Pragmatic, progressive and global in its approach, this Handbook centres around the key question: How can we teach public policy? Presenting a wide variety of theoretical and methodological perspectives, it expertly examines current approaches to teaching public policy and critically reflects on potential future developments in the field.

Contents: 1 Introduction to the Handbook of Teaching Public Policy 1 Emily St.Denny and Philippe Zittoun PART I APPROACHES TO TEACHING PUBLIC POLICY 2 Teaching public policy through the history of discipline, theories, and concepts 17 B. Guy Peters and Philippe Zittoun 3 Teaching public policy with cases 35 R. Kent Weaver 4 Teaching public policy by interactive pedagogy 48 Bruno Dente and Giancarlo Vecchi 5 Teaching public policy to mid-career MPA students: recalibrating the online balance 64 Evert Lindquist PART II TEACHING PUBLIC POLICY THEORIES 6 Theories of the policy process: Ways to think about them and strategies for teaching with them 76 Christopher M. Weible and David P. Carter 7 Pedagogical approaches in teaching the multiple streams framework 92 Nikolaos Zahariadis, Evangelia Petridou and Annemieke van den Dool 8 Teaching an historical institutionalist approach to public policy 106 Grace Skogstad 9 Teaching punctuated equilibrium theory 120 JoBeth S. Shafran 10 Teaching pragmatist and constructivist approaches to the policy process 140 Patrick Hassenteufel and Philippe Zittoun 11 Street-level bureaucracy: teaching policy (theory) in practice 155 Vincent Dubois and Gabriela Lotta PART III TEACHING METHODS AND METHODOLOGY FOR POLICY RESEARCH 12 Teaching quantitative methods to students of public policy 168 Matthew C. Nowlin and Wesley Wehde 13 Teaching qualitative methods in times of global pandemics and beyond 181 Anna Durnová, Eva Hejzlarová, and Magdalena Mouralová 14 Teaching comparative public policy methods 201 Isabelle Engeli and Christine Rothmayr Allison 15 Teaching Qualitative Comparative Analysis 217 Markus B. Siewert 16 Teaching process tracing methods in public policy 232 Derek Beach 17 Teaching qualitative interviewing for policy process studies 247 Sébastien Chailleux and Philippe Zittoun PART IV TEACHING ANALYTICAL TOOLS FOR PUBLIC POLICY 18 ‘Learning how to learn’: Teaching policy analysis from the perspective of the ‘new policy sciences’ 263 Emily St.Denny and Paul Cairney 19 Teaching policy design: themes, topics and techniques 278 Caner Bakir, Azad Singh Bali, Michael Howlett, Jenny M. Lewis and Scott Schmidt 20 Teaching discourse and dramaturgy 293 Maarten A. Hajer 21 Teaching ‘evidence-based’ policy: reflections from practice 307 Katherine Smith 22 Teaching introductory policy evaluation: a philosophical and pedagogical dialogue across paradigms 324 Jill Anne Chouinard and James McDavid PART V TEACHING PUBLIC POLICY BY AUDIENCE 23 Teaching public policy to undergraduate and graduate students 342 Raúl Pacheco-Vega 24 Teaching public policy in doctoral programs 361 Claudio M. Radaelli 25 Challenges of teaching public policy to practitioners: a case for andragogy 377 Jean-François Savard and Isabelle Caron 26 Teaching public policy to the public 391 Jale Tosun PART VI TEACHING PUBLIC POLICY BY CONTINENT: CURRICULUM, TRAINING AND RESEARCH 27 Teaching public policy in Africa: comparing Cameroon and Kenya 406 R. Mireille Manga Edimo and Joseph Okeyo Obosi 28 Teaching public policy in Asia: is a unique identity emerging? 421 Sreeja Nair, Ola G. El-Taliawi, and Zeger van der Wal 29 Teaching public policy in Europe 433 Nils C. Bandelow, Johanna Hornung, and Ilana Schröder 30 Teaching public policy in Latin America 453 Osmany Porto de Oliveira, Cecilia Osorio Gonnet, Raúl Pacheco-Vega, and Norma Muñoz del Campo 31 Teaching public policy in North America: adapting to uncertain times 475 Rachel Laforest and Steven Rathgeb Smith 32 Internationalising public policy teaching 491 Marleen Brans Index

‘By the time we start teaching, most of us have already settled on one or two schools of policy research as our preferred framework. This marvelous collection opens the mind to the full range of approaches and provides a wealth of practical teaching exercises and resources.’