The EU as multidisciplinary education podium: Fusing contextual and decisional policy analytics

Abstract

The purpose of this article is to describe a multidisciplinary approach implemented in teaching public policy analysis at university level. The approach fuses (a) contextual policy analysis with (b) bivariate and multivariate analysis techniques and (c) data analytics skills to improve the learners’ competence to conduct “decisional” policy analysis. The teaching subject matter was based on European Union policies and Eurostat data and delivered over a period of 3 years in a semester course and summer school formats. The multidisciplinary fusion generated strong interest among learners and participants from various backgrounds and skill levels. At the end of the course, even those with little or no previous exposure in at least one of the teaching topics were able to quickly grasp the “big picture” and explore their newly acquired knowledge with their own analyses. As a whole, this is an educational design where the multidisciplinary fusion is instrumented in the scope of a single course, not as the combination of different courses in a curriculum. The outcome is a viable and contemporary way to sidestep the quantitative–qualitative analysis divide (where applicable) and help learners gain valuable insight into how seemingly different subjects eventually fuse into applicable knowledge. The multidisciplinary synergy that instigated the course design was mirrored in research effort by the authors leading to publishable work, suggesting that the approach can be adopted and adapted to foster or enhance multidisciplinary research efforts. Similar educational designs can be used in existing curricula to bridge seemingly “distant” subjects and improve the comprehension of how seemingly “distant” subjects relate to each other. As in the case described, in curricula where such subjects already exist, the “raw” expertise is already present and can be readily utilized.