Boca Raton: CRC Publisher.
[6] Heinelt, Hubert, 2007. “Do Policies Determine Politics?” Handbook of Public
Policy Analysis: Theory, Politics, and Methods / by Fischer et al., (eds.), pp.:
109-119.
[7] Mitchell, Jerry. 2007. “The Use (and Misuse) of Surveys Research in Policy
Analysis” inHandbook of public policy analysis: theory, politics, and methods
/ by Fischer et al., (eds.), pp.: 369-380.
[8] Pülzl, Helga dan Oliver Treib, 2007. “Implementing Public Policy”dalam
Handbook of Public Policy Analysis: Theory, Politics, and Methods / by
Fischer et al., (eds.), hal.: 89-108.
[9] Spradlin, Dwaine, 2012. "Are You Solving the Right Problem?" Harvard
Business Review. Sept, pp. 85-93.
[10] Sullivan, Eileen and Mary Segers, 2007. “Ethical Issues and Public
Policy”dalam Handbook of Public Policy Analysis: Theory, Politics, and
Methods / by Fischer et al., (eds.), pp.: 309-328.
[11] Young, Eóin and Lisa Quinn, 2002. Writing Effective Public Policy Papers:
Aguide for Policy Advisers in Central and Eastern Europe. Budapest: Open
Society Insititute.

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Plagiarism Students should maintain originality and respect intellectual property rights. Therefore,
students should avoid conducting any act of plagiarism when doing written
assignments (if any), which may take a form of short individual / group paper and / or
summary.
The followings are acts of plagiarism:
 Copying paragraphs, sentences, a single sentence, or even a significant part of
a sentence directly without enclosing them in quotation marks and
appropriately footnoted;
 Using and / or developing other’s ideas found in printed materials or film
elsewhere without explicitly referencing them to the respective author or the
source of the idea.

Plagiarism is a serious infringement of intellectual property rights. Any assignment that

contains presumed plagiarism will be marked 0 (zero).

Since students are required to write group papers, students should sign a Statement of
Authorship and attach it to their papers before paper submission. The form of
Statement of Authorship is available at the Resource Center of the Program. Lecturer(s)
and / or tutor(s) will refuse to mark any paper that has no signed Statement of
Authorship attached.

In addition, students should ask for cover sheet from the Resource Center of the
Program for any assignment submitted.

Sanction for plagiarisme :

 First time: paper will be grade F
 Second time: final grade for the specific course will be grade F
 Third time: expeled from Department of Economics FEB UI

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