Experiential Learning as a Way to Foster Realistic Comparative Policy Analysis

Abstract

Abstract This paper highlights the comparative value of an international capstone course on sustainable water management in a graduate public and international affairs program. By exposing students to experiential learning in two contexts, students develop an in-depth understanding of policy and can make realistic comparative policy analysis and reflect on the implementation challenges. I argue that students’ reflection is of understanding in practice the limitations and possibilities of transferability of policies and practices. By using the SDG #6 on water as a framework; students develop an in-depth understanding of policies that aim to address global challenges at the local level. My course adds on what others have argued are the benefits of reflection and action for students’ education, and more specifically on the students’ exposure to the comparative policy in context.