The Prevalence of Big Data Analytics in Public Policy: Is There a Research-Pedagogy Gap?

Book chapter (2022)

Authors

Affiliation

External organisation

Machine learning Text mining Public policy Bibliometric analysis Topic modeling Big data analytics Computational text analysis Education and pedagogy

To reference this document use:

http://resolver.tudelft.nl/uuid:ad8ddeb0-02d8-47bf-8fc9-f81abea8d83c

More Info

expand_more

Published Date

2022

Language

English

Reuse Rights

Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.

Affiliation

External organisation

Abstract

While the emergence of big data creates several opportunities for governance and public policy, new capabilities, processes, standards, strategies, and technologies will be essential for deriving value from big data while addressing issues and mitigating risks posed by it. Arguably, above all, these will require the integration of big data analytics in public policy pedagogy. In this chapter, we examine whether public policy education has kept pace with the growth of big data research in the field, with a specific focus on the Asian context. We start by identifying prominent themes in research on big data in governance and public policy. We supplement that with an analysis of academia’s response by examining the prevalence of big data teaching in public policy programs. Based on our analysis, we highlight the current geographic and institutional dominance in research and teaching on the topic, and conclude with key lessons for the design, content, and delivery of pedagogy on big data in public policy.