B2025 - Current Public Policy Issues

Learning outcomes

The aim of this course is to build the ability to analyze in a critical and professional way current social and economic issues that are relevant for public policy, using the tools of economic analysis and considering the political aspects involved. Through an in-depth discussion of selected current issues and applying, among the others, the conceptual tools developed during the first year of the program, students learn (i) how to structure an economic analysis of a particular public policy issue, (ii) how to perform the analysis, (iii) how to write a policy report or briefing, and (iv) how to summarize and present it both orally (without support) and in a presentation (with support), in order to convey effectively such analysis is a non-technical way to the policy maker or to public executives.

Course contents

The course combines a methodological "playbook" for policy writing with the in-depth discussion of a small set of current public policy issues, announced at the beginning of the course.

• The Policy Brief Playbook: what a policy brief is and why it matters; types of briefs; targeting the audience; structure, style, and accuracy of sources; criteria for actionable recommendations; the executive summary (structure, length, and writing process).
• Current Public Policy Issues: each selected topic (2-3 per year) is discussed by combining (i) the policy question and why it is topical, (ii) the available data and evidence, (iii) a critical reading of published policy briefs on the topic, and (iv) a hands-on empirical component. The selection of topics changes annually, depending on the evolving economic and political landscape.
  
• Professional practice: effective presentations; peer review and peer grading of student work; simulations of meetings with policy makers; a workshop session on the students' own policy briefs.
  
• Capstone: in the final session, student groups present their policy brief to a senior policy maker, who provides live feedback on the clarity, credibility, and applicability of each proposal.

Readings/Bibliography

This is a highly practical course: rather than relying on textbooks, it is based on teaching materials developed ad hoc and updated every year, drawing on decades of first-hand policy-making experience. The readings include a variety of non-academic and academic articles covering current social and economic issues relevant to public policy, published policy briefs by international organizations and think tanks, and resources to develop effective policy writing, public speaking, and presentation skills. All materials are made available during the course.

Teaching methods

The course is particularly interactive and hands-on:

• Lectures on the policy-writing toolkit and on the selected current policy issues;
• Discussion of published policy briefs: critical reading and in-class discussion of policy briefs on the selected current issues, focusing on their structure, evidence, and recommendations;
• Student presentations with peer grading, both on existing material and on their own work;
• Simulations of meetings with policy makers (role-playing);
• Group work: students work in groups on their own policy issue throughout the course, with dedicated feedback meetings with the teaching assistant and an in-class workshop;
• Final session with a policy maker, where each group presents its proposal and receives professional feedback.

Given the interactive nature of the course, attendance is strongly recommended.

Assessment methods

The final grade (0-30 cum laude) is based on three components:

• Policy brief (group project): up to 15 points. Groups of students produce an original, evidence-based policy brief on a topic of their choice; detailed formatting and length requirements are provided in class.
  
• Presentation (group): up to 15 points, based on content, slides, and delivery.
  
• Class participation (individual): up to 2 points, rewarding constructive engagement in discussions, simulations, and meetings.
  

Positive grades are registered automatically; students may refuse the grade only once. Students taking the exam in a later session must present a policy brief and presentation on an entirely new topic, not covered in class by any group. Generative AI may be used as a support tool. Students, however, remain fully responsible for every part of their submission: if during the evaluation it emerges that the authors do not master the data, materials, or contents of their own work, the exam is failed.

Grading Scale:
<18: Fail
18-23: Sufficient
24-27: Good
28-29: Very Good
30: Excellent
30 cum laude: Outstanding

Teaching tools

A combination of slides, real published policy briefs, practical writing guides, and example exercises will be used to enhance the learning experience. Submissions are managed through online forms, with deadlines communicated in the first class. All teaching materials will be available on Virtuale.

Office hours

See the website of Tommaso Sonno