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School of Regulation and Global Governance · ANU College of Law, Governance and Policy
The Regulation and Governance Clinic is a unique experiential learning opportunity for students interested in gaining hands-on exposure to contemporary issues in regulation and governance. Students work in self-directed teams on client projects, drawn from partners of the School of Regulation and Governance (RegNet) in Australia, Asia and the Pacific. Students will gain experience tackling real-world regulatory and governance challenges by collaborating with policy and practice stakeholders, such as government agencies, think tanks, civil society, and intergovernmental organisations, to provide evidence-based research, analysis, and advice. The Clinic is an on-campus directed experience where ANU academic and professional staff provide fundamental skill-building sessions, such as on teamwork and leadership, building an argument, and knowledge dissemination. Regular Clinic meetings provide students the opportunity to present ongoing research from their work with partner organisations, solicit feedback from peers, and brainstorm new solutions in a collaborative setting.
Project pitch (1 page, individual)
Learning outcomes 1
Progress report (15 minute oral presentation, group)
Learning outcomes 1, 2, 3
Progress report (1 page written reflection, individual)
Learning outcomes 3
Final report (3,000 word written report, group)
Learning outcomes 1, 2
Sway story (digital story, group)
Learning outcomes 5
Peer evaluation (average grade from group members)
Learning outcomes 1, 2, 3, 4, 5
Partner evaluation (for group)
Learning outcomes 1, 2, 3, 4, 5
This course requires a total of 120 hours of work each semester comprising skills sessions, group work, meetings with partners, and associated preparation and assessment time. Actual time required may vary with individual students. Work Integrated Learning Projects
n/a Preliminary Reading Stone, D. A. (2013). Policy paradox: the art of political decision making. New York: Norton. Ball, W. J. (1995). A pragmatic framework for the evaluation of policy arguments. Review of Policy Research, 14(1-2), 3-24. Martinez-Conde, S., & Macknik, S. L. (2017). Opinion: Finding the plot in science storytelling in hopes of enhancing science communication. Proceedings of the National Academy of Sciences, 114(31), 8127-8129. Ozburn, L. E. (2016). Debunking Policy Briefs and Beyond: A Best-Practices Guide for Graduate Students. MAEUS Talk, vol. 1 no. 1. Liu, N. F., & Carless, D. (2006). Peer feedback: the learning element of peer assessment. Teaching in Higher education, 11(3), 279-290.