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

N. Goyal, Ola G. El-Taliawi, Michael Howlett

Research output: Chapter in Book/Conference proceedings/Edited volumeChapterScientificpeer-review

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.
Original languageEnglish
Title of host publicationEmerging Pedagogies for Policy Education
Subtitle of host publicationInsights from Asia
Editors Sreeja Nair, Navarun Varma
PublisherPalgrave MacMillan
ISBN (Electronic)978-981-16-5864-8
DOIs
Publication statusPublished - 2022
Externally publishedYes

Keywords

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

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