PPA205:
Research in Public Policy and Administration
Fall 2004

Public Policy and Administration
California State University, Sacramento

Professor Miguel Ceja
3029 Tahoe Hall
cejam@csus.edu
(916) 278-5591

Office Hours:
Wednesday 4:00-6:00 pm & by appointment

Class meeting time and place:
Thursdays, 6:00-8:50 p.m., Sequoia 128

COURSE OBJECTIVES

This course focuses on the design of social science research.  Students will be introduced to concepts in qualitative, quantitative, and mixed-methods research in preparation for conducting independent research. This course will enable students to critically understand research methodology and apply it appropriately to various policy issues.  Course topics will include the framing of research questions, identifying data and data sources, using theory in the design process, and analyzing research data.

Important themes of this class can be captured by the following questions:

• What is research?
• What are the assumptions that underlie it?
• How do we know if it’s “good” research?
• What is the relationship between research and theory?
• How can research improve policy and practice?

LEARNING OBJECTIVES

At the end of this course, it is expected that students will:

• Understand the importance of the “front end” of the research process
• Understand the strengths and weaknesses of qualitative and quantitative research methodologies
• Appreciate the use of literature in developing sound research question
• Understand the principles of survey and interview protocol design
• Appreciate the use of theory in the research design process
• Understand key methods of assessing research reliability and validity
• Understand how to find and use archival data
• Appreciate some of the ethical considerations applicable to social science research
• Develop skills for effective research presentation

COURSE FORMAT

The graduate seminar is a space of open discussion, inquiry, and discovery.  The success of the seminar rests on the free and uninhibited intellectual and emotional engagement of all participants.  Effective participation and learning requires that students read class material, reflect on the readings, and come to the seminar prepared to share their ideas with classmates.  Therefore, I request that the class subscribe to three basic discussion rules that I find maximize learning in the classroom.

1. Utmost respect for the thoughts and words of all in the room should be given at all times. 
2. Listen and be heard. Be attentive to the voices of others and share your voice with the group.
3. Be personal but don’t get personal.  I request that you speak from your mind and your heart, but that you speak to issues, not individuals.
   

In addition to class discussions, there will analytical exercises and individual student presentations.

ASSIGNMENTS AND GRADING

Required readings:

• David E. Gray. (2004). Doing Research in the Real World. Thousand Oaks, CA: Sage Publications.
• Supplemental Course Reader.  These will include current readings in qualitative and quantitative methodologies.

There are four components to students’ grades:

• Class attendance and participation – 10%
• Group project – 10%
• Article critique #1 – 15%
• Article critique #2 – 15%
• Prospectus proposal– 5%
• Final Research Prospectus – 35%
• Final presentation of prospectus – 10%

Late Assignments and Missed Classes

Late assignments will not be accepted.  At my discretion a student who misses a deadline may be given an extension.  Whether or not a penalty will be assessed on the late assignment depends on the reason.

If you miss class:

• Please tell me in advance, if possible.
• To demonstrate that you have engaged the material for a particular class, write a short analytical essay that critiques one of the readings in depth.

A student with one or more unexcused absence from class will be penalized one full class participation grade.  A student who misses more than three classes for any reason should drop the class.

Classroom participation

Classroom participation includes weekly class discussion, prepared questions or comments, and student-led discussions.  Throughout the semester we will divide up responsibilities for leading discussion.  This is your opportunity to influence the pedagogy of the class, to contribute to the learning environment beyond what I might dictate.  Therefore, there are no guidelines for leading discussions.  Be creative.

Group project

For this project you will be separated into small working groups.  Each group will be given a separate research topic from which you will:

1. Develop primary research questions that address the topic at hand;
2. Identify literature review focus areas;
3. Develop interview/survey protocol; and
4. Identify appropriate sample population

This assignment will be due on December 2^nd.  Prepare to present assignment in class.

Article critiques

You will be given 2 research articles to critique (3-5 pages, dlb-spaced).  The first article critique is due on September 30^th.  The second article critique is due on November 11^th.  In your critiques, please consider the following:

1. Is the problem clearly stated?
2. Does the review of the literature adequately address the topic?
3. Is the particular methodology appropriate?
4. Are key variables described?
5. Are the results clearly presented?
6. Are conclusions drawn substantiated by the results?
7. Are policy implications addressed?

Prospectus proposal

A one-page proposal for final prospectus will be due on October 28^th.  Topics for prospectus are open but should be approved by me prior to submitting your prospectus proposal.  I highly encourage you to meet with me to discuss your prospectus ideas before submitting your prospectus proposal.

Final research prospectus and presentation

Final Prospectus (12-15 pages, dbl-spaced max) are due on December 16^th.  Additionally, final prospectus will be presented to the class (conference style) and orally peer-reviewed by the class during the last two weeks of the semester.  Detailed guidelines for the prospectus will be distributed during the semester.

OUTLINE OF TOPICS AND ASSIGNMENT

Part I: Basic Principles of Social Science Research

• September 2^nd 
  Introduction, course objectives and course overview.
  
  No Required Reading

• September 9^th
  Theoretical constructs in social science research
  
  Required Reading:
  Gray, chapters 1, 2

• September 16^th
  Designing research projects
  
  Required Reading:
  Gray, chapter 3

Part II: Alternative Approaches to Social Science Research

• September 23^rd  
  Experimental research
  
  Required Reading:
  Gray, chapters 4, 5  

• September 30^th
  Case studies
  
  Required Reading:
  Gray, chapters 6, 7

ARTICLE CRITIQUE #1 DUE

Part III: Collecting Data

• October, 7^th
  Quantitative data collection
  
  Required Reading:
  Gray, chapter 8

• October 14^th
  Qualitative data collection
  
  Required Reading:
  Gray, chapters 9, 10

• October 21^th
  Locating and using secondary and archival data
  
  Required Reading:
  Gray, chapter 11

Part IV: Data Analysis

• October 28^th
   Analyzing quantitative data
  
  Required Reading:
  Gray, chapter 12

PROSPECTUS PROPOSAL DUE

• November 4^th (NO CLASS)
  
  Required Reading:
  Independent reading and research for your final prospectus

• November 11^th
   Analyzing Qualitative Data
  
  Required Reading:
  Gray, chapter 13

ARTICLE CRITIQUE #2 DUE

• November 18^th 
  Translating research into policy
  
  Required Reading:
  Gray, chapter 15

GROUP PROJECT DUE

• November 25^th (NO CLASS, Thanksgiving Break)

• December 2^nd 
  Final presentations
  
  
• December 9^th
  Final presentations

• December 16^th

FINAL PROSPECTUS DUE

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