DPLS 703 Policy-Summer 01-Doctoral Leadership-Gonzaga

Professor: James Beebe Office: RC 256 Office Phone: (509) 323-3484 Home phone: 456-2571	Room RC 114 6/28, 7/5, 7/12, 7/19, 7/26, 7/27 8/2 6:00-10:00
Office hours: Call for appointment	email: beebe@gonzaga.edu

Course Description Course Objectives Learning Activities Web Based Syllabus Assessment and Grading Required Texts	BLACKBOARD LINK Blackboard Information and Login Instructions Bibliography and On-line Resources	Sessions and Assignments Advanced Session 1: June 28 Session 2: July 5 Session 3: July 12	Session 4: July 19 Session 5: July 26 Session 6: July 27 Session 7: August 2

COURSE DESCRIPTION

Emphasis on both policy analysis and policy development. Based on the development of empirical data, the student utilizes both a deductive and an inductive decision-making process for problem analysis.

COURSE OBJECTIVES

Leaders deal with policy in a variety of ways, including but not limited to policy analysis. This course is designed to provide an introduction to conceptual tools for policy analysis, with special focus on asking the right questions of whomever might be doing the actual policy analysis. The course also explores the relationships between responding to policy made by others and trying to influence the policy making process, evaluating efforts at policy change, and factoring ethical issues into the policy process.

In order to make the discussions of the policy process more meaningful, the course will consider policy issues concerning gender equity. This is not a course about gender equity, but it is hoped that having a real policy issue to consider for the term will make it possible to integrate a variety of activities and issues. Gender equity is both a macro and a micro issue, and has relevance for almost any situation we are likely to find ourselves in.

One of the early lessons I learned was that often it is not enough to be "right." There is a need to carefully consider the criteria for determining what is right and an even greater need to build support and coalitions for bringing about desired changes. A focus in this course on building coalitions does imply that in some situations there is not a need for a single strong voice. The need to implement policy, as opposed to just deciding on policy direction, necessitates compromises, and issues of ethics become both critical and confusing.

By the end of the course students will be able to:

use traditional, modern, and soft systems methods for examining policy issues and identify ways in which different approaches produce different results;
identify strategies for dealing with policy changes imposed from outside the local organization, with special attention to the role of the leader in making externally imposed policy work;
identify strategies for influencing externally imposed policy and demonstrate selected traditional and computer based skills for influencing external policy;
identify potential ethical and social justice issues inherent in policy work and present ideas for addressing these issues; and
develop a strategy for dealing with a policy issue that identifies the specific steps that need to be implemented, defines what is needed in the way of policy analysis, and identifies the specific responsibilities of the leader in carrying out the strategy.

LEARNING ACTIVITIES
While achievement of the objectives identified above is primarily the responsibility of the student, several different learning activities have been designed to facilitate this process. Reading, being forced to think about the reading by having to write about what has been read, and then applying the content of the reading to real world issues should help students master content. Written assignments are designed to provide opportunities to experiment with the application of concepts. Sharing written assignments with classmates before class and class interaction in both small and large groups should help students learn from the experiences of each other. Students who have laptop computers may want to bring them for group activities.

WEB BASED SYLLABUS
It will make it easier to return to the course syllabus and the Discussion Board for the class if you add these to your "bookmarks" or "favorites." Expect this syllabus to change over the course of the term. Changes will be listed in the Announcements on Blackboard. The date at the bottom of the page indicates the date on which the syllabus was last changed. Depending on the Internet browser you use and how you have configured it (or in most cases the default setting), when you return to the syllabus, you may not see changes that have been made. Your computer saves a copy of the page and when you return to it, it brings up what was saved. To ensure that you are getting the most recent copy off the server you need to click on "reload."

ASSESSMENT AND GRADING
Everyone who completes all the assignments and actively participates can expect an A. Students who do not complete all the assignments can expect an Incomplete until the assignments are done. Problems getting the books and problems with technology are understood. Assignments, however, should still be done as soon as possible even if delayed. Timely completion of written assignments is critical, both for the individual and the other members of the class. Late submission of two or more written assignments (excluding the advanced assignment) that involve other students (assignments that are supposed to be posted to the Discussion Board can reduce your grade by a half letter (for example A to A-). It is important to keep up. Written assignments involving a review of other work will not be "graded" or commented upon by the instructor. They are designed to facilitate mastery of the material covered in the course. Assignments where you can expect written comments from the instructor are noted.

REQUIRED TEXTS
Majchrzak, Ann (1984). Methods for Policy Research. Sage Publications.

Stone, Deborah A. (1997). Policy Paradox: The Art of Political Decision Making. Norton

Fisher, R., Ury, W. and Patton, B (1991). Getting to Yes: Negotiating agreement without giving in. Second Edition. New York: Penguin Books.