This is essentially me thinking aloud about the four post-grad modules I am scheduled to teach next academic year. Two weeks ago I said that if I was still here in the autumn – and I am planning to be:
Whatever happens, if I am here in the autumn, I will I know be teaching the social, political and economic consequences of coronavirus on at least two postgrad courses I lead.
In fact, I now think I will be teaching it on all four modules. All my teaching, aside from guest lectures, is in the October-January period, so I need to start some outline preparation. Here goes as I brain-dump some initial course thinking in a public value business school.
Government from the Inside – From the Minister’s Viewpoint (PLT435)
You can find a link to the module overview here. It is essentially an overview of the Ministerial life, from appointment to leaving office. It looks amongst other things at Appointment and the first 100 days, Ministers in Cabinet, as departmental leaders, in the Chamber and Committee, working with and against the Opposition, Ministers and the Media, pressure groups and ministers, evidence for ministerial policy-making, leaving ministerial office. It covers UK and devolved ministerial life.I am planning a book for Palgrave Macmillan based on the course which I have now taught for the last three years.
Students are assessed through an end-of-term essay. These are on topics they choose and are always interesting. Last year one student elected to look at Norman Fowler and the Aids Crisis, which has some parallels with today’s crisis. If I took a coronavirus lens I guess I would look through the course at how the virus has disrupted the marking of Boris Johnson’s 100 days in office; how COBR (A) has worked in co-ordination, including with the devolved administrations, how scrutiny of evidence has developed in Parliamentary committees, how pressure group and media criticism has influenced ministerial policy, and the role of daily press briefings in crises, the collation of evidence in an emerging crisis and the building of ministerial discursive capacity, Opposition input in the crisis, and maybe some futurism about ministerial reputations in the crisis and their likely scorecards after leaving office.
I am already collating materials, from press reports to parliamentary inquiries and government documents, which includes much of the advice that went to SAGE. (To be fair to the UK government, a lot of material has been published in respect of the evidence base and their assumptions). There is also a considerable amount of material on managing crises in the interviews with former ministers on the Institute for Government’s Ministers Reflect series. No question then that coronavirus will feature on this module.
International Business Management (BST448)
This is one of the core modules on Cardiff Business School’s MSc. in International Management. I have been teaching this module for the last two years and it has had a significant ‘tech’ focus, which has enabled the exploration of themes around globalisation, based on my recent research. In postgrad terms it’s a large module with about 140 students, a very high proportion of them from China. Who knows how or if this will change next year? The COVID-19 outbreak has sparked all kinds of writing about the future of globalisation, networks, re-localisation, etc. The COVID-19 outbreak also lends itself to a straightforward introduction for management students to PESTLE analysis.
There are significant opportunities here obviously to look comparatively at governmental and political responses, business impacts in different sectors, the role of technology in surveillance of the disease (and obviously surveillance more generally), and how the disease may affect international business development, including global value chains. It may allow students to bring their own country by country observations to the forefront.
Think I will definitely be teaching COVID-19 and its impact on the the global economy this course, but it may require some re-writing.
Leading Policy and Delivery (BST652)
I was involved in co-developing our new part-time MSc in Public Leadership . This autumn I will be teaching the module about leading policy into delivery over three sessions. I guess that COVID-19 will become one of the cases that we will interrogate as it will be directly relevant to everyone’s immediate experience. Our students come from a variety of public service backgrounds.
Unlike the ministerial module above, the focus will be more about the impact on public service delivery. So I can see us covering its impact on the relationship between the making of policy and its implementation on the ground; thefeedback loops between frontline delivery and policy-making; collaboration between services, both devolved and non-devolved; integration of third sector in delivery; what this means for target-setting, capacity- building, resilience planning, governance.
Much of this would have been discussed on the module in any case. But there is quite a lot to plan for here. And I think the agenda will expand as time goes by.
Strategic Planning and Innovation (BST680).
This year we began teaching a postgraduate Diploma in Healthcare Planning in Wales. I am one of two academics teaching on the Strategic Planning and Innovation module. To a degree, our emphasis, as the NHS Wales Deputy Chief Executive, Simon Dean, said at Cardiff Business School in 2019, is that what matters most is the planning, not the plan. Though this was devised before the COVID-19 outbreak, we already had considered planning for unexpected emergencies and crises and ways in which governments did this in a variety of spheres, from terrorist outbreaks to a no-deal Brexit. COVID-19 forces consideration of previous planning exercises for pandemics.
This module from my perspective probably needs some adjustment but less overall than the others, as the key themes are there in outline, but need drawing out with reference to the current crisis, and the evidence materials published by the UK Government already mentioned above are directly relevant.
That was a brain-dump on behalf of my course planning. Now I need to allocate time for teaching preparation for each of these modules.