Abstract
Teaching policy analysis is compared to teaching research skills. Both involvethe selection of an appropriate analytical tool to be used with multiple units ofanalysis; and in both, the selected instrument must fit the purpose of the analysisor the product is not useful. Policy analysis frameworks characteristicallyaddress policy process, content, and performance. However, these frameworksare based on different worldviews, with embedded assumptions and with deepphilosophical roots that may be rational (classical), interpretive, or progressive(radical). These different assumptions can lead to very different analyticalexpectations and results. Here, we justify teaching policy analysis as research,categorize a number of frameworks, and provide recommendations for equippingstudents to critically assess issues that arise in the development and use ofpolicy analysis frameworks.
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