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Pre-conference Courses/Workshops are open for Ph.D. candidates and early career researchers. Preconference will occur on July 1, 2025 at the Language Institute Chiang Mai University.
The pre-conference is a one-day event during which courses and workshops are given by renowned international scholars for Ph.D. Students and Early Career Scholars. It takes place the day before the conference (Tuesday, July 1 2025) at the Language Institute Chiang Mai University. Each participant can opt to follow a full-day course/workshop or 2 half-day courses/workshops.
Registration for the preconference is required to be done during the registration for the conference. The participant can select the option "Preconference" and indicate by order of preference (from 1 to 3) the full-day or the 2 half-day courses or workshops they want to follow. Since the number of participants in each course is limited, the allocation of courses will take place on a first-come, first-served basis, and the allocation of the first choice is not guaranteed.
Please note that some of the preconference courses have already reached full capacity and have therefore been removed from the selection. The remaining courses listed below still have available spots and are open for registration.
The Narrative Policy Framework (NPF) is a systematic approach to understanding the role of narratives in the policy process. Narrative text and images are ever-present in our political and social spheres, and they effectively shape the thinking and preferences of the public and decision makers. This all-day workshop will comprise of a morning session devoted to an introduction to the NPF, operational definitions of key NPF concepts, some methods, and ethical issues. Whether you are new to the NPF or a seasoned NPF scholar, the afternoon session will be devoted to your NPF research (or potential research). We will have practice exercises and consultations/brainstorming about NPF research questions, data, and methods.
In this course you will learn how to use concepts and frameworks of policy learning to strengthen and advance your research across a wide range of topics and approaches in public policy. We will cover the conceptual foundations of policy learning, its types, and effects on public policy, and how it integrates into - and strengthens- existing theoretical approaches to policy process research. Next, we will examine in depth various ways of measuring the presence of learning in public policy and discuss how to establish the causal effects of learning in individuals, groups and complex organizations, drawing on exemplary case studies.
We will finish the course with practical suggestions on how to benefit from the policy learning framework in your own research: for this reason, we invite participants to prepare a short (3-4) page description of their project, research plan, or paper drafts.
Social equity was adopted as the fourth pillar of public administration, along with economy, efficiency, and effectiveness. Johnson and Savara (2011) defined social equity as the active commitment to fairness, justice, and equality in the formulation of public policy, and management of all institutions serving the public directly of by contract. Public administrators, including all persons involved in public governance should seek to prevent and reduce inequality and injustice based on significant social characteristics and to promote greater equality in access to services, procedural fairness, quality of services and social outcomes. This demonstrates a unique set of opportunities and challenges to public policy study in defining, measuring and evaluating social equity in public policy.
The purpose of this course is to provide participants with the knowledge and skills necessary to critically think, understand and analyze social equity and public policy. This course will introduce students to a wide range of public policy areas along with the core dimensions of race, ethnicity, gender, class, and economy. More specifically, this course advances the participants’ understanding about social equity and its relationship to public policy both from conceptual and practical perspectives.
Upon the successful completion of this pre-conference course, participants will be able to:
1) Compare and analyze the conceptual underpinnings of social equity
2) Critically apply the importance of social equity within public administration/public policy
3) Discuss measurement approaches relating to social equity analysis of public policies and
4) Engage in constructive dialogues on critical concepts related to social inequities in our society.
Join this half-day course to gain the knowledge and skills to conduct ethical, culturally sensitive, and theoretically and methodologically rigorous policy research. Students will learn to:
- Understand the ethics and logic of the scientific method
- Make appropriate decisions regarding theory and methods
- Design a rigorous policy study
- Assess the quality of policy research designed by others.
Students will submit a one-page design summary of their own project prior to the start of the course to be discussed during class.
Design Recovery Case Studies (DRC) is an emerging technique inspired by Michel Barzelay’s reinterpretation of Herbert Simon’s classic perspective on understanding organizations and social or political undertakings as artificial phenomena, or “artifacts.” These artifacts are purposefully designed and implemented, serving as organizational solutions that bridge internal functionality with external adaptation to their environment and context. DRC seeks to explore this interface by uncovering or reconstructing the processes through which organizational solutions are developed and executed.
As a research methodology, DRC offers a scientific lens and a cross-disciplinary toolkit of concepts and strategies for identifying public organizations and initiatives as artifacts and devising investigative approaches to examine how they function—or fail to function. The course is divided into two parts: the first introduces and discusses the perspective and its core concepts in class, while the second involves collaboratively selecting a case or experience with participants and developing a research design in class.
This workshop proposes to discuss and train participants in the art and craft of qualitative interviews of Policymakers. After discussing the qualitative interview's epistemological and methodological biases, the workshop proposes different practical exercises for participants to learn how to proceed.
Ref. Becker Howard, Tricks of the Trade: How to Think about Your Research While You're Doing It, Chicago: University of Chicago Press, 1998
Recently, the role of emotions in defining or influencing behaviour, including political behaviour, has been acknowledged, and research is increasingly addressing how affective processes shape our attitudes, actions, and decision-making. Policy studies have also started to analyse how emotions are reflected in policy discourses and how they influence policy change and support for policies. However, we lack solid empirical evidence as well as widely accepted theoretical models on the role of emotions in almost all aspects of politics. Conceptual and methodological problems abound, e.g., How to define, categorise and measure political emotions? How do we analyse the interplay of emotions with other political variables, like ideology, values and identity? What is the analytical model that best grasps the role of emotions in political action: should we consider them dependent, independent or mediating variables? The above questions are even more pressing in the field of policy studies and most of the empirical papers on the role of emotions in policy are seriously under-theorised. With some exceptions empirical studies don’t relate to the theories of the policy process. The course aims at presenting some conceptual as well as methodological challenges concerning the research on the role of emotions in the policy process, thus contributing to the research agenda of this emerging field. The course builds on the research being done in the framework of the EU Horizon project MORES – Moral emotions in politics: how they unite, how they divide, led by Zsolt Boda.
Think tanks have become relevant participants in policy networks and policy making around the world. Broadly defined as organizations involved in policy related research and advisory efforts, think tanks are frequently presented as independent civil society actors committed to supply evidence-based knowledge, and as bridging organizations committed to speak "truth to power". The course will critically examine the history and theoretical understanding of think tanks, and introduce suitable methods to study think tanks and think tank networks. Drawing on modified approaches to the study of interest groups (Schmitter and Streeck), we will focus on top down “logics of influence” and bottom up “logics of constitutencies" (corporate, academic, civil society etc.) relevant to examine the interrelation of interests and ideas and the ways in which think tanks are embedded in the economic, political, social and cultural fabric of society. Drawing on discourse coalition theory (Hajer), we will examine some of the the ways in which think tanks have become critical agents for the creation, distribution and contestation of story lines and policy narratives. The workshop will look at the composition of think tank boards, at critical links between think tanks (interlocking board membership) and at relevant output patterns. Particular attention will be paid to the transnational dimension of think tank networks.
The Preconference registration fee is 100€. To register for the preconference, make sure to choose this option during your registration for the ICPP7.
Registrations to Preconference will be open as long as there are places available.
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