Taking Advice or "Sticking to Their Guns?": Future Policy Makers' Consideration of Expert Advice in Policy Scenario Exercises

Understanding how policymakers use expert advice is important for promoting evidence-based policy decisions. But how does the next generation of leaders and policymakers consider expert advice? Using a sample of 18 first-year undergraduates enrolled in the Bachelor of Arts in Politics and Governance program and three graduate students from the Master of Arts in Political Science and International Affairs program at the American University of Armenia, this study examines whether students consider advice from experts when making hypothetical policy decisions in the Armenian context. This particular group of students was selected for study given their expressed interest in the field of public decision-making. Using carefully constructed policy scenario exercises, participants were first surveyed about their opinions on key policy topics, then exposed to written advice from experts and non-experts on these topics and asked to make hypothetical policy decisions. Participants were then asked to explain how they reached their chosen policy decision to determine whether the expert advice was considered. Focus groups were also conducted to gain insights into participants’ decision-making processes and their attitudes toward experts and expert advice in general. Results show that participants did not often consider expert advice when making policy decisions, especially when the expert-recommended course of action did not match their personal beliefs, and that expert advice was not an important part of participants’ decision-making process. Participants focused on normative concerns and value judgments, balancing between policy priorities, development of their country, and pragmatism when making hypothetical policy decisions. Understanding students’ current level of trust toward expert advice gives important insight into how future generations may approach the policymaking process. Results may also identify opportunities to strengthen students’ consideration and incorporation of expert advice in matters of policy and governance.