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David John Farmer Richard F. Huff Cynthia Cors
Presentation Given at the Association for Public Policy Analysis & Management’s 2014 Spring Conference, Washington, D. C., April 12, 2014
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Part I: Bi-Directionality Definition and Context Part II: Quasi-Symptom – e.g., Happiness
Model Part III: Quasi-Solution – e.g., Ferenczi/Anton
Model
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Part I
We have to look for routes of power our teachers
never imagined, or were encouraged to avoid. Source: Thomas Pynchon, Gravity’s Rainbow
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BPSS Relevance
Combinations of biological, psychological, social, and spiritual or poetic factors work in combination. These factors cannot be adequately understood by their reductionist components. Just as every individual is the product of a combination of factors so too are the teacher and student operating in the context of the university environment. Public Policy teaching and learning can be more fully understood in the context of the BPSS Model.
Biopsychosocial and Spiritual (Poetic) Model
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Terms of discourse are globalization and privatization. Claims of the ABM: Self interest rules Free market fundamentalism is essential Minimal government role Minimal taxation
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Part II
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How does the U.S. compare to other countries? The U.S. ranks: 23rd in Happiness but consumes 2/3 of the
world’s anti-depressants 31st in Personal Safety 34th in Water and Sanitation 39th in Access to Basic Education 70th in Health and Wellness 150th in Environmental sustainability
The U. S. is 40th in internet performance and one in five Americans lacks internet access.
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OF TEACHER
Praise from students Praise from “powers that
be” Tenure or permanent
employment
OF TAUGHT
Reward: Grades and Jobs Learn techniques to
maintain employability
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Variation in Public Policy Program Content
Students seek quality as
determined by school ranking and
core content.
Chart shows number of credits for core courses as sum of methods and non-methods courses.
0 10 20 30 40 50 60 70
104 ODU
53 VCU
37 Virginia Tech
16 U Kentucky
16 Arizona State
12 GWU/Trachtenberg
12 American
6 USC - Price
6 UC Berkeley Goldman
6 NYU
5 Princeton - Wilson
2 SPEA
1 Syracuse
Non-Methods
Methods
Credit Hours Source: Program websites; US News and World Report Rankings, 2012.
Core Requirements of Doctoral Programs by Methods and
Non-Methods courses
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Source: Authors’ research.
How are students’ expectations understood by teachers?
Red circles = Methods
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Part III
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Relevant to universities because of ABM’s resulting push for private grants and funding
Increases need for branding and marketing of public universities
The influence of the ABM is seen in the increasing use of adjunct faculty to teach graduate courses.
ABM is limited because of its focus on the perspectives of economics and business.
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0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
1991 2011
Nationwide
Virginia
Source: Virginia Legislative Audit and Review Commission
Virginia Public Universities experienced a 44% drop in public revenue from 1991 to 2011
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Recognition of social construction, primarily the influence of the ABM and American Exceptionalism
Teachers’ increased willingness to be released from ABM and American Exceptionalism
The object of bi-directionality will change: Rather than being exhibited as a reflexive relationship between teacher and student, both the teacher and the student will separately look to greater understanding as the interactive factor in teachers’ and students’ happiness.
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We have to look for routes of power our teachers never imagined, or were encouraged to avoid.
Source: Thomas Pynchon, Gravity’s Rainbow
Ferenczi/Anton Model Happiness Model
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Borrell-Carrió F., Suchman, A. L., & Epstein, R. M. (2004). The biopsychosocial model 25 years later: Principles, practice, and scientific inquiry. Ann Fam Med, 2:576-582.
Cohen J, & Brown, C. S. (2010). John Romano and George Engel: Their lives and work. Rochester, NY: University of Rochester Press.
Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196:129-136.
Engel, G. L. (1980). The clinical application of the biopsychosocial model. Am J Psychiatry, 137:535-544.
Frankel, R. M., Quill, T. E., & McDaniel, S. H. (Eds.) (2003). The biopsychosocial approach: Past, present, and future. Rochester, NY: University of Rochester Press.
Kay, J. (2004). The truth about markets: Why some nations are rich but most remain poor. London, England: Penguin Books Ltd.
Uccelo, Paolo. Saint George and the Dragon. Retrieved from http://www.swide.com/art-culture/exhibition/italian-renaissance-art-and-sculpture-exhibitions-fall-2013-at-the-louvre-and-in-florence-photo-gallery/2013/09/06