Public Policy Pedagogy: Mixing Methodologies Using Cases

Abstract

Over the past two decades, public policy professors have been confronted with a choice to teach either from the traditional positivist approach grounded in rationality, objectivity, and economics or from a postpositivist approach grounded in politics, subjectivity, and democracy. Yet, such a choice is both false and limiting. Instead, we argue that it is possible to teach a practical public policy analysis course based on mixed methodologies that stems from both the positivism and postpositivism camps. At the pedagogical center of this approach is the case method. Our approach is grounded in both the belief and experience that the combination of an approach that is pragmatic, yet infused with politics, and a stimulating case also serves to increase student interest. In this article, we present a class-tested case study ready for use by faculty members in courses in public policy analysis, public policy, and, introductory public administration. Along the way, we provide guidance on how to use the case and how it fits into a mixed methodological approach.