Explore UCD

UCD Home >

POL30640

Academic Year 2026/2027

Democratic innovations and the future of democracy (POL30640)

Subject:
Politics
College:
Social Sciences & Law
School:
Politics & Int Relations
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Professor David Farrell
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This is a substantively revised module that used to be titled ‘Deliberative mini-publics’. The primary focus remains on DMPs, but the setting has changed to reflect growing concerns about the future of democracy. Political science is replete with studies about the crisis of democracy: much of the emphasis is on democratic ‘erosion’ and ‘backsliding’, on ‘autocratization’ and the emergence of ‘illiberal’ regimes. What is often forgotten or underestimated is the degree to which democracies can and do innovate, to varying degrees showing their resilience.

This module starts from that perspective, introducing students to another significant emerging field of studies, on the phenomenon of democratic innovations. We start by reviewing the main forms of democratic innovation before proceeding to focus on the most prominent of these innovations – deliberative mini-publics (DMPs), which are fast becoming an ever more notable feature of contemporary democracies. Having first emerged in the latter part of the 20th century, they started to achieve prominence in the first decade of this century (starting with the British Columbia Citizens’ Assembly in 2005). Their use has mushroomed in the past few years, not least as shown by the extensive use of DMPs between 2012-23. An influential OECD report records hundreds of examples of DMPs over the past few decades.

The primary purpose of this module is to examine what they are, how they vary, their strengths and weaknesses, and what the might contribute to the resilience of democratic systems. The content of the module will include the following key themes: threats to democracy; democratic innovations with a particular focus on citizen-centred reforms; defining DMPs and how they vary; where DMPs fit within deliberative democracy more generally; the place of DMPs within the existing system representative democracy; the potential of deliberative processes to help save democracy.

About this Module

Learning Outcomes:

On successful completion of this module students will:
• have a good appreciation of the phenomena of democratic erosion and democratic innovation;
• have a good understanding of contrasting perspectives on deliberative mini-publics, their place in the wider study of deliberative democracy, what they can and might contribute in terms of democratic innovation and democratic resilience;
• have developed their ability to read and analyse political science texts;
• have developed their skills in written and oral argument (including good deliberative practice); and
• have improved their ability to write a well-structured extended essay in political science.

Indicative Module Content:

Threats to democracy
Democratic innovations with a particular focus on citizen-centred reforms
Defining deliberative mini-publics (DMPs) and how they vary
Where DMPs fit within deliberative democracy more generally
The place of DMPs within the existing system representative democracy
The potential of deliberative processes to help save democracy

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Expert

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Expert

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

12

Conversation Class

12

Autonomous Student Learning

176

Total

200


Approaches to Teaching and Learning:
Lectures
Seminar discussions
Peer-to-peer learning through discussion groups
Critical writing through extended essays
Autonomous student learning

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Mid-term essay Week 6 Graded No
35
No
Assignment(Including Essay): Final essay Week 12 Graded No
50
No
Participation in Learning Activities: Carrying out a facilitation or note-taker role Week 14 Graded No
15
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback on final paper on request. Feedback on mid-term paper will be provided on Brightspace.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 13:00 - 13:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 13:00 - 13:50