meet aspirations and idea of general public How does a policy resonate with

Meet aspirations and idea of general public how does

This preview shows page 103 - 105 out of 354 pages.

meet aspirations and idea of general public How does a policy resonate with public sentiment Frames Ideas as symbols and concepts that help policy makers to legitimize policy solutions to the public How does a program resonate with public sentiment Public sentiment Ideas as public assumptions that constrain the normative range of legitimate solutions available to policy makers Another element of DI is the interactive dimension of ideas and discourse in which “ideas are constructed in a ‘coordinative’ p olicy sphere and deliberated and legitimised in a ‘communicative’ way” (Schmidt 2010, p. 3). In other words: “Who said what to whom, where and why?”. The coordinative dimension investigates the discourse of actors within the policy arena, either as individuals or groups. Unfortunately, DI does not offer any guidance to identify or define policy communities and leaves it to the researcher to integrate alternatives. 28 The communicative dimension focuses on the discourse of political actors with the public for deliberation and legitimisation (Schmidt 2008, p. 310). Again, DI does not specify political actors and their context, but refers again to concepts of other authors. 29 28 Examples of policy coordination referred to include ‘epistemic communities’ (Haas 1992), ‘advocacy coalitions’ (Sabatier and Jenkins - Smith 1993) or ‘mediators’ (Jobert 1989). 29 Concepts and authors referred to include the top-down mass electoral process of public persuasion by Zaller (1992) and Mutz and Brody (1996) or policy forums of informed publics in communicative action as developed by Rein and Schön (1991) and Habermas (1996).
Image of page 103
90 Sentient agents are at the centre of the DI. They connect ideas and discourse with collective action in an institutional context. They are not restricted by institutions, but create and enable them as ‘sentient’ ( i.e., thinking and speaking) agents who develop ideas with “background ideational abilities”. Background ideational abilities allow agents to make sense of and within institutions and give them the ability to create or maintain institutions. At the same time their “foreground discursive abilities” allow them to communicate and deliberate to change institutions (Schmidt, 2008, pp. 314- 316). As such, thinking, saying and doing are important components and their interrelations are a main research focus of DI. 30 Traditional new institutional theories consider institutions as fixed structures to which unthinking agents mechanically respond (RI), or to which historical actors blindly respond by following rules (HI) (Schmidt 2008, 2010, 2011a, b). In DI institutions “constitute the setting in which ‘sentient’ agents are the thinking agents who develop their ideas for action that th ey convey through discourse” (Schmidt 2011b, p. 119). DI, however, also uses elements from RI and SI. From RI, DI takes the assumptions that actors strategically act to achieve goals. In contrast to RI, however, these goals are complex and shifting, as also suggested in MS. From SI, DI incorporates the emphasis
Image of page 104
Image of page 105

You've reached the end of your free preview.

Want to read all 354 pages?

  • Fall '13
  • Government, The Land, International Financial Reporting Standards, Financial Accounting Standards Board, Australian Accounting Standards Board, Snow

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors