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SPOL41200

Academic Year 2026/2027

Evaluation for Public Policy (SPOL41200)

Subject:
Social Policy
College:
Social Sciences & Law
School:
Soc Pol, Soc Wrk & Soc Justice
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Assoc Professor Micheal Collins
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The objective of this course is to provide students with an opportunity for an in-depth engagement with some of the principal policy evaluation techniques used to inform policy making by Governments (both local and national). In general, these techniques adopt a societal focus and attempt to capture a widely defined set of costs, benefits and outcomes that reflect the context faced by policy makers wishing to maximise societal returns within the constraints of scarce resources. Although the course covers the theory, concepts and methodological choices associated with a variety of techniques (e.g. cost minimisation analysis, cost effectiveness analysis, cost-utility analysis) it takes a particular focus on two techniques: multi-criteria analysis (MCA) and cost benefit analysis (CBA).

The course is structured to be applied with a mixture of lectures, in class group-work and discussions, and engagement with a variety of local, national and international evaluation examples. In-class examples and applications span evaluation contexts including: infrastructure, transport, leisure facilities, healthcare and medication/medical-devices, road safety, enterprise supports, environmental initiatives, flood prevention, childhood initiatives, and labour market policies among others.

The skills acquired on this course are intended to prepare students to understand, commission, oversee and/or undertake evaluation projects in both public and private sector work contexts. They are relevant to students undertaking study on the Master in Public Policy or Graduate Certificate/Diploma in Public Policy. The course is also available to existing staff in public, semi-state and private sector organisations who wish to enhance their experience and expertise of these evaluation methods.

About this Module

Learning Outcomes:

On completion of this module students should be able to:

Understand the key policy evaluation techniques used to inform policy making by Governments (both local and national).
Understand the choices, challenges, opportunities, drawbacks and policy contexts associated with the application of these methodologies.
Have undertaken a hands-on application of multi-criterial analysis (MCA) and cost benefit analysis (CBA) techniques.
Critically evaluate published policy evaluation reports.
Possess the skills to apply, or oversee the application, of these methodologies in public and private sector policy evaluation contexts.

Indicative Module Content:

The course covers the theory, concepts and methodological choices associated with a variety of techniques (e.g. cost minimisation analysis, cost effectiveness analysis, cost-utility analysis) and takes a particular focus on two techniques: multi-criteria analysis (MCA) and cost benefit analysis (CBA).

A course outline, lecture schedule and curriculum content will be provided in advance of the first lecture.

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. Competent

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. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

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. Competent

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. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

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. Not addressed

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.


Goal Name Description Coverage

End poverty in all its forms everywhere 1

End hunger, achieve food security and improved nutrition and promote sustainable agriculture 1

Ensure healthy lives and promote well-being for all at all ages 3

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 2

Achieve gender equality and empower all women and girls 1

Ensure availability and sustainable management of water and sanitation for all 3

Ensure access to affordable, reliable, sustainable and modern energy for all 3

Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all 3

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation 4

Reduce inequality within and among countries 2

Make cities and human settlements inclusive, safe, resilient and sustainable 4

Ensure sustainable consumption and production patterns 2

Take urgent action to combat climate change and its impacts 3

Conserve and sustainably use the oceans, seas and marine resources for sustainable development 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 2

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 2

Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development 2
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

118
Lectures

13
Small Group

5
Practical

4
Total

200

Approaches to Teaching and Learning:
The course is delivered as a mixture of lectures, group-work, in-class learning activities and computer-based classes and takes an applied approach. Universal Design for Learning (UDL) techniques are applied throughout.

In line with the UCD Academic Integrity Policy generative AI may only be used in assignments if transparently reported for which tasks AI was used. If detected without reporting, assignments are graded with an E or lower (see course outline document for further details).

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 Component repeat (in-module) Offered
Individual Project: Outline two evaluation proposals (MCA, CBA) 2,000-3,000 words. Week 15 Graded No
60
 No
Report(s): 1,000 -1,300 word summary and critique of selected MCA Week 5 Pass/Fail Grade Scale No
20
 No
Report(s): 1,000 -1,300 word summary and critique of selected CBA Week 10 Pass/Fail Grade Scale No
20
 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
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

For each of the assignments, students will be provided with feedback which includes the assignment grade and some comments. These will be circulated electronically to students.

The module reading list will be provided as part of the course outline - see Brightspace.

Name Role
Dr Anastasia Ershova Lecturer / Co-Lecturer

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) - Autumn: All Weeks Tues 16:00 - 17:50
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