Titlebook: Emerging Pedagogies for Policy Education; Insights from Asia Sreeja Nair,Navarun Varma Book 2022 The Editor(s) (if applicable) and The Auth

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Caroline A. Stevens,Paul N. Finlayeatening ways of life, and the Covid-19 pandemic has tested our social-economic systems. The work and training of public policy professionals is also changing as a result. How graduate and undergraduate learning is designed and delivered should adapt with pedagogies and content relevant to our chang

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The Model in Action—Providence and Milwaukeens arising out of climate change, forced human migration, shortage of freshwater, growth of infectious and lifestyle-related diseases, and inequality in distribution of wealth. These complexities also come at a time when: (i) countries across the world are being swept by the digital revolution that

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https://doi.org/10.1007/978-3-319-73715-7d technologies will be essential for deriving value from big data while addressing issues and mitigating risks posed by it. Arguably, above all, these will require the integration of big data analytics in public policy pedagogy. In this chapter, we examine whether public policy education has kept pa

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Neighboring Group Participationy facilitating an easier, faster, and more flexible flow of information. Social media is being used by governments to improve the accountability and transparency through both bottom-up and top-down mechanisms. This chapter presents a study on social media analytics to draw insights on how it can be

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GIS: A Spatial Turn in the Health Science?tury. As experiential learning is increasingly found useful, we observe a shift from lecture-based teaching to engagement of active learning tools in the classroom. This change enables the use of games and simulations as alternative teaching tools for enhancing learning of concepts and skills useful

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Peter Lee,Alan Murie,Riette Oosthuizenal-ecology and global environment. This is particularly interesting in the Kumaon range of the landscape where rapid economic growth in recent decades has led to significant changes in land use and livelihood patterns. This chapter investigates the potential of a pedagogical approach comprising of t

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,Die Entscheidung für das ?Nein“,classes in different policy contexts, here, in this case, Taiwan and mainland China. The students can voluntarily form groups to video chat with their peers in the other country or region, and they are required to present their findings after comparative policy analyses. By exposing the students to