ADL 721: Policy Development

ADL 721: POLICY DEVELOPMENT

__________________________________

COURSE DESCRIPTION

Doctor of Philosophy Program in Leadership and Education

Adrian Dominican School of Education

Barry University

Term: Summer I & II 1996 (12 weeks)

Credits: 3

Prerequisites: None

Class meets: Thursdays, May 16 through August 1

6:00 pm to 9:30 pm (with appropriate breaks)

Powers, Room 137

Instructor: Tom H. Foote, Ph.D.

Associate Professor and Leadership Specialization Coordinator

Ph.D. Program in Leadership and Education

Office hours: Wednesdays, 1:00 pm to 6:00 pm, after class, and by appointment

Office Location: Powers 260

Office Phone: 899-3719 (my direct line and recorder.) or 3701 (Program Secretary, Barbara Heffernan's line.)

Office FAX: 899-3718

Home Phone: 1-(305) 424-9126 (Please, only if you have a question that a fellow student cannot answer. Thank you.)

Office Mail: Adrian Dominican School of Education

Powers Building

Barry University

11300 Northeast Second Avenue

Miami Shores, FL 33161-6695

CURRENT CATALOG DESCRIPTION OF THE COURSE: "ADL 721 Policy Development (3 [credit hours]) Examines the process to identify problems and how to achieve solutions consistent with an organization's vision; uses critical thinking and analytic reasoning as problem and policy framing skills for continued renewal." [Related components of Ethics and Law will also be covered.]

PROGRAM SECRETARY AND STAFF SUPPORT: I am ably assisted by our Program Secretary, Barbara Heffernan (Tel. 899-3701), and typically, one graduate research assistant.

COURSE RATIONALE: Leadership implies direction. If I am your leader, I ought to be leading you and our organization in some clear, beneficial direction. Policy embodies that general direction. Or in the words of Grover Starling:

A policy is a general statement of aims or goals. It is not quite the same thing as a plan, which is best thought of as specified means for achieving the goals of policy. Thus a policy is a kind of guide that delimits action; it is much more open-ended than a plan...The human mind does not work in an analytical fashion. Faced with complex problems involving uncertainty and trade-offs between important objectives, we tend to deny the existence of the uncertainty by establishing strong beliefs about the future. Similarly, we deny the existence of competing objectives and pursue them all, despite the contradictions. To compensate for these cognitive tendencies, the self-discipline of analysis is required. (Starling, Strategies for Policy Making, pp. 1-2, 7)

Starling goes on to say that policy analysis and policy making (or development) are "organically linked." In his words:

Policymakers who focus only on the process travel too lightly. They will fail to detect the emergence of new issues and miss the long-term, multifarious consequences policies can have. Thus they must concern themselves with the netherworld of analysis. By the same token, the policy analysts cannot afford to ignore the play of politics, the world of action. They must not allow analysis to become an end in itself, as they spin out their analytical nets, like so many perverse spiders, oblivious to how and when their studies might be used. (Starling, Strategies for Policy Making, p. 11)

In short, this course aims to balance its presentation of policy analysis and policy development (--and, related concepts of ethics and law), while bringing both to life by having students discuss related current events and apply it all to a pressing real world policy problem of their choosing.

COURSE OBJECTIVES: More precisely, the course is designed to:

Provide sufficient grounding in the theory, vocabulary, typical contexts, and conceptual tools of policy analysis and development (--and, related concepts of ethics and law), to in turn, allow students to begin analyzing, developing, and even advocating policy on issues affecting their own workplace, field of specialization, or futures.

Bring that theory and vocabulary to life by connecting it to current events and the unfolding of current policy issues and development, as revealed in recent books, scholarly journals, video tapes, the news media, and highly interactive discussion in and outside of class.

Facilitate learning by doing. Students will be asked to apply the above to a policy issue near and dear to them. More precisely, students will be required to write, submit at semester's end, and present to the class, a project paper, targeted not at me, the professor, but rather, at an audience well-positioned to effect the student's recommended policy change(s).

To achieve the above, the course theory and concepts will flow mainly from the required texts listed below. While this will provide the core course readings, theory and structure, students will also be required to connect those things to current events, class discussion, and the course projects.

PHILOSOPHY OF APPROACH--YOURS AND MINE

Policy Analysis? Policy Development? Ethics? Law? Project plan? paper? presentation? advocacy?

Sound intimidating?

It needn't. My most important role is to transform student anxiety into confidence and mastery--mastery over valuable policy theory and tools--tools that can be very much your friends. This means stressing the themes, not the alienating detail of the upcoming techniques (though some of the latter is unavoidable).

In short, I intend to help you construct your own personal conceptual foundation in the themes of "Policy Analysis and Development [and Ethics and Law]." I will then present the tools that help you apply those themes to real problems in your work place and beyond.

In so doing, I consider it not my role merely to regurgitate in class what you should be reading in your texts and other readings. Rather, I feel that I much better serve you by presenting our subject matter in my words; then helping you tie it together into a useful broad-view synthesis that you can express in your words--and relate to your world.

More precisely, I feel that what is abundantly more important than memorizing messy and soon-forgotten details, is building a longer lasting clarity of the bigger picture; the picture achieved by periodically lifting ourselves up out of the trees to see the forest and themes running through it--the lay of the land, if you will--with our own eyes, in our own terms. I know that such clarity of themes allows much quicker on-the-job association of real world problems with solutions (the detail of a theme's variations can nearly always be found in a book).

In my view, those of you who will reap the most from this course are those of you who will go beyond learning the above; those of you who force yourselves to regularly ponder how you learn it; how your brain works; how to help your brain work more efficiently at understanding and solving complex problems; how, in any problematic situation, to systematically seek and see a bigger picture; to see through the initially intimidating details in order to work with, and master, its far less-intimidating themes; then to ponder the assumptions and larger implications of your own policy work.

Geared to the above ends will be interactive lectures, readings, and periodic attempts to spice the course with variety; e.g., showing how microcomputers can handle the tedium of certain techniques; and my encouraging you to use any course-related methods to attack a real-world problem near and dear to you.

Above all, I intend to shape this course--with your help--to be of maximum practical value to you. Please feel free to give me feedback--anonymously if you like--any time throughout the course.

POLICY PROJECT: Students are required to attack a policy problem close to their hearts--a problem whose solution promises significant benefits to themselves, their organizations, the people they serve, or society at large. That attack will involve selecting and clearly articulating the problem and its significance, applying concepts, competencies, and tools obtained in the course, describing the methods used and results obtained, evaluating feasible policy alternatives, and stating conclusions, recommendations, and policy implications targeted at ultimately solving or ameliorating the problem.

Please begin this process by first carefully reading (and heeding) my "Guidelines for Projects" handout. Do start on your project immediately by getting me to critique and approve a sketch of your project plan. To that end--and so that you can make the most of me and other resources early --please submit your first attempt at a plan no later than our third session. At the very least, such a plan should consist of one or two pages containing rough drafts of the following pieces (further detailed in my "Guidelines"):

1. your best shot at a succinct, convincing, and well-focused problem statement;

2. your project objectives or research questions; and,

3. your proposed methods.

Given that right now, you're not likely to be familiar with the methods we'll be covering, you can either omit the methods section, or review our schedule and take a shot at listing methods you think might apply, or simply methods you think you might like to learn in depth. Final policy papers, due on the last day of class, should be approximately 10 pages long, and contain all the pieces specified in the "Guidelines" including the completed cover page form.

COURSE ACTIVITIES: The course activities are detailed in the attached "Course Outline/Schedule."

YOUR FINAL COURSE GRADE will be the letter grade corresponding to the average of your (equally weighted) grade point equivalent scores for your midterm examination, and policy paper. I will grade the above work on a curve--based on my perceptions of the degree of challenge you took on, your growth relative to where you started in the course, and how well I prepared you to tackle that challenge.

CONDUCT OF CLASS SESSIONS: It's been said that 90% of success is just showing up at the right place at the right time. Success in this course works the same way (though the percentage differs.) All students are expected to be punctual in showing up for all class sessions and in returning from breaks. (Please let me know ahead of time if you know you have to miss a class.) Moreover, all students are expected to participate substantively in class discussion. If you happen to miss a class, please remember that you are responsible for all the material presented in class, much of which may not be in your texts or handouts. (You may wish to arrange to have a colleague tape the lecture and take good notes that you later borrow.)

DOCTORAL HONOR CODE: All aspects of Barry University's Policy on Dishonesty, as described in the Barry University Student Handbook (different from the Doctoral Student Handbook), apply to this course. I wish to add, that as doctoral-level scholars--and aspiring policy analysts, we have not the usual, but rather much higher and special standards to meet. Or in the words of a most highly respected educational researcher:

Educational research is no mere spectator sport, no mere intellectual game, no mere path to academic tenure and higher pay, not just a way to make a good living and even to become a big shot. It has moral obligations. The society that supports us cries out for better education for its children and youth--especially the poor ones, those at risk, those whose potential for a happy and productive life is all too often going desperately unrealized.

--N.L. Gage,

Educational Researcher

October 1989

IF YOU ARE HAVING TROUBLE WITH THE COURSE: Ask yourself if you are making the most of all the "safety nets" available to you. They include: 1) your notes from readings and lectures--come to all sessions because you are responsible for all the material presented in class, much of which may not be in your texts or handouts; 2) any specially-scheduled help sessions; 3) your texts and text supplements--read ahead of each lecture, and do all assignments early, not in a mad dash just before they're due; 4) your course description, course schedule, handouts, and other supplementary materials (including those available for limited check out in the library); 5) fellow students--avoid being an island unto yourself; 6) the Program support staff; and, finally, 7) me--during my office hours, by appointment, or via telephone.

STUDENTS WITH DISABILITIES: If you need any disability-related classroom accommodations or support services, I urge you to please discuss these with me--at your convenience, and in privacy or anonymity if you like--so that I can help you.

FOR OUR NEXT CLASS MEETING: Familiarize yourself with all the handouts, texts, and "Course Bibliography." Begin the required readings indicated on the course schedule, and start researching and articulating a policy problem as the first step towards submitting your policy project plan to me for feedback.

Best of Luck!RESOURCES

REQUIRED:

Bonser, Charles F. Policy Choices and Public Action, Prentice-Hall 1996. Englewood Cliffs, New Jersey. (Green hardback, 494 pages.)

OPTIONAL:

Theodoulou, Stella Z., and Matthew A. Cahn, Public Policy, The Essential Readings, Prentice-Hall 1995. Englewood Cliffs, New Jersey. (Green paperback, 402 pages.)

OTHER RECENT TEXTS:

Dye, Thomas R., Understanding Public Policy, 8th Edition, Prentice-Hall 1995. Englewood Cliffs, New Jersey. (Blue hardback, 342 pages. Recommended by Grover Starling.)

McCool, Daniel C. Public Policy, Theories, Models, and Concepts, An Anthology, Prentice-Hall 1995. Englewood Cliffs, New Jersey. (Green paperback, 412 pages.)

Patel, Kant, and Mark E. Rushefsky. Health Care Politics and Policy in America. M.E. Sharpe, Inc. Armonk, NY. 1995.

Peretz, Paul (Ed.). The Politics of American Economic Policy Making. M.E. Sharpe, Inc. Armonk, NY. 1987.

Roberts, Nancy C. and Paula J. King. Transforming Public Policy, Dynamics of Policy Entrepreneurship and Innovation. Jossey-Bass, San Francisco, CA. 1996.

Rodgers, Harrell R. Poor Women Poor Children, American Poverty in the 1990s, 3rd Ed. M.E. Sharpe, Inc. Armonk, NY. 1996.

Starling, Grover. Managing the Public Sector, 4th Ed., Wadsworth Inc. Belmont, Ca., 1993. (Excellent text covering a remarkable spectrum of public management topics and tools.)

Steward, Charles T. Healthy, Wealthy, or Wise? Issues in American Health Care Policy. M.E. Sharpe, Inc. Armonk, NY. 1995.

Wells, Donald T. and Chris R. Hamilton, The Policy Puzzle, Finding Solutions in the Diverse American System, Prentice-Hall 1996. Englewood Cliffs, New Jersey. (Turquoise hardback, 331 pages.)

Also, see the excellent bibliographies in the above texts. I will also share with you catalogs, interest group mailings, Internet addresses and home pages, and, furthermore, will encourage you to share with the class any policy-related resources that you might find.

COURSE BIBLIOGRAPHY

Ascher, Carol. "Urban School Finance: The Quest for Equal Educational Opportunity," ERIC Clearinghouse on Urban Education, No. 55, 1989.

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Baker, H. Kent. Financial Management. Harcourt Brace Jovanovich, College Outline Series. New York. 1987.

Barnett, W.S., and Escobar, C.M. (1987) "The Economics of Early Educational Intervention: A Review." Review of Educational Research, 57(4), 387-414.

Barnett, W.S., Benefit-cost Analysis of the Perry Preschool Program and It`s Long-Term Effects. Educational Evaluation and Policy Analysis, Vol.7 No.4, 333-342

Bartlett, Donald & James B. Steele. America: What Went Wrong? Universal Press Syndicate Co., Kansas City, 1992.

Belcher, David W. Compensation Administration. Prentice-Hall, Inc. Englewood Cliffs, NJ. 1974.

Benson, Charles S., The Economics of Public Education, 3rd ed., Houghton Mifflin. 1978. (Out of print.).

Berne, Robert and Stiefel, Leanna. The Measurment of Equity in School Finance, Conceptual, Methodological, and Empirical Dimensions. Johns Hopkins University Press. Baltimore, MD. 1984.Berne, Robert and Stiefel, Leanna. "Measuring the Equity of School Finance Policies: A Conceptual and Empirical Analysis,". Policy Analysis. 7: 47-69. Winter 1981.

Bloom and Fischer, Evaluating Practice, Guidelines for the Accountable Professional (Human services statistics and evaluation book used by Social Work Department's Fike and Cherry).

Bowen and Peyton. How to Get the Most Out of CompuServe, Bantam Computer Books. New York. 1989.

Brewer, Garry D., and Peter deLeon, The Foundations of Policy Analysis, The Dorsey Press, Chicago, Illinois, 1983.

Brigham, Eugene F. Fundamentals of Financial Management, 6th Ed. The Dryden Press--Harcourt Brace Jovanovich, New York. 1992. (I believe that this is the best selling text book on financial Management.)

Brigham, Eugene F. & Louis C. Gapenski. Cases in Financial Management Theory and Practice, 6th Ed. The Dryden Press--Harcourt Brace Jovanovich, New York. 1990.

Brigham, Eugene F. & Louis C. Gapenski. Financial Management Theory and Practice, 6th Ed. The Dryden Press--Harcourt Brace Jovanovich, New York. 1991.

Burns, Patrick J. Using Quattro Pro 4, Special Edition. Que Corp. Carmel IN. 1992.

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Children's Defense Fund. "Where to Find Data About Adolescents and Young Adults: A Guide to Sources." Children's Defense Fund, Washington, D.C. 1983. Telephone: (202) 628-8787. Other good CDF publications include: "S.O.S. America!, A Children's Defense Budget"; "Lobbying and Political Activity for Nonprofits, What You Can (and Can't) Do Under Federal Law"; and, "An Advocate's Guide to Fund Raising."

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Finkler and Korner, W.B. Saunders, Financial Management for Nurse Managers and Executives, HBJ, Philadelphia, PA.

Forbes. "75th Anniversary Issue: Why We Feel So Bad," September 14, 1992. (A number of authors respond. The piece by John Updike is especially good.)

Fox, Marianne B. Introduction to Business Software. Que Corp. Carmel IN. 1992.

Friedlob, George T. and Franklin Plewa, Jr. Financial and Business Statements. Barrons. New York, NY. 1991.

Fruhan, Jr. William E., W. Carl Kester, Scott P. Mason, Thomas Piper, Richard Ruback. Case Problems in Finance, 10th Ed. Irwin, Homewood IL. 1992. (Comes with diskette of Lotus templates.)

Fry, Earl H. "Is The United States a Declining Economic Power?" Business In The Contemporary World. Summer 1989.

Fukuyama, Francis. The End of History and the Last Man. Free Press, 1992. (High praise from conservatives on the book jacket. This book is based on an article that Fukuyama wrote that caught the attention of many intellectuals, and got wide popular press. Fukuyama used to work at Rand.)

Gleick, James. Chaos: Making a New Science. Penquin Books, 1987. (Tom Peters jumped on this Chaos band wagon, naming his 1988 book Thriving on Chaos. I also have some related articles.)

Gore, Albert. Earth in the Balance, Ecology and the Human Spirit. Plume, New York. 1993.

Gore, A. Infrastructure for the Global Village. Scientific American, September, 1991.

Grenier, Guillermo J., & Alex Stepick III (eds.). Miami Now, Immigration, Ethnicity, and Social Change. University Press of Florida, Miami. 1992.

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Newton, Lisa H. (Editor). Ethics in America Study Guide. Prentice Hall, Englewood Cliffs, NJ. 1989.

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Rolde, Neil. Your Money or Your Health: America's Cruel, Bureaucratic, and Horrendously Expensive Health Care System; How it Got That Way, and What to Do About It. Paragon House, New York, 1992. ($24.00)

Rosecrance, Richard. America's Economic Resurgence. Harper & Row, New York, NY, 1990.

Rumberger, R. W. "The Impact of Salary Differentials on Teacher Shortages and Turnover: The Case of Mathematics and Science Teachers." Economics of Educational Review, Vol.6, No.4, 389-400. 1987.

Sacco, John F. and John W. Ostrowski. Microcomputers and Government Management, Design and Use of Applications, Brooks/Cole Publishing Company: Pacific Grove, CA, 1991.

Samuelson, Paul A. Economics 10th ed (or any edition thereafter). McGraw-Hill. 1973.

Schlesinger, Arthur M. Jr. The Disuniting of America, Reflections on a Multicultural Society. W.W. Norton Co., New York, 1992.

Schorr, Lisbeth B. with Daniel Schorr. Within Our Reach, Breaking the Cycle of Disadvantage. An Anchor Book published by Doubleday, a Division of Bantam Doubleday Dell Publishing Group, Inc. New York, NY, 1989.

Scitovsky, Tibor. The Joyless Economy, An Inquiry into Human Satisfaction and Consumer Dissatisfaction. Oxford University Press. 1976.

Sergiovanni, Thomas J., Martin Burlingame, Fred S. Coombs and Paul W. Thurston. Educational Governance and Administration, 2nd. Ed., Prentice Hall, Englewood Cliffs, NJ, 1987.

Sergiovanni, Thomas J. and John H. Moore. Schooling for Tomorrow, Directing Reforms to Issues that Count. Allyn and Bacon. 1989.

Shafritz, Jay .M., and J. Steven Ott. Classics of Organizational Theory, 2nd Ed. Dorsey Press, Chicago, IL, 1987.Shafritz, Jay .M., & Albert C. Hyde. Classics of Public Administration, 2nd Ed. Dorsey Press, Chicago, IL, 1987.

Smith, Adam. An Inquiry into the Nature and Causes of the Wealth of Nations Edited version by Edwin Cannan, 1937. The Modern Library. 1937. (Originally published 1776.).

Smith, Page. Killing the Spirit, Higher Education in America. Viking Penquin, New York, NY. 1990.

Spurga, Ronald C. Balance Sheet Basics, Financial Management for Nonfinancial Managers. Mentor Penguin Group. New York, NY. 1986.

Starling, Grover. Managing the Public Sector, 4th Ed., Wadsworth Inc. Belmont, Ca., 1993. (Excellent brand new text covering a remarkable spectrum of public management topics and tools.)

Starling, Grover. Strategies for Policy Making, The Dorsey Press, Chicago, IL, 1988. (Starling is Director, Center for the Management of Advanced Technology, Professor, School of Business and Public Administration, University of Houston--Clear Lake.)

Steiss, Alan W. Financial Management in Public Organizations. Brooks/Cole Publishing Co., Pacific Grove, Ca. 1989.

Stokey and Zeckhauser. Primer for Policy Analysis, W.W. Norton and Co. New York. 1978. Paperback backup for our coverage of cost-benefit analysis (Chapter 9), discounting (Chapter 10), and policy analysis (Chapters 13-15).

Stone, Wilfred, and J.G. Bell. Prose Style, A Handbook for Writers, McGraw-Hill, 1983. Best book I know of on writing.

Swanson, Austin D. and Richard A. King. School Finance, Its Economics and Politics. Longman. New York, NY. 1991.

Thompson, David C., R. Craig Wood, and David S. Honeyman. Fiscal Leadership for Schools. New York, NY: Longman. 1994.

Thurow, Lester. Head to Head, The Coming Economic Battle Among Japan, Europe, and America. William Morrow and Co. New York. 1992.

Toffler, Alvin. Power Shift. New York: Bantam Books. 1991.

Toffler, Alvin. The Third Wave. New York: Bantam Books. 1980.

Tufte, Edward R. Data Analysis for Politics and Policy, Prentice-Hall, Inc., Englewood Cliffs, New Jersey, 1974.

Tufte, Edward R. Envisioning Information. Graphics Press. Cheshire, CN. 1990.

Tufte, Edward R. The Visual Display of Quantitative Information. Graphics Press. Cheshire, CN. 1990.

University of Chicago Press. Chicago Guide to Preparing Electronic Manuscripts for Authors and Publishers, by the staff of the University of Chicago Press, Chicago, IL. 1987. A guide targeted to help authors submit manuscripts in electronic form.

U.S. Department of Education, OERI. "U.S. Office of Education Wall Chart" [comparing school finance systems for each of the 50 states]. 1987, 88, 89.(call OERI at 1-800-424-1616).

U.S. Department of Education, Office of Educational Research and Improvement. Digest of Educational Statistics, 1992. Also: Youth Indicators 1991, Trends in the Well-Being of American Youth. For sale by the Superintendent of Documents, U.S.Government Printing Office, Washington, D.C.20402. Also try the U.S. Department of Education's free "Information Services" line: 1-800-424-1616).

U.S. Department of Education, Office of Educational Research and Improvement. "Reaching for Excellence, An Effective Schools Source Book." OERI, Washington D.C. 1985.

U.S. Department of Education, Office of Educational Research and Improvement. "Teacher Incentive Programs in the Public Schools." For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C.20402. Also try the U.S. Department of Education's free "Information Services" line: 1-800-424-1616). 1988.

U.S. Department of Education, "A Nation at Risk, The Imperative for Educational Reform." A report to the nation and the Secretary of Education by the National Commission on Excellence in Education, David P. Gardner, (Chair). April, 1983. Available through Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. See also Passow, Harry. "Reforming Schools in the 1980s, A Critical Review of the National Reports." ERIC. 1984.

U.S. Office of Technology Assessment. Power On!, New Tools for Teaching and Learning. 1988. U.S. Government Printing Office, Washington, DC 20402.

Van Geel, Tyll and Martha M. McCarthy, The Courts and American Education Law, Prometheus Books, Buffalo, NY, 1987.

Valente, William D. Law in the Schools, 3rd Ed. Merrill, an imprint of Macmillan Publishing Company, New York, 1994.

Walberg, Herbert J. and William J. Fowler. "Expenditure and Size Efficiencies of Public School Districts." Educational Researcher. October 1987.

Walberg, Herbert J. "Improving the Productivity of America's Schools." Educational Leadership., May, 1984.

Walton, Mary. The Deming Management Method. Perigee Books, New York. 1986.

Webb, L. Dean, Martha M. McCarthy, and Stephen B. Thomas. Financing Elementary and Secondary Education. Columbus Ohio: Merrill Publishing Company. 1988.

Webb, L.Dean and Mueller, Van D. Managing Limited Resources: New Demands on Public School Management. Ballinger. 1984.

Weiler, Daniel (Study Director). "A Public School Voucher Demonstration: The First Year at Alum Rock." Santa Monica, CA: Rand. June, 1974.

Welch, Susan, and John C. Comer. Quantitative Methods for Public Administration, Dorsey Press. 1988. (Good paperback back up for our coverage of regression and cost-benefit analysis. Also helpful in statistical methods.)

Wildavsky, Aaron, Speaking Truth to Power, The Art and Craft of Policy Analysis, Transaction Publishers, New Brunswick, New Jersey, 1989.

Wood, R. Craig (Ed.). Principles of School Business Management. Association of School Business Officials International. ASBO Headquarters. Reston VA (Tel: 703-478-0405). 1986.