Publication Type

Journal Article

Version

submittedVersion

Publication Date

1-2023

Abstract

Despite the surge in global demand over the last few decades, the supply and design of public policy education has been notably concentrated within western and developed country contexts. The same era has not seen a comparable rise in public policy education and accreditation emerging from developing countries that are still unable to fully meet the existing domestic needs for these skills. In India, core public policy education is in its emerging, albeit promising stages. Drawing on several rounds of discussions with academic and administrative Heads of the Department for public policy in tertiary education institutes of India, this paper critically reviews three interrelated themes. Firstly, we illustrate the broad trends along which the discipline’s advancement has progressed, through changing policy and institutional contexts, and emerging policy analysis and public management challenges. Secondly, we explore the demand drivers for policy education and how they have been designed to respond to graduates’ career pathways and emerging job markets. Thirdly, we include a focus on the public policy and public administration faculty composition and their approach towards teaching public policy. Underlining these three emphases, we gauge the extent to which public policy programmes and schools have been influenced by external perspectives and approaches.

Keywords

Public policy, India, Education

Discipline

Asian Studies | Higher Education | Public Affairs, Public Policy and Public Administration

Research Areas

Political Science

Publication

Journal of Asian Public Policy

Volume

16

Issue

1

First Page

537

Last Page

74

ISSN

1751-6234

Identifier

10.1080/17516234.2022.2085401

Publisher

Taylor & Francis

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1080/17516234.2022.2085401

Download

Share

COinS