Master of Public Policy (MPP) curriculum SGPP Indonesia

Core Course

Bargaining and Conflict Resolution by Raymond Saner (2) Creating Public Value: Distributed Governance, Performance, and Accountability by Mary E. Hilderbrand (4) Current Debates on (Economic) Globalization by Yves Tiberghien (6) Macroeconomics and International Policy Making by Francesco Saraceno (8) Microeconomics by Gairuzazmi Mat Ghani (10) Public Policy Process by Guy Stuart (11) Quantitative Methods - Statistics for Policy Makers by Abuzar Asra (13) Situating Ourselves in Complex Settings by Erhard Friedberg (14)

Workshops

Challenges of Global Cities by Michael Storper (16) Changing Organizations by Erhard Friedberg , Yves Morieux (16) Complexity and the Challenges of Public Policy by Diana Mangalagiu (17) Ethical Dilemmas of Leadership by Erhard Friedberg , Eric-Jean Garcia (17) From Risk Management to Crisis Management: Challenges for Governments. by Olivier Borraz (18) Getting People to Behave: Compliance and Non-Compliance with Public Policy by Kent Weaver (18) Leadership Needs Strategic Intelligence by Tim Scudder (19) The Acculturation of Democracy and Human Rights in Southeast Asia and Beyond by N. Hassan Wirajuda (19) The Eurocrisis and Its International Ramifications by Federico Giammusso , Francesco Saraceno (21)

Field Research

Study Trip by Glen Hyman (22) The Master's Thesis (23)

English Language Training (25)

English Language Crash Course English Language Training English Writing Lab

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Bargaining and Conflict Resolution

Core Courses taught by Raymond Saner

Objectives
Bargaining and negotiation skills are essential to successfully resolve conflicts. Success in bargaining and negotiation is often not a matter of chance, but the result of good planning and specialized skills. Some of these are inborn, some are learned. This course will draw on key insights gained from bargaining and negotiations theory and research. Specifically, the goal of this course is the development of systematic skills in diagnosing and managing conflict in and between organizations as well as within wider institutional settings. Towards that end, the students will:

Develop an understanding of the factors and conditions giving rise to conflict Explore variables which shape behavior during conflict and push conflicts in productive or destructive directions Examine the characteristics of conflict at the following organizational levels: individual, group, department, inter-organizational and within wider institutional settings Construct a diagnostic framework for analyzing conflicts Gain experience in using conflict management techniques such as bargaining, negotiation and mediation

Methods to accomplish these objectives will include readings, lectures, case analyses, role play exercises, simulations, term papers, class discussions, and self-assessment instruments.

Organization
This course provides the students with an introduction to the leading theories of bargaining and negotiation as well as an opportunity to apply theory to concrete conflict cases. It will be organized in three parts that will be spread over two teaching segments each lasting four days (12 hours) and an interim application period that gives students time to apply their newly acquired knowledge to concrete conflict cases through a written case analysis.

The first part (12 teaching hours) will introduce the students to the leading schools of negotiation theory and in particular to distributive and integrative bargaining theory. The second part (interim phase) will be spent analyzing a concrete case of conflict be that in the trade, social, economic, or cultural field. Students will be asked to select one of the leading negotiation theories and apply them to a concrete conflict.

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The third part (12 teaching hours) will introduce the students to multi-actor and multistakeholder negotiations. In particular, they will learn to distinguish plurilateral multilateral and state-actor vs. non-state-actor negotiations.

Recommended Readings
A few selected readings: The literature on bargaining and conflict resolution is vast and well developed. For the needs of this course, I recommend in particular the following readings. Books: Bayne Nicholas and Woolcock,Stephen, The Economic Diplomacy, Ashgate, 2011 Guy Olivier Faure, Unfinished Business: Why International Negotiations Fail (Studies in Security and International Affairs), University of Georgia Press, 2012 Kremenyuk, Victor A. (ed.), International Negotiation, Jossey-Bass Publ., SF, 2002 Saner, Raymond, The Expert Negotiator, Martinus Nijhoff Publ, 4th Edition, 2012 Articles (RS/VM) Raymond Saner and Varinia Michalun, Negotiations between State Actors and Non State Actors: Case Analysis from Different Parts of the World, Republic of Letters, 200 (RS-2) Raymond Saner, Negotiations: Contributions by Scholars from Social and Economic Sciences; in Erhard Friedberg (ed.), From Taylor to Today, 2011, R&O Multi-media, Paris 2011.

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Creating Public Value: Distributed Performance, and Accountability

Core Courses taught by Mary E. Hilderbrand download syllabus

Governance,

Presentation and objectives

The context within which government and individuals working in government operate has changed dramatically over the past several decades, due to a number of factors: innovations in information and communication technologies, decentralization, globalization, and in many countriesprocesses of democratization. Although the degree to which each of these trends has affected particular countries varies, together they have led to governance that is less clearly limited to central government authority and is instead more broadly distributed among different levels of government; across the public, private, and non-profit sectors, and from local to international levels. These changes have not made government less important. Although different countries will make different decisions about the extent and nature of its role, government is critical for laying the bases for economic development and citizens well-being, and the quality of government matters. Indeed, expectations that governments will not only be more efficient but also will perform their work well, will involve citizens in public decisions, and will be more accountable have never been stronger. While the trends noted above have resulted in opportunities for governments to access resources and build support in other sectors and arenas, they have also magnified the challenges faced by governments and people in government. Traditional challenges of doing public work remain. But the work of government has become more complex, involving finding ways both to get good performance from government organizations themselves as well as to work effectively across many arenas. People working in government are faced with the need to develop new sets of skills and behaviors to operate effectively in this context of distributed governance paired with high performance expectations. This course aims to help students develop those skills. It is about the work of government in a 21st century context and takes primarily the perspective of the implementing branch of governmentthe administrative departments, ministries, and agencies that are charged with doing the work of governmentand the leaders of those organizations. The course deals with the types of challenges they face, both from the nature of the state itself and from the increasingly complex environments in which they must operate and the changing expectations
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about how they operate. It will also consider the perspectives of other actors outside government as they relate to approaches to public work. The course focuses on understanding concrete challenges and developing practical skills.

Organization
First semester course: The class will meet 12 times during the semester for two hours each session. Dates and schedule to be announced.

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Current Debates on (Economic) Globalization

Core Courses taught by Yves Tiberghien

Objectives
Does Globalization represent a fundamental break in international politics ? How did it come about and what was the role of politics? Has globalization changed the role and power of states? Have citizens lost the ability to make crucial social choices through the domestic democratic process? This course will explore the range of current political debates on globalization. It seeks to unpack the various components of globalization so as to identify their precise nature, origins, and diverse consequences. The course also aims at separating out purely economic phenomena from social and political processes. It emphasizes the role of politics, both at the domestic and international levels, and identifies areas where political choice is crucial. This seminar thus probes the intersection between international relations and comparative politics and tests theories from both sub-fields over a range of critical issues of international political economy. Throughout the course, Students are encouraged to engage in lively debates over the different issues explored: furthermore they are expected to be willing to do some extra work. The course will begin with a review of the core debates on economic globalization: trade, capital flows, the emergence of multinational corporations, and the impact of information technology. In particular, critical topics explored in this section include: The nature of globalization in the 1990s and its key components The similarities and differences between globalization in the 1990s and in the 1920s

The second part of the course will focus on the ongoing political debates about globalization: globalization and social equity, globalization and environment, globalization and GMOs, globalization and democratic deficit. This section also studies the emergence of antiglobalization NGOs and their impact. Furthermore, the course will analyze globalization debates in the applied context of financial crises.

Organization

The course will take a compact format. It will be organized into two sections of twelve hours each separated by a period of approximately a month during which students will prepare
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assignments on the basis of the course bibliography, thus preparing for debates and discussions during the second section. In order to favor discussion, it is critical that in particular for the sessions of the second section of the course, students come prepared.

Recommended Readings
Three books Rodrik, Dani. 2011. The Globalization Paradox: Democracy and the Future of the World Economy. Norton. Lin, Justin Yifu. 2010. Economic Development and Transition: Thought, Strategy, and Viability. Cambridge: Cambridge University Press. Joseph Stiglitz and Member of UN Commission. The Stiglitz Report: Reforming the International Monetary and Financial Systems in the Wake of The Global Crisis. 2010. The New Press. READING PACKAGE, available from the instructor. This package is a valuable collection of key articles and book chapters taken from the best books on globalization. It is something to keep for the long term as a great reference. EMAILS AND WEB LINKS, as sent by the instructor

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Macroeconomics and International Policy Making

Core Courses taught by Francesco Saraceno download syllabus download bibliography

Objectives
The course will deal with the interaction between policy and markets in shaping macroeconomic outcomes. The objective is to raise awareness on the issues at stake in the process of European integration on one side and of globalization and emerging economies on the other. In order to do so, a theoretical framework will be put in place at the beginning of the course, covering the main tools a policy-maker needs to master. The course will take place in two intensive installments of 15 hours each. The first will be devoted to familiarizing the students with the toolbox of international policy making, from basic national accounting to aggregate demand and supply, to exchange rate and monetary theory. The second will be devoted to a series of topics on which students will discuss among themselves and with the teacher. In between, the students will do some research work on a topic of their choice. The textbook we will refer to is Krugman, Obstfeld, and Melitz (hereafter KOM, 2012 ). International Economics: Theory and Policy. 9th edition. London: Pearson. Buying the book is not mandatory even if strongly recommended. The teacher will also make use of class notes that will be made available to the students. The teaching assistant for the class will meet the students on a weekly basis during the semester and will organize problem sets and exercises. The assessment will take the form of a midterm exam and of a final. Class participation will also enter into the final grade.

Organization
Week 1 (date TBA):

The first week of classes is devoted to acquiring the basics of international macroeconomics. It consists of 10 lectures (1.5 hours each, one in the morning and one in the afternoon). TA sessions will also be organized in between. Classes 13. The IS-LM model Readings: Class notes Class 4: The AS-AD model
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Readings: Class notes Class 5: Conflicting theories of Economic Policy Readings: Class notes Classes 68: The Mundell-Fleming model Readings: (a) Class notes; (b) KOM chapters 1718 Classes 910: Old and New Trade Theories Readings: KOM chapters 3-6-7
Week 2 (date TBA)

The second week will be devoted to class discussions on a number of topics of interest for the students. Active participation and short presentations in groups will be required. The specific schedule will be decided following the number of students enrolled, and in their different interests. The list of topics to be covered will also be determined, according to current events. Topics for discussion will include the following: Financial crises, WTO and Doha negotiations, Welfare State Reform, Emerging Economies, Development and Washington Consensus, and the EMU crisis.

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Microeconomics
Core Courses taught by Gairuzazmi Mat Ghani

Objectives
Micro-economics is an analytical framework and method widely used by policy-makers around the world to think, compare and evaluate policies and policy alternatives. The course will provide students with a good understanding of the basic tool-box of micro-economics applied to public policy problems. (Syllabus to follow)

Organization
The course will be taught at two levels in order to bring all students to the appropriate level of mastery regardless of their initial familiarity with micro-economics: Level 1 is designed for students who have little experience with micro-economics and lasts all year. Level 2 is offered for students who have a greater familiarity with micro-economics and is offered only in semester 1.

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Public Policy Process

Core Courses taught by Guy Stuart download syllabus download bibliography

Objectives
Making and implementing public policy is, ideally, the process of finding solutions to public problems and putting those solutions into effect through governmental decision and administration. In the real world, however, policies that are adopted may or may not effectively address real problems; even if they do, they may not be implemented fully or at all or the implementation may lead to very different outcomes from what was intended. Although the exact process will vary across issue area and from place to place, it is usually messy and slow. It engages many players, often inside and outside government, as well as formal institutional procedures and informal relationships and behaviors. There may be important technical aspects, but at the same time the process is inherently political and involves the exercise of power. Furthermore, the policy process does not begin and end with the adoption of a policy, but continuing work and management around implementation, evaluation, and revision of policies or programs are required. To be effective in addressing public policy problems, then, it is imperative to understand the policy process and to develop analytic and management skills that allow for thinking and acting strategically. That is the purpose of this course. In the course, students will:

Gain an understanding of the different components of the policy process and of their interrelationships; Learn to analyze and think strategically about managing the process; Move beyond thinking about ideal policies in the abstract and instead look for solutions that are workable in the real world; Understand the various roles of evaluation and how it can be used effectively; Learn frameworks for analyzing policy options; Apply theoretical understanding to real-world policy situations.

The course will deal with four basic themes.

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The components of the policy process, including agenda setting, policy formulation, implementation, and evaluation. While often presented in terms of stages, in fact these components are closely interrelated and the process is rarely a straightforward linear one. The course will focus on each component in itself and its relationship with other components. The process will be approached fairly broadly, not just limited to the formal government process, but acknowledging that good policy choice, implementation, and evaluation increasingly involve not only government action but also citizens, civil society groups, and the private sector. Management of the policy process. Making and carrying out policy is not only a formal institutional process but also takes place through informal relationships within and across public organizations, as well as with players outside government. Furthermore, most important policy questions end up mobilizing opponents and supporters, not only in terms of conflict over what policy is selected but also regarding whether and how it will be implemented. In short, the policy process involves the exercise of power. The nature of the issue area, the degree of openness of the policy process, and the nature of the situation in which the policy discussion is taking place will all affect the shape of the politics. Through this theme, the course will help students learn analytical frameworks for analyzing the politics and power dynamics of the policy process and for developing strategies for political management. Role of analysis, research, and information in the policy process. The political nature of the process often makes it difficult for facts or for research relevant to the issue to play a role. What role can and should research and data play? How can they be brought into the process and used effectively? Policy analysis. In close relation to the third theme, the course will also teach students basic frameworks and skills for analyzing policies. The approach taken under this theme emphasizes the importance of identifying different policy options, assessing them comparatively, and specifying the criteria by which they will be evaluated.

The course will be taught through a combination of case discussion and lectures. It will require active participation by students. Assignments will involve application of learning from the course to real-world policy situations.

Recommended Readings
A few key books will be partially used in the course and can be suggested as valuable background reading: Merilee S. Grindle and John W. Thomas, Public Choices and Policy Change, Baltimore: Johns Hopkins University Press, 1991. John Kingdon, Agendas, Alternatives, and Public Policies, 2nd edition. 2010 Eugene Bardach, A Practical Guide for Policy Analysis: The Eight-Fold Path to More Effective Problem-Solving, 4th Edition: CQ College Press, 2011. John Lukes, Power: A Radical View, Second Edition: Palgrave, 2005.
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Quantitative Methods - Statistics for Policy Makers

Core Courses taught by Abuzar Asra

Objectives
The course will provide students with the basic statistical tools for policy-making and decisiontaking in the field of public policy. It will cover basic statistical tools, including both descriptive and inferential statistics. It will be an applied statistical class. During the course, there will be a number of short empirical and practical problems/exercises to be discussed and solved. By the end of the semester the students will have some understanding about the uses of statistics in public policy and will be able to read and understand most empirical papers using statistics in public policy. (Syllabus to follow)

Organization
The course will be taught at two levels in order to bring all students to the appropriate level of mastery regardless of their initial familiarity with statistics: Level 1 is designed for students who have little experience with statistics and lasts all year. Level 2 is offered for students who have a greater familiarity with statistics and is offered only in semester 1.

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Situating Ourselves in Complex Settings

Core Courses taught by Erhard Friedberg

Objectives
Modern organizations, be they private or public, for-profit or non-profit organizations, have developed more sophisticated management tools but face increasing difficulties in actually implementing these tools day to day. Why is this implementation proving so difficult? What is it that makes changing and managing organizations such a complex process? This seminar will provide methodological inputs designed to help students understand and diagnose the difficulties they may encounter in their work situations and discuss the means for overcoming them. Emphasis will be placed on working in direct reference to the participants experience, providing them with the opportunity to reflect upon their working context, enhancing their capacity to produce a relevant diagnosis of any organizational context, and increasing their problem-solving capacity as a policy-makers. This seminar proposes a fully integrated sequence from thought to action. It will be moving from an initial point (understanding organizations and situating ourselves within an organization) to a final one (how to act in and on organizations). This progression follows four stages:

The first stage is to understand the problem of organization: What are we talking about when we use the term organization, what does it mean to look at organizations as a set of strategically interdependent behaviors? The second stage will then propose a conceptual framework and a set of tools for the purpose of reading an organization, i.e., understanding its functioning as the result of the structured interaction of a set of strategically interdependent, yet relatively autonomous actors, and analyzing the impact of ones own behavior in the structuring of a working context. This presentation will be illustrated with many examples drawn from different organizational contexts. The third stage will be devoted to giving participants an opportunity to use this methodology on a case that is not directly related to their organizational experience. This choice is made on purpose. The goal is to give participants enough distance (it is the first time they are using this approach) to concentrate on the methodology and not on the substance of the case. The case study makes it possible to cover two points: the use of the notions and tools previously proposed and a first attempt at moving from diagnosis to action in and on organizations. If we want to make sure that what is being learned is useful, then it is important that participants have the opportunity to apply it to their own reality and judge for themselves. The fourth stage will therefore be an active learning session that will draw on participants working experience. To do this, five to six volunteers will be solicited from among the participants to propose live
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cases drawn from their former working experience. Teams will be organized around each of these real-life situations and, using the methodology learned, an in-depth analysis of this situation, leading to a diagnosis and the discussion of options for action will be developed. Team presentations will then be worked out in order to share their analyses with the class.

Organization

Stages 1 to 3 will be organized as an intensive seminar. At the end of the two days, five to six teams will be organized. Each team will analyze the live case provided by one of its members following the methodology proposed in the seminar. Each team will then have the opportunity to present a first analysis of its case to the seminar leader and get feedback and advice on how to proceed further. Each team will have prepared a presentation of the case and its analysis. These presentations will then be discussed with the entire class. A final wrap-up session will draw conclusions for the implications of this seminar for acting in and on organizations as well as on fields of collective action.

Recommended readings
I suggest you look at the two DVDs that are listed here.
FRIEDBERG E . (sous la dir.), Decision Making, DVD-ROM, 2005, Paris, R&O Multimedia FRIEDBERG E . (sous la dir.), From Taylor to Today: The multimedia Encyclopedia of Organization Theory (2011), DVD-ROM, 2011, Paris, R&O Multimedia

I also suggest a first few books, with priority to the Crozier, the Olson and most of all the Schelling.
CROZIER M., The Bureaucratic Phenomenon, 1964, Chicago, Chicago University Press. CROZIER M. et FRIEDBERG E., Actors and Systems, 1981, Chicago, Chicago University Press. FRIEDBERG E., Local Orders, 1997, Greenwich, Conn., JAI Press, MARCH J.G. , Decisions and Organization, 1991, Oxford, Basil Blackwell. MARCH J.G. et SIMON H.S. ), Organisations, Paris, Dunod, 1965. (in English ??) OLSON M., The Logic of Collective Action, 1965, Cambridge, Mass., Harvard University Press. PERROW C. , Complex Organizations, 1986, New York, McGraw Hill. SCHELLING T., The Strategy of Conflict, 1960, Cambridge, Harvard University Press. SCHELLING T., Micromotives and Macrobehavior, 1978, New York, Norton. Williamson, O. (Ed.), Organization Theory, Oxford, 1995, Oxford University Press, Oxford.

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Challenges of Global Cities

Workshops taught by Michael Storper

Objectives
The 21st century will see more urbanization than ever in human history. Large metropolitan areas are the backbone of the global economic system now coming into being. Cities are shaped by deep connections to national economic processes and policies, but equally by their relationships, as production and trading hubs, to the global economy and society, and hence they are shaped by processes and policies beyond any nation's borders or authority. City regions are thus an ideal window into the workings of many dimensions of the globalization process, the interface of the global, national and local, and present many challenges to policymakers at all scales. In this workshop, we will consider the city-region in all these dimensions and elucidate a set of key policy issues for city-regions.

Organization
Spring term

Changing Organizations
Workshops taught by Erhard Friedberg , Yves Morieux

Objectives
Organizational change is not a natural thing nor is it the automatic result of changing institutional and/or technological conditions. It has to be initiated, engineered, and monitored under increasingly more difficult and complex circumstances. This workshop will

Discuss issues of organizational change in the framework of the sociology of collective action Present and discuss cases of organizational change in large organizations and the decisive role played by leaders and strategic action in successful transformation

The workshop will combine discussions of the conceptual issues at stake, presentations of case studies, and of a methodological framework for enabling change entrepreneurs and driving organizational change processes.

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Complexity and the Challenges of Public Policy

Workshops taught by Diana Mangalagiu download bibliography

Objectives
While the problems policy-makers face and need to addresssuch as the economic and financial crises, spread of violence, the resource curse, and climate change are often qualified as complex and attempts to engage the analytical framework of complexity thinking for the purposes of understanding and acting in the policy arena are rare. This workshop engages participants into understanding the intricate and interconnected nature of policy challenges using a range of approaches that draw on complexity-inspired ideas and concepts. The main objective is to articulate the implications for policy making, build awareness of the limits of predictability, and control and develop participants adaptive governance skills and tools.

Ethical Dilemmas of Leadership

Workshops taught by Erhard Friedberg , Eric-Jean Garcia

Objectives
Ethics is about right and wrong, good and evil, justice and injustice in individuals and in our relationship to people. This workshop will highlight some of the ethical dilemmas that are inherent in strategic action and help participants become aware of, and reflect on, these dilemmas. It will examine the ethics of what leaders are as individuals, how they relate to others, and how they shape the moral environment of institutions. It will also highlight the necessity of vigilance, as there is no permanent solution guaranteeing sustained ethical behavior. The workshop will encourage group discussions and examine case studies concerning leaders in a variety of contexts and cultures.

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From Risk Management to Crisis Management: Challenges for Governments.

Workshops taught by Olivier Borraz

Objectives
Across the world, local, national, and regional governments have espoused risk management as a modern and rational approach to governance. Simultaneously, they have prepared for impending crises through the adoption of elaborate plans and socio-technical devices. Yet riskbased instruments and crisis preparedness schemes pose challenges to governments:

they require acknowledging the limits of public intervention; they may not always fit with ideas of good governance and principles of NPM they highlight the difficulties of governing uncertain issues in complex societies they reveal the vulnerabilities of government structures, even in developed countries

In studying these challenges, students will better situate and understand some of the contradictions of contemporary governance structures.

Getting People to Behave: Compliance and NonCompliance with Public Policy

Workshops taught by Kent Weaver

Objectives
Why do people in Chile pay more taxes than people in Argentina? Why do parents in many developing countries often fail to send their children to school, even when there is no charge for attendance? And why do people continue to begin to smoke, even in countries where there are well-organized anti-smoking programs? What all of these questions have in common is that they concern why normally law-abiding citizens fail to comply with requests or demands made by government for specific behaviors. This workshop will draw upon social psychology, behavioral economics, laws, and political science to understand barriers to compliance and investigate strategies that policy-makers and implementers can use to change behavior and increase compliance. We will consider a variety of strategies to change behavior, including social marketing campaigns, incentive approaches, and efforts to address resource barriers to compliance. Political constraints on the choice of strategies will also be addressed. The workshop will
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examine specific cases of compliance problems from a variety of policy sectors and countries, including the choice of pension funds in Sweden, efforts to eradicate the guinea worm in West Africa, and the tobacco control initiatives in a variety of countries. In addition to lectures and discussions of case materials, students will work in groups to develop policy options for specific problems of non-compliance. Throughout the workshop, there will be a strong emphasis on analyzing case materials from developing countries.

Organization
Spring term

Leadership Needs Strategic Intelligence

Workshops taught by Tim Scudder download bibliography

Objectives
Leaders and leadership teams need special skills to create and sustain productive change. This workshop proposes a leadership development experience based on the work of globally recognized leadership expert Dr. Michael Maccoby. It will help participants to develop truly strategic intelligence and improve their systems thinking. Participants will thus be able to more effectively

Create, enhance, and restore trust with skeptical stakeholders Inspire, motivate, and lead a diverse workforce Select and work with partners who complement leaders strengths

The Acculturation of Democracy and Human Rights in Southeast Asia and Beyond
Workshops taught by N. Hassan Wirajuda

Objectives
The acculturation of democracy and human rights is a new phenomenon for long after the end of the cold war, Southeast Asia and, in fact, the wider Asia Pacific region had exempted themselves from the wave of democratization. The authoritarian regimes in Asia adopted an unbalanced concept of development, which relied heavily on economic development while neglecting political development. Nonetheless, many of them reached their new status as Asian
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economic Tigers. So why bother about democracy and human rights, which were thought of as western concepts and not in conformity with so called Asian value, history, and tradition? Following the fall of its authoritarian regime since 1999, Indonesia undertook a process of reform. Democratization became a central pillar in Indonesias political and economic reforms. It was as early as 2002 when the process of democratization had reached a point of no return. Indonesias diplomacy began to project values of democracy to ASEAN by proposing political and security concepts in which the promotion of democracy, human rights, and good governance represented core values. Initially, the Indonesian move was strongly opposed by other ASEAN members. Within a year, however, ASEAN accepted the political and security pillar as one of the pillars in the ASEAN Community. In other words, the promotion of democracy and human rights had become an important agenda of ASEAN which later was enshrined in the ASEAN Charter 2008. ASEAN Inter-governmental Commissions on Human Rights was also established in 2008. Against the backdrop of this success, by April 2008, foreign policy decision makers began to formulate a wider outreach from ASEAN to Asia Pacific under the assumption that the seed of democracy can flourish. For this reason, Indonesia established the Bali Democracy Forum as a forum of dialogue and a sharing of experiences and best practices in democracy. Like in ASEAN, in the Asia Pacific region, democracy has never been an agenda of inter-governmental discussions. And yet, at the first BDF, governments of the Asia Pacific region agreed to place the promotion of democracy as their strategic agenda, emulating its success story in ASEAN. In terms of policy, there is still a gap between das sollen (what ought to be), agreed at the policy formulation level, and das Sein (what is), namely the reality. More countries in the region are non-democratic and some are still resisting against the process of change. Indonesia emerged as a nation that succeeded, not only in promoting democracy, as both universal and national values, but also in its approaches in projecting democracy through open dialogues and sharing of best practices. This has created a comfortable and tolerant climate for dialogue, which made the BDF the primary forum of dialogue and exchange on democracy in the region and beyond.

Organization
Forthcoming

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The Eurocrisis and Its International Ramifications

Workshops taught by Federico Giammusso , Francesco Saraceno

Objectives
The workshop will deal with two themes in particular:

It will present and discuss the history of the European Monetary Union in order to identify and explore the roots of its current crisis as well as possible scenario for the future. Against this backdrop, the workshop will present and discuss the challenges and opportunities that emerging economies represent for the European Union and its continuous development.

Organization
Spring term.

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Study Trip
Field Research taught by Glen Hyman

Objectives
The one-year Masters of Public Policy and the two-year Masters of Public Affairs include a week-long study trip that takes place in the intersession between the two semesters (of the first year in the case of the Master of Public Affairs). Policy analysts and policy makers are often required to conduct field research in order to gather information necessary to understand, analyze, and evaluate policies; to compare alternative policies; or to lay grounds for (re-)formulating policies. As part of the SGPP curriculum, the study trip aims to enable students to develop their skills in conducting field research. In particular, students will

Gain hands-on experience in conducting field research on a specific policy area, thus obtaining a better understanding of the challenges and limits associated with collecting first-hand knowledge Improve their competency in gathering, as efficiently as possible, relevant first-hand information about specific policies and their fields within a limited time, and working in teams Develop skills in policy description, analysis, and diagnosis using a mix of tools and modes of reasoning that they learned in other courses.

Organization
This study trip will take two forms:

It can take the whole cohort of students to another country for a series of lectures and field visits that address the relevant policy problems of the visited country. It will be a means for diversifying the perspectives with which students are confronted as well as bringing them to a different reality. It can and will most often be organized as one-week field research in two field cities in a country other than Indonesia. A theme and an analytical angle will be determined for each new study trip, such as urban policy in two major cities of the United States, social policy in Kuala Lumpur and Bangkok, or the development problems of the Greater Mekong region.

In any case, students are split into different teams of four or five students with the mission of each team being to analyze its policy area from the perspective of its institutional history and

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organization and to try to understand the institutional (organizational) bias that is built in the existing arrangements. Each team will be required to

Develop and get approved a study proposal that it will prepare with faculty members who are organizing the study trip Prepare and develop a trip agenda before the start of the field trip Produce a report on its work in the field after the study trip

The teams will then present their reports to the other teams and discuss the results of their analyses with them on the study-trip forum.

The Master's Thesis

Objectives
The Master in Public Policy will end with a Masters thesis, which students will prepare all through the academic year and more actively between the end of classes and the defense of the Masters thesis at the end of September. The Masters thesis aims to give students a second opportunity to confront the reality of a policy field and the often obverse dynamics that come with the implementation of even welldesigned policies.

Organization
The thesis requirements will be completed by students individually or in groups of two under the supervision of a faculty member and associated tutors. In the course of the first semester, students will choose their subjects for their theses and develop their research questions in cooperation with their theses advisers. They have then another semester to scan relevant literature and to prepare their research questions and their field work for the summer, which is a mandatory part of the Masters thesis. After the end of the second semester, students will then begin their fieldwork in the policy fields of their choice. This fieldwork is an essential part of the thesis, and students should be prepared to spend about four to six weeks of the summer period out in the field, interviewing

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the different actors and studying the functioning of the institutions relevant for their research questions. August and September will be spent analyzing the collected data with the help of the thesis adviser and then writing up the thesis. At the end of September, each student will present and defend his or her thesis in front of a jury composed of members of the SGPP faculty and/or interested practitioners from our partner institutions. Whenever possible, the thesis will be done in close cooperation with the Policy Research Center, whose director and research fellows will propose topics and subjects linked to the research being conducted at the center. In any case, students will be accompanied in their thesis work throughout the year with methodological training, specifically in the art of interviewing, as well as with face-to-face tutoring by faculty members and research assistants drawn from the Policy Research Center (24 hours per semester).

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English Language Crash Course

Objectives
The English language crash-course aims at bringing all students of a beginning Masters program to a satisfactory level of proficiency in English.

Organization
When registering for study at the SGPP-Indonesia, students who are not native speakers will have to submit to an English language test. Those who fail to meet the requirements will have to register for the English language crash course which SGPP organizes each year in August immediately preceding the beginning of the academic year. This crash course will be structured in two levels in order to adjust to the difference in language mastery of the registered students. The crash course is organized for SGPP by the British Council in Indonesia.

English Language Training

Objectives
The English language training during the year aims at insuring the mastery of the English language by all students at the end of their studies, irrespective of their proficiency when they started.

Organization
At the beginning of the academic year, students who are not native English speakers will have to submit to a language test. According to their results on this test, they will be registered in level 1 (for less proficient students) or level 2 (for more advanced students) English language courses. These courses last all through the year and attendance is mandatory for all students who are not native speakers.

English Writing Lab

Objectives
The aim of the English writing lab is to provide students who have difficulty in writing in the English language with the assistance for writing their course assignments. The writing lab is a service offered by SGPP6 Indonesia to those students who feel they need it, or to those students who have been told by their teachers to attend sessions with the writing lab to

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improve the quality of their written assignments. The writing lab will be organized on an irregular basis. Attendance is not mandatory, but based on students needs.

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Field Research during the MPP

The SGPP curriculum puts strong emphasis on the understanding and analysis of the processes of policy-implementation.

The varied professional experience of the participants is a first component of this teaching: it allows teachers to call on the professional experience of participants to illustrate and make more concrete some of the teachings in the School. However, it is by bringing the reality of policy-fields into the class-room or by bringing the students to the policy-fields that the complexities of the policy-process can best be demonstrated and really understood. This is why the SGPP curriculum is built around exercises of field-research bringing students in first hand contact with policy-fields and teaching them how to analyze the dynamics they observe. Field research in the MPP curriculum takes two forms: the Study-trip common to both Master Programs, the Master thesis at the end of the Master of Public Policy.

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Master thesis tutoring by the Policy Research Center

The Master in Public Policy will end with a master thesis which students will prepare all through the academic year, and more actively between the end of classes and the defense of the master thesis end of September. The thesis will be done by students individually or in groups of two under the supervision of a facultymember and associated tutors.

Study trip
The Master of Public Affairs includes a week-long study trip that takes place in the intersession between the two semesters of the first year. Policy analysts and policy makers are often required to conduct field research in order to gather information necessary to understand, analyze, and evaluate policies; to compare alternative policies; or to lay grounds for (re-)formulating policies. As part of the SGPP curriculum, the study trip aims to enable students to develop their skills in conducting field research and collect first-hand knowledge.

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