DPLS 703sp07 - Global Systems and Policy Analysis

DPLS 703 - Global Systems and Policy Analysis
Spring 2007                                       3 Credits

Last update January 9, 2007.

Professor: James Beebe
Office: RC 250
Office Phone: (509) 323-3484
Home phone: (509) 456-2571
Office hours: Friday 4:00-5:30 when there is class. Call for appointments at other times
email: beebe@gonzaga.edu

NOTE. Major changes are being made in reading materials, assignments, use of blackboard, and use of Learning Teams. Expect the syllabus to change. There may be changes in the order in which topics are presented to take advantage of guest presentations by visiting scholars.

Class dates Jan. 13, 20; Feb. 3, 17; Mar. 3, 10, 31 (March 31 date may change)

ASSIGNMENTS

ASSIGNMENTS ARE DUE BEFORE EACH CLASS SESSION, INCLUDING THE FIRST SESSION ON January 13.

Blackboard site, including Course Documents. See BLACKBOARD for list. Selected material from the Link, Corral, and Gerzon book Leadership is Global will be added to Course Documents since it has not been possible to order the book. http://blackboard.gonzaga.edu/

Session 1: Jan 13. Introduction to the Course, Systems Thinking, Soft Systems, Computer Use in the Course

Session 2: Jan 20. Senge Learning Organizations, Global Issues, and Global Leadership

Session 3: Feb 3.Policy as Interface with Social and Global Systems, Language and Policy, and Policy and Change

Session 4: Feb 17. Global Citizenship, World Systems Theories, Globalism, Colonialism, "Flattening" of the World, and World Poverty

Session 5: Mar 3.Poverty, Structural Violence, and Health Care as a Social System

Session 6: Mar 10.Gender as a Social System, Gender Equity, Patriarch, and Women and Leadership

Session 7: Mar 31. Rethinking Policy and the Role of the Leader, Evaluating Policy Strategies EXPECT DATE TO CHANGE

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.

Identify the key point of Senge learning organizations.

Apply Stone's approach to policy analysis.

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, 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 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.

PROVIDE INFORMATION FOR ASSIGNMENT TO A Learning Team
At least three days before the first class session, post the following information at the class Blackboard site. Information about Accessing. If you have trouble accessing the blackboard site, please contact desk top support. If you still do have 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.

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.

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 three or four sentences.

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.

WIK

REQUIRED TEXTS

Anderson, V. & Johnson, L. (1997). Systems thinking basics: From concepts to casual loops. Waltham, MA: Pegasus Communications ISBN 1883823129

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

Surowiecki, J. (2005). The wisdom of crowds. New York: Anchor Books. ISBN 0385721706

Link, W., Corral, T., & Gerzon, M. (Eds.). (n.d.) Leadership is global: Co-creating a more humane and sustainable world. Information on ordering will be posted when available. Introduction/Executive Summary and the Conclusion are available online.

You will need the Fifth Edition of the APA Publication Manual. Strongly suggested 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
http://www.bookstore.gonzaga.edu/ .
Used copies for most of these books also can be found at
http://www.bookfinder.com/

SCHEDULE

Session 1: Jan 13, Introduction to the Course, Systems Thinking, Soft Systems, Computer Use in the Course

A. System Thinking

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.).

Haines (1999). The manager's pocket guide to systems thinking and learning (pp. v-37). BLACKBOARD Course Documents.

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.

Wallis, J. Soft System Methodology (slide presentation). from http://www.scit.wlv.ac.uk/university/scit/modules/cp4414/lectures/week10/ssm1/index.htm

Checkland, P. BBC Interview sith Peter Checkland pdf file with transcript of interview

OPTIONAL Checkland, P. (1999). A 30-year retrospective (pp. A1-A66). BLACKBOARD Course Documents.

OPTIONAL Soft Systems Methodology Links & References

OPTIONAL Underwood, J. Models for Change, Soft Systems Methodology (Part of Lecture 4, 23/7/96). http://linus.socs.uts.edu.au/~jim/bpt/ssm.html

C. Use of the computer for the course.

Paper Format

Paper Template (version with table of contents and abstract)

Paper Rubric

Red Book

Use of MS Word (any of the books about using MS Word).

Written assignment: (a) Identify the main elements of a systems approach with special attention to Sasse and Fulton, Anderson and Johnson, and Checkland. (b) 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. (c) 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 in section b. (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. (e) Subjective response of one or two sentences covering the entire reading assignment. Parts a, b, c, and d should not exceed 300 words each. Post by 5:00 PM on the day before the class to the Blackboard Discussion Board http://blackboard.gonzaga.edu/. Learning Teams 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. After the class, a representative of each Learning Team should post a statement of not more than 100 words with a summary of what the class discussion added to the group's understanding of systems thinking.
If you have a problem posting the assignments, please bring it on a disk to the lab 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 and include a list of references based on APA

Class activities: Overview of the Course. Discussion of the relevance or lack of relevance of systems thinking and Soft Systems Methodology. Evaluation of the Discussion Board experience for expanding this discussion. Learning Teams group activity on applying systems thinking. Computer use.

Session 2: Jan 20, Senge Learning Organizations, Global Issues, and Global Leadership

A. Senge and Learning Organizations

Senge (1990).The fifth discipline: The art and practice of the learning organization.

Shibley, J. J. A Primer on Systems Thinking & Organizational Learning. The Portland Learning Organization Group
A Simple Introduction to Organizational Learning. from http://www.systemsprimer.com/what_is_org_learning.htm

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.fastcompany.com/online/24/senge.html

OPTIONAL A book review 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

OPTIONAL Recklies Management Project Management - Learning Organization / Organizational Learning Links to articles. from http://www.themanager.org/Knowledgebase/Management/Learning.htm

OPTIONAL Senge, P. The Leader's New Work. from http://home.nycap.rr.com/klarsen/learnorg/senge2.html

OPTIONAL Senge, P. (1996). The Ecology of Leadership. Leader to Leader. from http://www.leadertoleader.org/knowledgecenter/L2L/fall96/senge.html  Corrected 19 Jan 07

B. 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).

C. Global Challenges and Global Leadership

Link et al. Introduction and Summary in Link et al. (Eds.) Leadership is Global

Gerzon, M. (n. d.). Developing an Integral Vision: How leaders Can Learn to Hold the Whole In Link et al. (Eds.), Leadership is Global (pp. 111-116). BLACKBOARD

Gauthier, A. (n. d.). Developing Collective Leadership: Partnering in Multi-stakeholder Contexts In Link et al. (Eds.), Leadership is Global (pp. 275-296). BLACKBOARD

OPTIONAL Surowiecki (2005). (pp. xi-107) Part 1 of Chapter 1.CORRECTED Jan 19, 2007

Written Assignment:
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 relationship of systems thinking to a learning organization and the relevance or lack of relevance to the issue you identified in part b of Session 1 Blackboard assignment. Post to blackboard at your Learning Team forum and as an attachment by 5:00 PM two days before the class. Everyone should download and read the paper of everyone else in their Learning Team ONLY AFTER YOU HAVE POSTED YOUR PAPER. By 5:00 PM on the day of class session, and respond to the papers of each of your Learning Team members identifying something you learned from their paper and your suggestion for at least one way they might improve the substance of their paper. Identifications of APA problems will be appreciated by your team mates.

Class Activities:

Discussion on the relationship of systems thinking to learning organizations. Discussion of the use of Causal Loops and Soft Systems for examining learning organizations.
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 class change?
Discussion of the concept of Global Leadership.

Session 3: Feb 3, Policy as Interface with Social and Global Systems, Language and Policy, and Policy and Change

A. Introduction to the policy process. Very General!

Newcomer's Guide to the Policy Process. from http://www.communitycollegepolicy.org/html/toolkit/downloads/policy_primer.pdf

Steps Toward a Credible and Inclusive Public Policy Process Women in Public Policy Project. from http://dawn.thot.net/wipp/wipp_steps.html

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. Language and Policy

Lakoff, G. The Theory of Cognitive Models. from http://cogweb.ucla.edu/CogSci/Lakoff.html

Lakoff, G. An Interview with "Framing" Expert, UC Berkeley Professor George Lakoff. from http://www.buzzflash.com/interviews/04/01/int04003.html. NOTE, This 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.

OPTIONAL FOR BALANCE:Republican strategist Frank Luntz is a master at finding the best words for politicians and businesspeople to sell their programs and products. His "play" book. from http://www.politicalstrategy.org/archives/001185.php#1185
Alternative url
http://www.politicalstrategy.org/archives/001185.php

Njogu, K. (n. d.). Harnessing the Power of Language: Understanding How Language Shapes Leadership In Link et al. (Eds.), Leadership is Global (pp. 117-128). BLACKBOARD

D. Brining about change

Rothenberg, P. (2006). Toward A More Equitable Future: Grassroots Movements for Social Change. In P. Rothenberg Beyond Borders (pp. 573-575).

Krause, A. The Virtual Activist: A Training Course. from http://netaction.org/training/

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/

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 you need to do so). 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 dissertation and book topics.

(a) Identify the one of two most important points Stone makes in 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) Based on your policy issues, identify a specific policy you might want to influence and briefly describe the relevance of framing to accomplish this.

Parts a, b, and c, should not exceed 300 words each. Part dshould not exceed 400 words. 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 suggestions for policy change for their policy issue by using REPLY.

After the class, a represntative of each Learning Team should post a statement of not more than 100 words with a summary of what the class discussion added to the group's understanding of the relationship of system thinking and policy change.

Class Activities:
Discussion of papers submitted and the requirements for the final paper of the course.
Discussion of Policy Analysis
Discussion of Stone

Session 4: Feb 17, Global Citizenship, World Systems Theories, Globalism, Colonialism, "Flattening" of the World, 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. Modernization, Dependency, and World-Systems Theories of Development

So, A. Y. (1990). Selections. Social Change and Development: Modernization, Dependency, and World-System Theories. BLACKBOARD (Note some of the pages are not in order in the .pdf document.  Also available Foley Reserve)

World-Systems Theory-Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/World_Systems_Theory

So makes extensive use of Wallerstein,(1987). World-system analysis. In A. Giddens & J. H. Turner (Eds.), Social theory today (pp. 309-324). Stanford, CA: Stanford University

OPTIONAL Check out the Journal of World-Systems Research (JWSR) http://www.educ.msu.edu/epfp/dh/

C. Globalization

Ellwood, W. No-Nonsense guide to Globalization (excerpts from the book). from http://www.thirdworldtraveler.com/Globalization/Globalization_GuideTo.html

Kim, A. Review of The No-Nonsense Guide to Globalizationin CollegeQuarterly. from http://www.collegequarterly.ca/2003-vol06-num01-fall/reviews/kim.html

Bhagwati, J. N. In Defense of Globalizationby (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

Will, G. (2004, March 29). The Perils of Protectionism, Newsweek. from http://msnbc.msn.com/id/4569823/

Stiglitz, J. (2006). Globalization and Its Discontents: The Promise of Global Institutions. In P. Rothenberg (Ed.), Beyond Borders (pp. 419-431).

C. Colonialism and Its Legacy

Rothenberg, P. (2006). Colonialism and Its Legacy In P. Rothenberg (Ed.), Beyond Borders (pp. 76-79).

Appleman, W. (2006). Empire as a Way of Life. In P. Rothenberg (Ed.), Beyond Borders (pp. 81-88).

Greene, F. (2006). How It Began. In P. Rothenberg (Ed.), Beyond Borders (pp. 88-97).

Rodney, W. (2006). How Europe Underdeveloped Africa. In P. Rothenberg (Ed.), Beyond Borders (pp.107-125).

Jan Jindy Pettman, J. J. (2006). Women, Colonisation, and Racism. In P. Rothenberg (Ed.), Beyond Borders (pp. 142-149).

Mies, M. (2006). The Myth of Catching-Up Development. In P. Rothenberg (Ed.), Beyond Borders (pp. 150-157).

D. Global Supply Chains

Pink, D. H. 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

World Flows. Bangalore the epicentre of Friedman's flat world. from http://openflows.org/article.pl?sid=05/05/12/0053220&mode=thread&tid=31

Taibbi, M. Flathead: The peculiar genius of Thomas L. Friedman. New York Press. from http://www.nypress.com/18/16/news&columns/taibbi.cfm

E. World Poverty

Sachs, J. The End of Poverty. Time Magazine. from
http://www.time.com/time/archive/preview/0,10987,1034738,00.html

Cassidy, J. Always With Us, Jeffrey Sachs' plan to eradicate world poverty. The New Yorker. from http://www.time.com/time/archive/preview/0,10987,1034738,00.html

Harman, C. The End of Poverty? Socialist Review. from http://www.socialistreview.org.uk/article.php?articlenumber=9429

Written Assignment:
(a) To what extent is So's World-System a system as discussed by Anderson and Johnson (or if you prefer Checkland)? (b) Compare the arguments of Ellwood and Bhagwati. (c) Where does the discussion of Colonialism fit in So's theories? (d) Where does Friedman's arguments fit in So's theories? (e) Where does Sachs' argument fin in So's theories? (e) Your comments on BECOMING GLOBAL CITIZENS by Mark Gerzon and one or two implications of global thinking for your policy issue. Part a, b, d, d, and e should not exceed 250 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 with a response to one of their posting (identify by letter a through d) and to their implications of global citizenship for their policy issue using REPLY.

After the class, a representative of each Learning Team should post a statement of not more than 100 words with a summary of what the class discussion added to the group's understanding of the relationship of system thinking and policy change.

Class Activities:
Discussion of world systems.
Discussion of globalization.
The example of US assistance to South Africa

Session 5: Mar 3, Poverty, Structural Violence, and Health Care as a Social System

A. Poverty and Inequality

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).

Hassett, K. A. & Shapiro, R. (2006). How Europe Sows Misery in Africa. In P. Rothenberg (Ed.), Beyond Borders (pp. 547-550).

B. Health Care

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).

Farmer, P. (2006) Suffering and Structural Violence. In P. Rothenberg (Ed.), Beyond Borders (pp. 368-389).

Farmer, P. Interview. from http://www.ucpress.edu/books/pages/9875/9875.auint.html

Farmer, P. Stanford Social Innovation Revie. from http://www.ssireview.com/pdf/2005SU_15minutes_paulfarmer.pdf

Sachs, J. 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. Mountains Beyond Mountains (excerpt). from http://www.randomhouse.com/catalog/display.pperl?isbn=9780375506161

OPTIONAL Farmer, P. 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

OPTIONAL University of California web page for Pathologies of Power, 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 Daft. from http://www.acponline.org/journals/ecp/mayjun99/tavistock.htm

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) Speculate on how poverty and inequality in Spokane is related to Global Poverty and inequality. What are your assumptions about systems? (b) To what extent does the story of Farmer provide feeling of inspiration, guilt, or frustration? What are implications of his story for leadership? (c) To what extent is health care a system based on the models introduced in this course? (d) Where do the arguments by Farmer fit into Stone's market/polis model? Part a, b, c, and d should not exceed 250 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.

After the class, a representative of each Learning Team should post a statement of not more than 100 words with a summary of what the class discussion added to the group's understanding of the relationship of system thinking and policy change.

Session 6: Mar 10, Gender as a Social System, Gender Equity, Patriarch, and Women and Leadership

A. Gender Equity and Feminism: An individual or position is feminist when it expresses a commitment to eliminating the subordination of women in society.

Introduction to Feminism. Stanford Encyclopedia of Philosophy. from
http://www.mit.edu/~shaslang/papers/femintro.html

hooks, b. Challenging Capitalism and Patriarchy: Third World Viewpoint. (interview). from http://www.zmag.org/ZMag/articles/dec95hooks.htm

Royale, R. Beyond the Binary bell hooks on visionary feminism and the interdependence of all of us. from http://www.realchangenews.org/archive3/2005_03_09/current/interview.html

OPTIONAL A response. Feminism (after C.G. Jung, F.A. Hayek, Ayn Rand, Warren Farrell, Camille Paglia, & Christina Hoff Sommers) By Kelley L. Ross. from http://www.friesian.com/feminism.htm  (link corrected 3/9/07)

B. Gender Equity in Higher Education

Data at Gonzaga University ranksex04

Study of the Status of Women Faculty in Science at MIT Printable Version (pdf format). from
http://web.mit.edu/fnl/women/women.html#The%20Study
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.

American Association of University Professors Women in Higher Education http://www.aaup.org/AAUP/issuesed/women/resources.htm see especially links to Balancing Family and Academic Work and Statement of Principles on Family Responsibilities and Academic Work (link corrected 3/9/07)

OPTIONAL Gender Equity in Higher Education: Are Male Students at a Disadvantage? from http://www.acenet.edu/bookstore/pdf/2000_gender_equity.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.

C. Patriarch

Rothenberg, P. (2006). Patriarchy and Domination. In P. Rothenberg (Ed.), Beyond Borders (pp. 247-252).

Lerner, G. (2006). The Patriarchal Family. In P. Rothenberg (Ed.), Beyond Borders (pp. 253-255)

Hossfeld, K. J. (2006). Gender, Race, and Class in Silicon Valley. In P. Rothenberg (Ed.), Beyond Borders (pp. 264-270)

Marshall, L. (2006). The Connection Between Militarism and Violence Against Women. In P. Rothenberg (Ed.), Beyond Borders (pp. 307-310) NOTE This is one person's views.

D. Women and Leadership

Rhode (2003). pp. 3-34, 53-58, 121-126, 129-178, 193-202.

Written assignment:
(a) To what, if any extent, is patriarch a useful concept for thinking about policy issues? (b) Based on the reading about feminism, how would you define the concept. Provide specific references to the readings where appropriate. (c) Do you identify yourself as a feminist and why and what if any difference would that make to your policy issues? (d) In what ways does gender impact a systems view of your policy issues? (e) What, if anything, do the numbers about rank and gender at Gonzaga say? What makes this a policy issue? (f) Based on Rhode, what are the differences and do they justify including feminism/gender issues in a leadership program. Post a, b, c, d, e, and f to your Learning Team Forum on Blackboard before two days before class (max 250 words) for each part. (f) Read the posting by everyone in your Learning Team and identify how their ideas on two of their five postings (identify by letters a through e) informed, expanded, or challenged your ideas. Use REPLY to the posting of your Learning Team members before 5:00 the day of the class (max 200 words).

Class Activities:
Video One Fine Day
The next day simulation.
Discussion of the implications of gender for leadership.

Session 7: Mar 31, 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 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. 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. You are expected to reference ideas and materials covered in the class.

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.