Whether scholars embed policy recommendations in their work is a flawed measure of whether work is policy-relevant.
Across a series of articles and book chapters, Michael Desch and Paul Avey have argued international relations scholarship is declining in policy relevance, with IR scholars falling into what Stephen Van Evera has called a “cult of the irrelevant”: a hermetically-sealed professional community that values technique and internal dialogue over broader societal and political relevance. As evidence, they cite data demonstrating a marked decline in the frequency with which articles in top IR journals provide policy prescriptions.
Policy schools prepare students to work in the public policy realm, most often training students for positions in government. But policymaking is an increasingly diverse field, policy issues span the globe and multiple–state and non-state–actors take part in decision-making and policy implementation. How should we teach global policy-making in policy schools?
In a recent article co-authored with Cristina M. Balboa, Policymaking in the Global Context: Training Students to Build Effective Strategic Partnerships with Nongovernmental Organizations [ungated access here], we use a case study of the on-going global response to the Ebola outbreak in West Africa and descriptive data from an analysis of MPA/MPP programs to demonstrate the need for teaching “global” policymaking.  Continue reading