PUBH6001: Health Policy and Advocacy

PUBH6001: Health Policy and Advocacy
Subject Code and TitlePUBH6001: Health Policy and Advocacy
AssessmentAssessment 2: Policy Analysis Essay
Length2000 words (+/‐) 10%)
      Learning OutcomesThis assessment addresses the following learning outcomes:     Analyse different theories and approaches to policy agenda setting Apply knowledge of policy development to a public health policy issue Analyse issues in contemporary Australian health care policy Develop processes for the evaluation of and accountability for policy Critique the role of networks and coalitions in the policy agenda setting process
SubmissionSunday of week 8 at 11.55pm*
Total Marks100 marks

*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).


In this Assessment, you will engage in policy analysis. Choose a health policy (either current or past),

either at the state or federal level, to analyse in this Assignment (eg, mental health policy, women’s health policy, preventative health policy, men’s health policy, Aboriginal and Torres Strait Islander health policy).

The Assignment should be approximately 2,000 words (+/‐ 10%) and presented in essay form. Address the following questions in your Assessment but please do not answer the questions as a series of short answers:

Firstly, provide a short introduction to your essay. Then proceed to analyse your chosen policy, and in doing so, consider the following issues:

The Problem and Context

•Describe the current and historical policy context of the problem.

•What is the problem which the policy seeks to address? What problems are highlighted?

•What problems have been overlooked?

Frame of Reference/Dominant Discourse

•What is the common frame of reference or dominant discourse evidence within this policy?

•Are certain words and phrases commonly used?

•Are there any underlying assumptions behind these?

Targets, Stakeholders and their Representation

•Who is the target of the policy (the subject of the discourse)?

•Who are the other stakeholders identified in the policy? Describe key institutional structures, agencies and workforce capacity building.

•How are the subjects of the policy being represented?

•How are different social groups portrayed in this policy and what implications does this have?

•Are there any moral judgements expressed in this representation?

Policy process

•Who were the stakeholders involved in the development of the policy? Who was overlooked?

•Whose interests were represented in the development of the policy? Which voices were not heard?

•What were the potential competing interests and power differentials of those involved in the development of the policy?

•What was the motivation for stakeholders in creating this policy?

•Were there any particular windows of opportunity that enabled the development of this policy?

Policy Solutions

•What solutions are put forward to address the problems? What alternative solutions might have been overlooked?

•Are there any social/power/ethical implications of this policy?


•Consider the implementation of the policy. How effectively do you think the current policy has been implemented?

•What are the accountability processes for the policy?

•Consider evaluation measures (indicators) and any evaluation which has been undertaken.

•How effective has the policy proven to be?

Finally, finish your essay with a conclusion.

Assessment Criteria:

  • Knowledge and understanding of the policy issue (30%)
  • Critical analysis of the problem, frames of reference used, the policy process
  • and policy solutions (30%)
  • Application and synthesis of knowledge about policy theories (25%)
  • General Assessment Criteria (15%) Assessment fulfills general academic standards, including:
    • Provide an introduction and conclusion
    • Complies with academic standards of writing, including legibility, clarity, accurate spelling, presentation and grammar.
    • Uses appropriate APA 6 style for citing and referencing research
    • Upholds standards of academic integrity, as demonstrated by acceptable report from text‐matching software (e.g Safe Assign).

Marking Rubric:

Assessment attributesF2 0‐34F1 35‐49Pass 50‐64Credit 65‐74Distinction 75‐84High Distinction (HD) 85‐100
Grade description     
  Evidence ofEvidence of a good Evidence of an
  satisfactorylevel of understanding, exceptional level of
  achievement of subjectknowledge and skill achievement of the
  learning outcomes anddevelopment in learning objectives
 Evidence ofadequate knowledgerelation to the content across the entire
 unsatisfactoryand critical analysisof the subject.Evidence of a high levelcontent of the course
 achievement of one orskills.Demonstration of aof achievement of thedemonstrated in such
 more of the learning good level of criticallearning objectivesareas as interpretation
 objectives of the analysis.demonstrated in suchand critical analysis,
 subject, insufficient  areas as interpretationlogical argument,
 understanding of the  and critical analysis,creativity, originality,
 subject content and/or  logical argument, useuse of methodology
 unsatisfactory level of  of methodology andand communication
 skill development.  communication skills.skills.
Knowledge and The assessmentThe assessment The assessment
understanding of the demonstrates somedemonstrates a good demonstrates an
policy issue (30%) knowledge andlevel of knowledge and exceptional level of
  understanding of theunderstanding of the knowledge and
  policy issue, but this ispolicy issue. This isThe assessmentunderstanding about
  limited. Claimsreasonably well linkeddemonstrates a highthe policy issue. This
 The assessment doesregarding the policyto relevant literature.level of knowledge andunderstanding is very
 not demonstrateare anecdotal and not understanding aboutwell supported by
 knowledge orwell linked to relevant the policy issue. Thisrelevant literature,
 understanding of theliterature (either grey understanding is wellwhich shows extensive
 policy issue.or peer review). supported by relevantresearch has been
Critical analysis of the The assessmentThe assessment The assessment
problem, frames of demonstrates somedemonstrates aThe assessmentdemonstrates a well
reference used, the attempts at criticalreasonable criticaldemonstrates a verydeveloped and
policy process analysis, but theanalysis of the policy,good critical analysis ofcomprehensive critical
and policy solutions discussion of the policyincluding the policythe policy, with ananalysis of the policy,
(30%) problem, frames,problem, frames ofanalysis of the policywith an analysis of the
  policy process andreference, policyproblem, frames ofpolicy problem, frames
  policy solutions isprocess and policyreference, policyof reference, policy
  mostly Alternativeprocess and policyprocess and policy
   ways to approach thesolutions thatsolutions that
 The assessment does policy issue areconsiders alternativeconsiders alternative
 not demonstrate any discussions.ways to approach thisways to approach this
 critical analysis.  policy issue.policy issue.
Application and    The assessment
synthesis of The assessmentThe assessmentThe assessmentdisplays an excellent
knowledge about displays attempts todisplays a reasonabledisplays a very goodapplication of policy
policy theories (25%) apply policy theories inapplication of policyapplication andtheories in the
  the discussion of thetheories in the analysissynthesis of policydiscussion of the policy
  policy issue. Theof the policy issue.theories in discussionissue. The discussion
  understanding of policyThere are some minorthe policy issue. Thisdemonstrates an
 The assessment doestheories is limited.limitations indemonstrates a veryexcellent and
 not demonstrate any knowledge of policygood level ofcomprehensive
 application of policy theories.understanding of policyknowledge of policy
 theories.  theories.theories.
General AssessmentPoorly written with errors in spelling, grammar.   The assessment has no introduction or conclusion.   DemonstratesIs written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence andIs well‐written andIs very well‐writtenExpertly written and
Criteria (15%)adheres to theand adheres to theadheres to the
Assessment fulfillsacademic genreacademic genre.academic
general academic(e.g. with genre.
standards, including:introduction,Consistently 
Provide an introduction and conclusionconclusion or summary).   Demonstratesdemonstrates expert use of good quality, credible and relevant researchDemonstrates expert use of high‐ quality, credible and relevant research
Complies with academic standards of writing, including legibility, clarity, accurate spelling, presentation and grammar. Uses appropriate APA 6 style for citing and referencing research Upholds standards of academic integrity, as demonstrated by acceptable report from text‐matching software (e.g Safe Assign).inconsistent use of good quality, credible and relevant research sources to support and develop ideas.     There are mistakes in using the APA style.   There may be questions regarding the academic integrity of the assessment.paragraph construction.   Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.consistent use of high quality, credible and relevant research sources to support and develop ideas.   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading   There are no mistakes in using the APA style.   The assessment upholds standards of academic integrity.sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading   There are no mistakes in using the APA Style.     The assessment upholds standards of academic integrity.
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