DPLS 703sp09 Global Systems and Policy Analysis
Spring 2009 3 Credit
Last update March 20 to add two readings for session 6 on American health care. Jan.18, 2009 to add link to the DRAFT Template Instruction in Session 1.
Professor: James Beebe
Office: Fuller/Tilford 226
Office Phone: (509) 323-3484
Home phone: (509) 456-2571
Office hours: Friday 4:00-5:30. Call for appointments at other times
email: beebe@gonzaga.edu
Class dates Jan 17, 31, Feb 14, 28, Mar 7, April 4, 18. Note no class on March 21
ASSIGNMENTS ARE DUE BEFORE EACH CLASS SESSION, INCLUDING THE FIRST SESSION ON Jan 17.
Blackboard http://blackboard.gonzaga.edu/ available for class.
Session 1: Jan 17. Introduction to the Course, Systems Thinking, Soft Systems, Critique of Systems Thinking, Computer Use in the Course
Session 2: Jan 31. Senge's Learning Organizations and Introduction to Global Issues
Session 3: Feb 14. Policy as the Interface with Social and Global Systems, Framing Issues, and Policy and Change
Session 4: Feb 25. Globalization and World Poverty
Session 5: Mar 7. Gender as a Social System
Session 6: April 4. Health Care as a Social System
Session 7: April 18. Rethinking Policy and the Role of the Leader, Evaluating Policy Strategies
COURSE DESCRIPTION
This course is designed to provide students with a solid understanding of the concepts linking leadership to global and social systems, with special attention to the role of policy analysis as a critical connection between leadership and systems.
COURSE OBJECTIVES
We will be taking a systems approach to the design of the course and your input as part of the learning community is needed. Expect some things not to work and be part of the process to change the course.
This course is about systems thinking.
By the end of the course students will be able to:
- Define systems thinking and its relevance to leadership with special attention to global and social systems.
- Identify and differentiate between several approaches to systems thinking and identify the key points in the critique of systems thinking..
- Identify the key point of Senge learning organizations.
- Apply Stone's approach to policy analysis.
- Discuss the relationship of a systems approach to globalization and world poverty, gender, and health care.
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. This course will experiment with the use of "Learning Teams." Everyone will be assigned by the instructor to a team with either four or five members. Reading, having the opportunity 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 gain a deeper understanding of the content. Written assignments are designed to provide opportunities to experiment with the application of concepts. Sharing written assignments with members of a Learning Team before class and class interaction making use of Learning Teams should help students learn from the experiences of each other. Students who have laptop computers may want to bring them since each Learning Team will need a laptop for some activities.
Information for Assignment to Learning Teams
At least three days before the first class session, post the following information at the class Blackboard site.
1. Your name and the name you would like to be called. For example James Beebe, "James."
2. The number of courses you have already taken in the Doctoral Program and the number of other courses you are taking this term.
3. Your age (in general terms, such as 40-50).
4. A brief introduction to who you are, your work, your family, your dreams. Not more than four to six sentences (not to exceed 300 words).
5. Recognizing that there are many kinds of diversity, what diversity would you bring to a Learning Team.
6. Phone numbers and email addresses where other Learning Team Members can contact you.
**If you do not have a Gonzaga University ID card with a picture, please get one as soon as you can (for out of town students, when you arrive on campus).
Optional Centering Activities
Either as individuals or as groups, you are invited to sign up to provide a short, not to exceed 7 to 10 minute, centering activity. Centering activities are presented at the beginning of class and after the break. In the past, centering activities have included reading, chants, music, games, and art. This is an opportunity to stretch you imagination while providing a change of pace as we begin class. Please indicate on BlackBoard when you would like to lead a centering activity. Please note this is optional.
WEB BASED SYLLABUS, EMAIL, BLACKBOARD, AND BLOGS
It will make it easier to return to the course syllabus, the Blog, and the Blackboard 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 top 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" or "refresh."
Email and the Web
Before the first class session students are expected to have access to email, the Web, and Blackboard. Email accounts are available on campus. Email, the Web and Blackboard can be accessed from computer on campus or from your home or place of work if you have a computer and modem. You will need to either regularly check the email address that is listed in BlackBoard (usually the Gonzaga email account) or set up this account to automatically forward your mail to an address you usually check. Information about Accessing Blackboard. If you have trouble accessing the Blackboard site, please contact desk top support (509 323 5550). If you still do not have access by three days before the first class session, send me an email to beebe@gonzaga.edu and then post the information as soon as you have access.
Blog Information
Blog http://en.wikipedia.org/wiki/Blog From Wikipedia, the free encyclopedia. More than you wanted to know.
Blogs in DPLS 703. Each learning team in the class will be expected to maintain a Blog for the course. The purpose of the blog is to allow the members of the learning team to reflect on what they have learned, new insights gained, or their feelings, etc. about the material we cover in the course. For this to work, everyone in the learning team will need to login to the blog, read what others have posted, and then contribute their own thoughts. The blog is not meant to duplicate the postings on Blackboard or other assignments, but to provide an opportunity AFTER the class to reflect on what has changed in your thinking about the topic. This could be surprise or boredom, but I would hope not. It could be something from the class discussions, readings, the blackboard postings of a classmate, the news, or a dream, etc. Everyone in a learning team will start with the same user name and password. You can, if you want to, create your own username. Since everyone in the learning team has the same username, you will want to identify anything you post by your first name. These are not public blogs. The only way anyone can see the contents of the blog is to have a username and password. The four blogs have the original names of AteamDPLS703, BteamDPLS703, CteamDPLS703, and DteamDPLS703. The url for the blogs is http://blogs.gonzaga.edu/AteamDPLS703, etc. (you must replace the letter A with B, C, or D depending on the team you are assigned to). You can find the usernames and passwords for each blog on blackboard Course Documents. Feel free to experiment before the first session. I will demonstrate the use of the blog during the first session. Please note that this is my first time to set up a blog and to try to use it during class, so expect some things not to work.
pdf files
To open and read .pdf files on the web and Blackboard Documents, you must have Adobe Reader on your computer. The software is FREE. Download the latest version of Adobe Reader (9 as of October 30, 2008) Note the default operating system is Microsoft Vista, click on “Different language or operating system?” to change operating systems. Printing pdf file.
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 (I) until the assignments are done. Please note that after the new next term begins, even when the grade has been change, the I will remain as part of the grade on your transcript. For example, the I will become an IC. 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) or even one assignment that involves other students can reduce your grade by a half letter (for example A to A-). It is important to keep up. Taking longer than 30 days following the last class session to complete all assignments will reduce your grade by a full letter (for example A- to B-). Written assignments asking for comments on the work of others will not be "graded" or commented upon by the instructor. They are designed to facilitate mastery of the material covered in the course. You may receive an email from me that will not be posted to Blackboard. Assignments where you can expect written comments are noted. It is important to keep up.
REQUIRED TEXTS
Anderson, V. & Johnson, L. (1997). Systems thinking basics: From concepts to casual loops. Waltham, MA: Pegasus Communications ISBN 1883823129
Lakoff, G. (2008). The political mind: Why you can't understand 21st-century American Politics with an 18th-century brain. New York: Penguin/Viking ISBN 9780670019274
Rothenberg, P. S. (Ed.) (2006). Beyond borders: Thinking critically about global issues. New York: Worth
Rhode, D. L. (Ed.) (2003). The difference "difference" makes: Women and leadership. Stanford., CA: Stanford University Press ISBN: 0804746354
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency ISBN: 0385260954
Stone, Deborah A. (2002). Policy paradox: The art of political decision making. Revised Edition. New York: Norton. ISBN: 0393976254
OPTIONAL TEXTS
You will need the Fifth Edition of the APA Publication Manual. Strongly suggested in addition to the APA Publication Manual is Perrin, R. (2007) Pocket guide to APA style (2nd ed.). Boston: Houghton Mifflin. Also strongly suggested is any basic book on the use of MS Word such as See it done: Do it yourself, Easy Word (Que), Using Microsoft Word (Que), Teach Yourself Visually Microsoft Word (Maran).
Books can be purchased in person or on-line at the Gonzaga bookstore (ask about special arrangements for students from Canada)
http://www.bookstore.gonzaga.edu/ .
Best prices for new and used copies for most of these books also can be found at
http://www.bookfinder.com/
SCHEDULE AND SESSIONS
SESSION 1
Session 1: Jan 17, Introduction to the Course, Systems Thinking, Soft Systems, Critique of Systems Thinking, Computer Use in the Course
INTRODUCTION Course, syllabus, each other
A. System Thinking
Systems theory from Wikipedia, the free encyclopedia Systems thinking from Wikipedia, the free encyclopedia.
A Systems Thinking Primer (2002) by Three Sigma
Anderson & Johnson (1997). Systems thinking basics: From concepts to casual loops (pp. vii-94).
B. Introduction to Soft Systems
Sasse, M. A. and Fulton, D. (n.d.). Defining the problem: Soft Systems Methodology In Systems Analysis and Design: Essential Concepts and Skills.
**Soft Systems Thinking power point presentation by Andy Laws, Liverpool John Moores University
Checkland, P. BBC Interview with Peter Checkland pdf file with transcript of interview
Systems Thinking (comparison of hard and soft systems) JISC infoNet
**OPTIONAL discussion of Soft Systems Methodology Andrew Finegan (1994) Soft Systems Methodology: An Alternative Approach to Knowledge Elicitation in Complex and Poorly Defined Systems Link corrected 16 Jan
**OPTIONAL discussion of Soft Systems Methodology by Peter Weeks (n.d.) Applying Systems Thinking to non-systemic situations. Explanation of Soft Systems Methdology of Checkland. ('81) from 12Manage, The Executive Fast Track
C. Critique of Systems Thinking
Stacy, R. D., Griffin, D., & Shaw, P. (2000). Limits of systems thinking: Focusing on knowable futures In Complexity and Management: Fad or radical challenge to systems thinking? (pp. 56-84). New York: Routledge. (Blackboard document .pdf file).
Luoma, Jukka, Hämäläinen, Raimo P. & Saarinen, Esa (2007) Coping with complexity: Systems thinking, complex responsive processes, and systems intelligence. Helsinki University of Technology (useful summary and review of the arguments of Stacy et al.)
D. Discussion of the requirements for the short paper.
E. Use of the computer for the course.
Useful Information What is a Scholarly Paper?
Paper Format
Paper Template (version with table of contents and abstract)
White Book Instructionsfor the template are in DRAFT and primarly apply to MS Word 2003 but should be useful to users of MS Word 2007. Added Jan 18, 2009
Paper Rubric
Red Book Doctoral Program's Guide to Style and Mechanics
RefWorks at Gonzaga
Template Instructions, The White Book. Course Document (NEED LINKS)
University of Iowa Introduction to MS Word 2007 (.pdf)
Use of MS Word (any of the books about using MS Word).
Written assignment: (a) Identify the main characteristics of a systems approach with special attention to A Systems Thinking Primer and Anderson and Johnson. (b) Explore how a soft systems and a hard systems approach differ and consider when each might be appropriate. (c) What is the central argument against a systems approach according to Stacy et al. and Luoma et al. and what is your subjective response to these arguments? (d) Identify and briefly describe an organizational/leadership issue that involves policy that you are interested in and would like to explore during the course. (You can change the topic later if you want.) and identify the steps in a soft systems methodology based on Checkland or the web sites that discuss his work and apply this to the issue you identified. (d) Prepare a paragraph on whether and how a systems approach and/or soft systems methodology might be relevant to the design and implementation of this course. Responses to a, b, c, and d should not exceed 200 words each. Post by 5:00 PM on the day before the class, to the Blackboard Discussion Board http://blackboard.gonzaga.edu/. Learning Team assignments will be made at least three days before the first session. If you are ready to post your assignment before assignments are made or if you have not been assigned to a Learning Team, post your assignment to the "Session 1, Class" forum. Once you have been assigned to a Learning Team, delete your posting from the Class forum and re-post to your Learning Team Forum.
Post by 5:00 PM on the day of the class a sentence or two in response to each of the other members of your Learning Team identifying something you have learned or insight you have gained from their posting.
If you have a problem posting the assignments, please bring it on a disk to the the first session. If you do not know your log-in and password, please call the help desk at 323-5550. FOR BLACKBOARD POSTS, use page numbers based on APA for references to the text, including materials you paraphrase. Include a list of references based on APA (you cannot use a hanging indent in regular BlackBoard).
SESSION 2
Session 2: Jan 31, Senge's Learning Organizations and Introduction to Global Issues
A. Discussion of the short papers, issues of narratives, voice, use of the template, style, format. Discussion of the requirements for the Policy Paper.
B. Senge and Learning Organizations
Senge (1990).The fifth discipline: The art and practice of the learning organization.
Webber, A. M. (1999). Learning for a Change. FastCompany.com. Based on an interview with Peter Senge who now says that for change, we need to stop thinking like mechanics and to start acting like gardeners. from http://www.c4oe.com/learning_for_a_change.htm
Critique of Peter M. Senge's The Fifth Discipline: The Art and Practice of the Learning Organization by Caryn Mo Yayi.
C. Discussion on the relationship of systems thinking to learning organizations. Discussion of the use of Causal Loops and Soft Systems for examining learning organizations.
D. Learning Team activity: Consideration of the extent to which the DPLS 703 is or could be a learning organization. Use of Causal Loops and Soft Systems to examine the DPLS 703 class. If you were the instructor, how would you make the course more of a learning organization? If you are not the instructor, what would be your strategy for influencing the changes in the class?
E. Introduction to Thinking About Global Issues
Rothenberg, P. (2006). Putting Things in Perspective In P. Rothenberg (Ed.), Beyond Borders (pp. 2-6).
Monk, J. (2006). Are Things What They Seem to Be? Reading Maps and Statistics. In P. Rothenberg (Ed.), Beyond Borders (pp. 16-26).
Bulbeck, C. (2006). Fracturing Binarisms: First and Third Worlds. In P. Rothenberg (Ed.), Beyond Borders (pp. 37-40).
Schwalbe, M. (2006). The Cost of American Privilege. In P. Rothenberg (Ed.), Beyond Borders (pp. 603-605).
F. Discussion of the relationship of systems, systems thinking, and global systems.
Written Assignment:
(a) Paper, not exceeding 1,100 words (including 100 word abstract, table of contents, list of references), using the Doctoral Program paper format, and APA for references. Paper topic is the relevance of Senge's learning organization to systems thinking to the issue you identified in part d of Session 1 Blackboard assignment. Post to blackboard at your Learning Team as an attachment by 5:00 PM three days before the class. (b) Everyone should download and read the paper of everyone else in their Learning Team ONLY AFTER YOU HAVE POSTED YOUR PAPER. Identify something you have learned from their paper and make at least one suggestion for improving the substance of their paper. In addition, identifications of APA problems will be appreciated by your team mates. (c) Identify and discuss what you found most suprising in the Introduction to Thinking About Global Issues articles (Rothenberg, Monk, Bulbeck, and Schwalbe). Responses to b, and c should not exceed 200 words each and should be posted to Blackboard by 5:00pm on the day before the class.
SESSION 3
UPDATED December 18
Session 3: Feb 14, Policy as the Interface with Social and Global Systems, Framing Issues, and Policy and Change
A. Introduction to the policy process. Very General!
Steps Toward a Credible and Inclusive Public Policy Process Women in Public Policy Project. from http://dawn.thot.net/wipp/wipp_steps.html
Communicating in the Policy Process: Introduction. Catherine Smith (2005).
B. Introduction to policy analysis.
Stone (2002). Policy paradox: The art of political decision making. (Chapters 1-15 and Conclusion. Focus on 1, 2, 6-14, and Conclusion)
C. Framing the Issue
Framing the Problem: Introduction Catherine Smith (2005).
Lakoff, G. (2008).The Political Mind. pp. 113-271. Some of this material is a very partisan presentation about framing. We are NOT reading it for the political message, but for the introduction to the concept of framing issues.
D. Bringing about change
Rothenberg, P. (2006). Toward A More Equitable Future: Grassroots Movements for Social Change. In P. Rothenberg Beyond Borders (pp. 573-575).
Hollister, D. C. On Organizing: From the Kitchen of David C. Hollister, A Simple Recipe for Social Change by Michigan State Representative David Hollister. from http://www.educ.msu.edu/epfp/dh/
Learning Team discussion of strategies for bringing about change.
Written Assignment:
As soon as possible but not later than 5:00 one day before this class session, post your proposed final paper topic (see Assignment, Session 7) to the Discussion Board. Identify a specific issue or situation a leader might face and then describe the most important implication of systems thinking for leadership in this situation. Defend your position with a combination of references from the class (and other materials in addition to materials from the class if appropriate). This paper needs to be focused on a specific, limited situation to which you can apply one or two important concepts about systems thinking from the course. Avoid topics so broad they could not be covered in a dissertation or book.
(a) Identify the one of two most important points Stone makes in each chapters 1, 2, 6-14. (b) To what extent is policy analysis as discussed by Stone an exercise in systems thinking? (c) Apply one or more of Stone's points to your policy issues identified in Session 1. (d) What, if anything, does Lakoff add to Stone's arguments? (e) Based on your policy issues, identify a specific policy you might want to influence and briefly describe the relevance of framing and the ideas of Lakoff to accomplish this.
Parts a, b, c, and d should not exceed 200 words each. Part e should not exceed 300 words. Post to your Blackboard Learning Team Forum by 5:00pm one days before class. (d) Read the responses of everyone in your Learning Team and respond to their suggestions for policy change for their policy issue by using REPLY prior to class.
Blog assignment
SESSION 4
Session 4: Feb 28, Globalization and World Poverty
A. Global Citizens
Gerzon, M. Becoming Global Citizens: Finding Common Ground In a World of Differences. from
http://www.mediatorsfoundation.org/relatedreading/becoming_global_citizens.pdf
B. Poverty and Inequality, Imperalism, and Colonialism
Williams, W. A. (2006). Empire as a way of life. In P. Rothenberg (Ed.), Beyond Borders (pp. 81-88).
Rodney, W. (2006). How Europe underdeveloped Africa. In P. Rothenberg (Ed.), Beyond Borders (pp.107-125).
Hassett, K. A. & Shapiro, R. (2006). How Europe sows misery in Africa. In P. Rothenberg (Ed.), Beyond Borders (p. 547-550).
Rothenberg, P. (2006). Poverty, inequality, and structural violence. In P. Rothenberg (Ed.), Beyond Borders (pp. 317-321).
Black, J. K. (2006). Inequality in the global village. In P. Rothenberg (Ed.), Beyond Borders (pp. 323-330).
Yates, M. (2006). Poverty and inequality in the global economy. In P. Rothenberg (Ed.), Beyond Borders (pp. 330-339).
UN Bulletin on the eradication of poverty (2006). World poverty and hunger fact sheet. In P. Rothenberg (Ed.), Beyond Borders (pp. 398-399).
C. Globalization
Eitzen, D. S. and Zinn, M. B (2006). Introduction (to book), In Eitzen and Zinn (Eds) Globalization (pp. 1-11). Blackboard Course Document
Giddens, A. (2006). Globalization. In Eitzen and Zinn (Eds) Globalization (pp. 15-2. Blackboard Course Document
Friedman, T. (2006). Opening scene: The world is ten years old. In Eitzen and Zinn (Eds) Globalization (pp. 21-29). BlackBoard Course Document
Udayakumar, S. P. (2006). Race, poverty and globalization. In P. Rothenberg (Ed.) Beyond Borders (pp. 419-431).
Chossudovsky, M. (2006). The globalization of poverty. In P. Rothenberg (Ed.) Beyond Borders (pp. 453-461).
Stiglitz, J. (2006). Globalization and Its Discontents: The Promise of Global Institutions. In P. Rothenberg (Ed.), Beyond Borders (pp. 419-431).
Bhagwati, J. N. In Defense of Globalization. (Chapter one, pdf file). From http://www.cfr.org/content/publications/attachments/Defense_Globalization_chap01.pdf
Cooper, R. N. (2004). A False Alarm: Overcoming Globalization's Discontents. Foreign Affairs (Book review of In Defense of Globalization). from http://www.foreignaffairs.org/20040101fareviewessay83114/richard-n-cooper/a-false-alarm-overcoming-globalization-s-discontents.html
D. Understanding Economic Systems and Possible Solutions
Natural Capitalism
Hawken, P. , Lovins, A., and Lovins, L. H., (1999). Natural Capitalism Book Excerpts and Downloadable Chapters
Chapter 1. The Next Revolution (pp 1-21) (.pdf)
Chapter 2. Reinventing the Wheels: Hypercars and Neighborhoods (pp. 22-47) (.pdf)
Chapter 14. Human Capitalism (pp. 285-308) (.pdf)
Chapter 15. Once Upon a Planet (pp. 309-322)
The Management Interview: Amory Lovins, one of the authors of Natural Capitalism, New Zealand Management, 2003
E. Intangible Wealth
World Bank (2005). Where Is the Wealth of Nations? Conference Edition.
Bailey (2007). The Secrets of Intangible Wealth (Comments on World Bank 2005).
F. End of Poverty
The End of Poverty: An Interview with Jeffrey Sachs By Onnesha Roychoudhuri, Mother Jones, May 6, 2005
The End of Poverty: Economic Possibilities for Our Time Jeffrey Sachs, Interview Introduction, Remarks, and Questions and Answers by Joanne J. Myers March 30, 2005 Carnegie Council
Jeffrey Sachs From Wikipedia, the free encyclopedia
Cassidy, J. (2005) Always With Us, Jeffrey Sachs' plan to eradicate world poverty. The New Yorker. from http://www.newyorker.com/archive/2005/04/11/050411crbo_books
Harman, C. (June, 2005) The End of Poverty? Socialist Review. from http://www.socialistreview.org.uk/article.php?articlenumber=9429
G. Development
Miles, M. The myth of catching-up development, In P. Rothenberg (Ed.) Beyond Borders (pp. 150-157).
Development As If the World Mattered. Hunter Lovins (2006). http://www.agora.forwomeninscience.com/sustainable_development/2006/07/development_as_if_the_world_ma.php
Global Supply Chains/Flat World
Pink, D. H. (May,2005) Interview with Friedman: Why the World Is Flat. Wired Magazine. From http://www.wired.com/wired/archive/13.05/friedman.html
Zakaria, F. (2005). The Wealth of Yet More Nations. From http://www.fareedzakaria.com/ARTICLES/nyt/nytreview050105.html
Taibbi, M. (2005) Flathead: The peculiar genius of Thomas L. Friedman. New York Press. from http://www.nypress.com/18/16/news&columns/taibbi.cfm
H. Ethics and Issues
Catholic Social Teaching from Wikipedia
I. Development Experience
Report on a development activity in South Africa by James Beebe
Written Assignment:
(a) To what extent do you think Gerzon's Global Citizen concept makes sense and to what extent are you a Global Citizen. What might you do to change this? (b) After doing the readings on Globalization, choose to state a summary statement either "for" or "against" globalization, and support with references to the articles and your own experience. (c) Speculate on how poverty and inequality in Spokane is related to Global Poverty and inequality. What are your assumptions about systems? (d) To what extent is Hawken, Lovins, & Hungter's Natural Capitalism OR the World Bank's Where is the Weath of Nations, a system as discussed by Anderson and Johnson (or if you prefer Checkland)? (e) Consider the implications of either Natural Capitalism, Wealth of Nations, or the End of Poverty for your policy issues, (f) What values (concerns/biases/prejudices) do I bring to understanding/responding to social issues? How do I articulate and justify them? What difference do they make in my community? What networks support me in developing/strengthening these values?
Parts a, b, c, d, and e should not exceed 200 words each and part f should not exceed 350 words. Post to your Blackboard Learning Team Forum by 5:00pm two days before class. Read the responses of everyone in your Learning Team and write a response not to exceed 200 words to their posting with special attention to their part e. Post to Blackboard before the next class.
Blog assignment
SESSION 5
Session 5: Mar 7, Gender as a Social System
One Fine Day (video)
The next day simulation.
This session will be based on having everyone read and comment on some introductory materials and then having the Learning Teams take responsibility for more depth on selected topics and reporting to the groups what they have learned as well as the questions they developed.
Consider " An individual or position is feminist when it expresses a commitment to eliminating the subordination of women in society."
The Introduction materials to be read by everyone include:
Introduction to Feminism. Stanford Encyclopedia of Philosophy
http://www.mit.edu/~shaslang/papers/femintro.html Section II B
Rhode (2003). pp. 3-34
Written assignment to be done by everyone and posted to Blackboard. (a) Based on the reading about feminism, how would you define the concept. Provide specific references to the readings where appropriate. (b) Do you identify yourself as a feminist and why? What, if any, difference would that make to your policy issues? (c) To what extent does gender impact leadership.
Parts a, b, and c, should not exceed 200 words each. Post to your Blackboard Learning Team Forum by 5:00pm two days before class.
Each Learning team will select one of these four topics: (a) Feminism, (b) Gender equity, (c) Women and Leadership, or (d) topic defined by the Learning Team. Learning teams should identify the topic they want to address by posting a message to Blackboard.
Prior to class, Learning Teams will need to decide on how they will use the class time. As a group you may decide to cover alternative material than what is identified in the syllabus. You should feel free to experiment with the presentation of material to the members of your class who are not in your group. Posting to Blackboard can (except where noted otherwise) be done by a representatfive of the Learning Team or by each member of the Learning Team. Each Learning Team will have 20 minutes to make their presentation and lead discussion on their material. You are encouraged to use the Blog to decide on your presentation or you can create an online group or use Blackboard.
A. Feminism
hooks, B. (Dec.,1995) Black Women Shaping Feminist Theory. BlackBoard Course Document
Challenging Capitalism & Patriarchy: (1995) Third World Viewpoint interviews. bell hooks.
Introduction to Feminism. Stanford Encyclopedia of Philosophy
http://www.mit.edu/~shaslang/papers/femintro.html
Ross, K.L. (n.d.). A response. Feminism (after C.G. Jung, F.A. Hayek, Ayn Rand, Warren Farrell, Camille Paglia, & Christina Hoff Sommers). http://www.friesian.com/feminism.htm
Written assignment to be done by Learning Team that selected Topic A and posted to Blackboard. (a) Compare and contrast at least three different understandings of feminism. (b) What does bell hooks bring to the dialogue? (c) Identify arguments for and against including feminism in a leadership program. Post to Blackboard before 5:00 two days before class (max 350 words)
Before 5:00 pm on the day of the class, each member identifies what he or she gained from reading the assignments of the other Team members.
Blog assignment.
B. Gender Equity in Higher Education
Data at Gonzaga University ranksex04
A Study of the Status of Women Faculty in Science at MIT (html) Printable Version (pdf format)
How a Committee on Women Faculty came to be established by the Dean of the School of Science, what the Committee and the Dean learned and accomplished, and recommendations for the future.
Maria M Ferreira (2006) Succeeding in Academia: Practical Strategies for Achieving Tenure and Promotion at Research Universities. From Advancing women in leadership. Online Journal. Volume 21, Fall 2006.
Women-Related Higher Education Web Sites Joan Korenman (2006) http://userpages.umbc.edu/~korenman/wmst/links_educ.html
Gender Equity in Higher Education: Are Male Students at a Disadvantage? (pdf.) examines data on the educational achievement of men and women to determine the validity of previous reports that concluded that women are more likely than their male peers to enroll in college and attain a degree. http://www.acenet.edu/bookstore/pdf/2000_gender_equity.pdf
Written assignment to be done by Learning Team that selected Topic B and posted to Blackboard. (a) What, if anything, do the numbers about rank and gender at Gonzaga say? (b) To what extent are these issues at Gonzaga unique to Gonzaga? (c) What might hooks say about gender equity in higher education?
Post to Blackboard before 5:00 two days before class (max 350 words) Before 5:00 pm on the day of the class, each member identifies what he or she gained from reading the assignments of the other Team members. Blog assignment.
C. Women and Leadership
Rhode (2003). pp. 3-34, 53-58, 121-126, 129-178, 193-202. The difference "Difference" makes: Women and leadership
Explore for relevant articles, Advancing Women In Leadership Journal
Written assignment to be done by Learning Team that selected Topic C and posted to Blackboard. (a) Identify the main argument in each of the assigned chapters of Rhode. (b) Each member of the Learning Team: Write a short paragraph in the form of a story that you have first-hand information about that informs, illustrates, expands, or is in some way is related to one or more of the arguments in Rhode and identify the specific arguments.
Post to Blackboard before 5:00 two days before class (max 300 words for a and 200 words for each paragraph in b). Before 5:00 pm on the day of the class, each member identifies what he or she gained from reading the assignments of the other Team members. Blog assignment.
D. Topic Defined by the Learning Team
The Learning Team defines a topic that is different from the three other topics.
Written assignment to be done by Learning Team that selected Topic D and posted to Blackboard. (a) Define your topic and identify relevant material at least one week before the class. Identify what you will do for your blackboard assignment. (b) Two days before class each member of the Learning Team does the assignment (Max 350 words). Before 5:00 pm on the day of the class, each member identifies what he or she gained from reading the assignments of the other Team members.
Blog assignment.
NOTE: No Class on Mar 21
SESSION 6
Session 6: Apr 4, Health Care as a Social System
An introduction to global health care issues based on personal experience http://guweb2.gonzaga.edu/againsthate/farmer/PaulFarmer.html
World Health Organization (2006). The current state of global health. In P. Rothenberg (Ed.), Beyond Borders (pp. 356-363).
Furnas, B. (2009) American Health Care Since 1994: The Unacceptable Status Quo. Center for American Progress ADDED March 10
Lasser, K., Himmelstein, D, and Woolhandler S. (2006) Access to Care, Health Status, and Health Disparities in the United States and Canada: Results of a Cross-National Population-Based Survey ADDED March 10
Farmer, P. (2006) Suffering and structural violence. In P. Rothenberg (Ed.), Beyond Borders (pp. 368-389).
Farmer, P. (n.d.). Interview. From http://www.ucpress.edu/books/pages/9875/9875.auint.html
Farmer, P. (Summer, 2005) Stanford Social Innovation Review. From http://www.ssireview.com/pdf/2005SU_15minutes_paulfarmer.pdf
Sachs, J. (Feb., 2004) Why must the poor be sick? Review of Farmers' book. From http://www.findarticles.com/p/articles/mi_m1134/is_1_113/ai_113456801
Kidder, T. (2003) Mountains Beyond Mountains (excerpt). From http://www.randomhouse.com/catalog/display.pperl?isbn=9780375506161&view=excerpt
Sachs, J. (2006). Macroeconomics of Health: No Health Available at $7.50 per Person per Year. In P. Rothenberg (Ed.), Beyond Borders (pp. 364-367).
Booker, S. & Minter, W. (2006). Global Apartheid: AIDS and Murder by Patent. In P. Rothenberg (Ed.), Beyond Borders (pp. 517-522). (Note: this is a 2001 article, there have been some changes since then.)
Written Assignment:
(a) To what extent does the story of Farmer provide feeling of inspiration, guilt, or frustration? What are implications of his story for leadership? (b) To what extent is health care a system based on the models introduced in this course? (c) Where do the arguments by Farmer fit into Stone's market/polis model? Part a, b, and c should not exceed 200 words each.
Post to your Blackboard Learning Team Forum by 5:00 two days before class. Read the responses of everyone in your Learning Team and respond to their postings on poverty and inequality in Spokane and their other postings on health care by using REPLY.
Blog assignment
SESSION 7
Session 7: April 18, Rethinking Systems and Leadership
Potluck at my house. (1249 S. Wall St. home phone 456-2571. Best direction, south on Monroe to 14th. Turn left for one block. Turn left on Wall St. Very short block. House is gray with almond trim, hedges, and metal gates. Anyone needing transportation, please contact the instructor.)
Link et al. (n. d.). Conclusion. In Link et al. (Eds.), Leadership is Global (pp. 245-265). online.
Written Assignment:
Final paper. Identify a specific very narrowly defined issue or situation a leader might face and then describe the most important implication of systems thinking for leadership in this situation. Defend your position with a combination of references from the class and other materials. YOU SHOULD MAKE REFERENCE TO AT LEAST TWO IDEAS FROM THE COURSE.
Due 5:00 pm one day before class. Post to the Discussion Board as an attachment. The entire paper, including title page, table of contents, 100 word abstract, list of references, etc. should not exceed 3,000 words. Paper should be in APA format and should follow the Doctoral Program paper format . The purpose of this paper is to provide you an opportunity to review the material covered in the class and to consider how you might apply them. The paper also provides an opportunity to use the format required for the Candidacy paper.
Class Activities:
Everyone should be prepared to make a short presentation on their paper. Equipment for power point presentations will be available. Class discussion based on the these presentations.
Class discussion on the relevance and content of the course.
Course evaluation.
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OPTIONAL
ADDITIONAL REFERENCE AND SUPPLEMENTAL MATERIAL
Organized by Session
Session 1
Systems thinking web sites from Systems Intelligence Research Group.
Systems Intelligence in Leadership and Everyday Life, Raimo P. Hämäläinen and Esa Saarinen, Eds.
Sasse, M. A. and Fulton, D. (n.d.). Fundamental Concepts. In Systems Analysis and Design: Essential Concepts and Skills (Read carefully section 3.1 and 3.2.).
Checkland, P. (1999). A 30-year retrospective (pp. A1-A66). BLACKBOARD Course Documents.
Soft Systems Methodology Links & References
Underwood, J. (1996). Models for Change, Soft Systems Methodology (Part of Lecture 4, 7/23/96). http://linus.socs.uts.edu.au/~jim/bpt/ssm.html
Session 2
A book review. (2004). The Fifth Discipline and an outline of the five disciplines presented by Texas A&M University library staff members. from http://www.rtis.com/nat/user/jfullerton/review/learning.htm
Recklies Management Project Management (2004) - Learning Organization / Organizational Learning Links to articles. from http://www.themanager.org/Knowledgebase/Management/Learning.htm
Senge, P. The Leader's New Work. from http://home.nycap.rr.com/klarsen/learnorg/senge2.html
Session 3
Krause, A. (n.d.). The Virtual Activist: A Training Course. From http://netaction.org/training/
Lakoff, G. (April, 1997). The Theory of Cognitive Models. From http://cogweb.ucla.edu/CogSci/Lakoff.html
Lakoff, G. (Jan., 2004) An Interview with "Framing" Expert, UC Berkeley Professor George Lakoff. From http://www.buzzflash.com/interviews/04/01/int04003.html.
Session 4
Eitzen, D. S. & Zinn, B. M. (Eds). (2006) Globalization: The transformation of social worlds. Belmont, CA: Thompson Wadsworth. ISBN 0534624332
Hawken, P. Lovins, A., & Hungter, L. L. (1999). Natural capitalism: Creating the next industrial revolution. Boston: Little Brown. ISBN 0316353000.
Hawkens et al. Natural Capitalism. Web Site, Beyond the Book
Hawkens, P. (1997) Natural Capitalism Mother Jones (short article).
World Bank (2005) Ensuring Environmental Sustainability: Measuring Progress Toward the 7th Millennium Development Goal (Companion booklet: Where is the Wealth of Nations).
'The End of Poverty': Brother, Can You Spare $195 Billion? By Daniel Drezner, New York Times Book Review Published: April 24, 2005
Catholic Social Teaching (web site with many links)
UN Millennium Project Headed by Professor Jeffrey Sachs, the Millennium Project is an independent advisory body. Read recommendation and links to Millennium goals.
Session 5
McElroy,W. (2008). Introduction to Individualist Feminism: Part One.
http://www.zetetics.com/mac/indfem1.htm
McElroy,W. (2008). Introduction to Individualist Feminism: Part Two.
http://www.zetetics.com/mac/indfem2.htm
NPR discussion by Gloria Steinem, Amy Richards, and Jennifer Baumgardner on "What is feminism these days, and who is it for?"
http://www.npr.org/rundowns/rundown.php?prgId=5&prgDate=3-Oct-2000
Top Ten Books from Women Unlimited.
Session 6
Farmer, P. (2005). Presentation"Pathologies of Power: Rethinking Health and Human Rights in the Global Era" (about an hour long). from http://www.calvin.edu/january/2005/farmer.htm
University of California web page for Pathologies of Power, (2003), numerous interesting links. http://www.ucpress.edu/books/pages/9875.html
The Tavistock Statement. A shared statement of ethical principles for those who shape and give health care: A working draft. From http://www.acponline.org/journals/ecp/mayjun99/tavistock.htm
