Edward L Miles
Comparative institutional dimensions of marine policy processes. Marine policy context at the national level and the dynamics that drive policy formulation and policy implementation.
The primary objectives of the course are to guide students to an understanding of the marine policy context at the national level and to a sophisticated appreciation of the dynamics that drive policy formulation and policy implementation. The concern is primarily with the how, why, and what of marine policy formulation and implementation. In addition, we shall attempt to develop studentsí capability to formulate and implement integrated marine policy which cuts across several sectors in a search for maximizing national net benefit. This will be done by way of a group project. The entire analytical focus of the course will be comparative, across national systems and across marine sectors.
Student learning goals
1. Understand how national marine policy is made in seven countries.
2. Understanding the process of policy making means understanding the context in terms of culture, system, and scale.
3. Identify and evaluate the dynamics that drive policy formulation and implementation in each case.
4.To expand the analytical reach of their skills, students must also understand the dynamics of collective goods and the dynamics of bureaucracy, because these are the overriding processes which affect all public policy systems to varying degrees.
5. Since fragmentation in scale and jurisdiction is the universal bane of marine policy making, students must develop the capability to design, develop, and implement integrated marine policy at the national level. Integrated marine policy cuts across the domains of the traditional marine sectors in order for the state to identify strategies for maximizing national net benefit.
General method of instruction
A combination of discussion, lectures, and student presentations of the results of group projects.
SMA 500 and any public policy course would be valuable for understanding the approaches identified in SMA 508, but the course is designed in such a way that the absence of such pre-requisites is not an insuperable hurdle.
Class assignments and grading
The focus of class assignments follows directly from the learning objectives. The emphasis is on critical appraisal of the required readings (2 assignments) and the group project, which may emphasize a single country or a wider set of countries from a comparative perspective.
Grades will be assigned on the basis of two sets of exercises with the first set accounting for 40% of the grade and the second set accounting for 60%. The first set will consist of very concise (no more than 5 pp. double-spaced) analytical reviews of the required reading in the following sequence:
a) Review #1 will cover the required reading of Weeks I-III. It will be due in Week IV (1/29).
b) Review #2 will cover the required reading for Weeks IV-VII. It will be due in Week VIII (2/26). These reviews are designed for the students to demonstrate not only understanding of the concepts discussed but the ability to use them in real situations. The second exercise will revolve around solving problems of implementation once the institutional design for integrated ocean management has been completed. The instructor will provide some necessary background information and some guidance later in the quarter. Students will be divided into teams to produce the plan and the grade for each team as a whole will be the grade received by all the individuals within it. The final session of the class will consist of oral presentations by the team(s) before an external, invited audience. Teams will be evaluated on the level of professionalism achieved in the presentations as well as on the quality of the analytical work displayed in their written submissions.