Today, I’m helping to deliver a new course – Engaging Policymakers Training Programme – piloted by the Alliance for Useful Evidence and the UCL. Right now, it’s for UCL staff (and mostly early career researchers). My bit is about how we can better understand the policy process so that we can engage in it more effectively. I have reproduced the brief guide below (for my two 2-hour sessions as part of a wider block). If anyone else is delivering something similar, please let me know. We could compare notes.
This module will be delivered in two parts to combine theory and practice
Part 1: What do we need to know about the politics of evidence-based policymaking?
Policy theories provide a wealth of knowledge about the role of evidence in policymaking systems. They prompt us to understand and respond to two key dynamics:
- Policymaker psychology. Policymakers combine rational and irrational shortcuts to gather information and make good enough decisions quickly. To appeal to rational shortcuts and minimise cognitive load, we reduce uncertainty by providing syntheses of the available evidence. To appeal to irrational shortcuts and engage emotional interest, we reduce ambiguity by telling stories or framing problems in specific ways.
- Complex policymaking environments. These processes take place in the context of a policy environment out of the control of individual policymakers. Environments consist of: many actors in many levels and types of government; engaging with institutions and networks, each with their own informal and formal rules; responding to socioeconomic conditions and events; and, learning how to engage with dominant ideas or beliefs about the nature of the policy problem. In other words, there is no policy cycle or obvious stage in which to get involved.
In this seminar, we discuss how to respond effectively to these dynamics. We focus on unresolved issues:
- Effective engagement with policymakers requires storytelling skills, but do we possess them?
- It requires a combination of evidence and emotional appeals, but is it ethical to do more than describe the evidence?
- The absence of a policy cycle, and presence of an ever-shifting context, requires us to engage for the long term, to form alliances, learn the rules, and build up trust in the messenger. However, do we have and how should we invest the time?
The format will be relatively informal. Cairney will begin by making some introductory points (not a powerpoint driven lecture) and encourage participants to relate the three questions to their research and engagement experience.
Gateway to further reading:
- Paul Cairney and Richard Kwiatkowski (2017) ‘How to communicate effectively with policymakers: combine insights from psychology and policy studies’, Palgrave Communications
- Paul Cairney and Kathryn Oliver (2017) ‘Evidence-based policymaking is not like evidence-based medicine, so how far should you go to bridge the divide between evidence and policy?’ Health Research Policy and Systems (HARPS), DOI: 10.1186/s12961-017-0192-x
- Paul Cairney, Kathryn Oliver, and Adam Wellstead (2016) ‘To Bridge the Divide between Evidence and Policy: Reduce Ambiguity as Much as Uncertainty’, Public Administration Review, Early View (forthcoming) DOI:10.1111/puar.12555 PDF
Part 2: How can we respond pragmatically and effectively to the politics of EBPM?
In this seminar, we move from abstract theory and general advice to concrete examples and specific strategies. Each participant should come prepared to speak about their research and present a theoretically informed policy analysis in 3 minutes (without the aid of powerpoint). Their analysis should address:
- What policy problem does my research highlight?
- What are the most technically and politically feasible solutions?
- How should I engage in the policy process to highlight these problems and solutions?
After each presentation, each participant should be prepared to ask questions about the problem raised and the strategy to engage. Finally, to encourage learning, we will reflect on the memorability and impact of presentations.
Powerpoint: Paul Cairney A4UE UCL 2017