Practice Makes Perfect: Teaching Policy Analysis through Integrated Client-Based Projects

Abstract

The role of the client in policy analysis has been shifting in the professional field and in academia. In this paper, I reflect on the client orientation of graduate studies in policy analysis. I propose a framework for teaching policy analysis that relies on theoretical foundations but also uses integrated practical application and client-oriented learning throughout the master’s curriculum. I then illustrate the framework’s application through a sample of highly client-integrated graduate programs in public affairs, focusing particularly on the policy analysis curriculum at The New School’s Milano School of International Affairs, Management, and Urban Policy. Evidence suggests that an integrated and continuous client-based approach is the exception; most schools with a client component relegate it to a single capstone at the end of the degree, and few publicize the client work as central to the program. Through a continuous client-based approach, students get repeated practice at real-time policy analysis, learn how to adeptly construct an evidence-based and coherent argument for a variety of issues, and explore ways to confidently communicate their analysis and recommendations succinctly and persuasively in written and verbal form. The integrated client-based curriculum creates value not only for the students, but for the outside clients and the school overall.