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

Part I: Bi-Directionality Definition and Context Part II: Quasi-Symptom – e.g., Happiness

Model Part III: Quasi-Solution – e.g., Ferenczi/Anton

Model

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

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

Terms of discourse are globalization and privatization. Claims of the ABM: Self interest rules Free market fundamentalism is essential Minimal government role Minimal taxation

Part II

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.

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

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

Source: Authors’ research.

How are students’ expectations understood by teachers?

Red circles = Methods

Part III

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.

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

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.

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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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