This course will provide students with an understanding of how data is currently used to inform decision making and how data might be used more effectively to inform business, service delivery and policy questions. The course will build on student knowledge across a range of analytical techniques with a focus on the practical application of these techniques to real world problems. It is structured around a number of case studies drawn from business, the community sector and the public sector. Key themes include:
- the ways in which data and empirical analysis can help inform real world decisions;
- strengths and weaknesses of different types of data and empirical evidence;
- the assumptions underlying some of the main analytical techniques used in decision making; and,
- how to use data persuasively- how to used data in a tactical and strategic way.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. interpret data to inform real world decisions;
2. understand the assumptions, strengths and limitations of different types of data for informing decision making;
3. develop robust analytical questions and identify the most effective techniques to answer these questions;
4. communicate complex data to a non-specialist audience; and,
5. assess the robustness of data for decision making.

Research-Led Teaching

This course will provide students with an understanding of how data is currently used to inform decision making and how data might be used more effectively to inform business, service delivery and policy questions. The course will build on student knowledge across a range of analytical techniques with a focus on the practical application of these techniques to real world problems. It is structured around a number of case studies drawn from business, the community sector and the public sector. Key themes include:

- the ways in which data and empirical analysis can help inform real world decisions;

- strengths and weaknesses of different types of data and empirical evidence;

- the assumptions underlying some of the main analytical techniques used in decision making; and,

- how to use data persuasively- how to used data in a tactical and strategic way.

Field Trips

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	The first part of this lecture provides an overview of the course, expectations of students and assessment tasks. The second part of the lecture introduces the Total Survey Error framework and how it can be used to assess the quality of data. The third part is a basic overview of sampling theory
2	This lecture provides an introduction to evaluation methods. The lecture covers: • Overview of the different types of evaluation • Stages in the evaluation cycle • Development of evaluation questions and program logic / theory of change • Outcome/impact evaluation • Estimating causal effects – constructing a credible counterfactual • What to do when it is not possible to construct a credible counterfactual • Understanding why a program has an impact • What makes an evaluation credible
3	Overview of Work for the Dole - An Evaluation: Active Labour Market Programs (ALMPs) 'seek to increase the likelihood of employment for individuals who are unemployed or at risk of unemployment, by changing their search behaviour or raising their skills and job readiness.' (Borland 2015). There have been a number of such programs in Australia and we spend a significant amount of funds as a proportion of GDP on such programs (0.3 per cent by one recent estimate). In 2014-15 the Commonwealth Government piloted a new form of Work for the Dole, a type of ALMP that focuses on providing work experience for long term job seekers in work like settings. In addition to attempting to improve workforce skills, such programs also have a desired aim of ensuring job seekers meet certain 'mutual obligation' requirements. This new form of Work for the Dole focused on long term job seekers aged 18-29 years, and was concentrated in certain geographic areas. The ANU was commissioned to undertake an evaluation of the pilot. The evaluation took a mixed-methods approach, combining qualitative interviews, quantitative surveys, and analysis of administrative data. This lecture will begin by discussing the evidence on ALMPs, discuss the process of the evaluation, and reflect on the policy impact of the evaluation.
4	Latest developments in public opinion and social attitudes measurement: Polling, social media and focus groups
5	Introduction to Microsimulation Modelling for the analysis of modelling tax and transfer policy. 1) Introduction to microdata 2) History of microsimulation 3) Types of microsimulation model 4) Why microsimulation and what can it do that others can't? 5) basefile creation, uprating, reweighting, imputation 6) modelling policy and policy change 7) PolicyMod - an Australian tax and transfer model and a simple case study of the government's tax plan with distributional modelling results.
6	Microsimulation Policy Modelling Case Studies: 1) Simulating the COVID payments (Jobkeeper and Jobseeker) and their impact on poverty in Australia. 2) How would a basic income look in Australia?
7	Sexual Assault Trials: Sexual assault is regarded as one of the most serious crimes in our society. Despite condemnation of this crime many assaults are not reported to police and many of those that are reported do not go to trial. Research reveals that one reason for this is the reluctance of some victims /survivors to give evidence. The process of giving evidence in the same court room as their abuser can also cause trauma and further psychological harm. There were proposals to allow victims to give evidence over CCTV or by video, but concerns had been raised that this may prejudice the accused opportunity for a fair trial. In 2005 the Australian Institute of Criminology designed a randomised experiment which involved 210 people participating in 18 mock trials. These jurors were randomly assigned to a particular mode of victim testimony– face-to-face, CCTV or video – and two styles of victim presentation – neutral or emotional. This lecture provides an overview of this study and how the results were used to inform policy development
8	Presentation of Data in Research: 1) Principals of data presentation through charts and tables 2) Role of tables and charts 3) Discuss a selected range of tables and charts 4) What does and does not work when presenting data 5) Information loss 6) Accessibility 7) Key elements 8) Theory of tables and charts 9) Table and chart examples
9	The intergenerational consequences of war: Intergenerational impacts of the Vietnam War on mental health and relationships of offspring:
10	Machine Learning and Artificial Intelligence: 1) What is it? 2) What can/can't AI and ML do? 3) Hot topics 4) How can it go wrong? 5) Examples and data driven decision making
11	Econometrics and the path from cause to effect, some simple intuition and examples from the following: 1) Random assignment 2) Regression modelling 3) Instrumental variables 4) Regression discontinuity designs 5) Differences in differences
12	Official Statistics in Australia and course overview: 1) National Accounts and GDP 2) Labour Force 3) Consumer Price Index 4) Demography, Population estimates and population projections 5) Sample vs Census - pros and cons 6) Wellbeing Course overview and summary

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date
Participation	5 %	*
Written Critique	35 %	20/04/2023
Oral presentation	20 %	16/05/2023
Data Report	40 %	26/05/2023

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Participation

Assessment Task 2

Written Critique

1,500 words

Due 9am Thursday 20 April 2023

Assessment Task 3

Oral presentation

Due 9am Tuesday 16th May 2023

Assessment Task 4

Data Report

Due 9am Friday 26th May 2023

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students