DPLS 703su06 - Global Systems and Policy Analysis
DPLS 703 - Global Systems and Policy Analysis
Summer 2006 3 Credits
Class dates June 19, 23 (Friday), 26, July 3, 10, 17, and 24
Last revision June 7, 2006 (minor corrections, links in Session 3, 4, and 6)
Professor: James Beebe
Office: RC 250
Office Phone: (509) 323-3484
Home phone: (509) 456-2571
Office hours: Monday and Thursday 4:00-5:30. Call for appointments at other times
email: beebe@gonzaga.edu
NOTE. Major changes in the use of blackboard and learning teams. Read carefully the Learning Activities section below. There may be changes in the order in which topics are presented to take advantage of guest presentations by visiting scholars.
ASSIGNMENTS
ASSIGNMENTS ARE DUE BEFORE EACH CLASS SESSION, INCLUDING THE FIRST SESSION ON June 19.
Blackboard site, including reading for Sessions1 and 2,will be available before June 1, 2006 http://blackboard.gonzaga.edu/
Session 1: June 19, Computer use in the Course, Introduction to Course and Issues, Systems Thinking, Introduction to Soft Systems
Session 2: June 23, Senge Learning Organizations
Session 3: June 26, Policy as Interface with Social and Global Systems, Culture and Social Systems, Framing issues, and Geopolitical Systems
Session 4: July 3, Global Systems, Globalism, and World Povery
Session 5: July 10, Health Care as a Social System and Health Care Equity
Session 6: July 17, Gender as a Social System, Gender Equity, Women and Leadership
Session 7: July 24, 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.
Identify the key point of Senge learning organizations.
Apply Stone's approach to policy analysis.
Define culture as a social system and identify the implications of the use of language for framing issues.
Discuss the relationships of system thinking to geopolitical change, globalism, poverty, health care, and gender equity and identify implications for leadership.
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.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.
WEB BASED SYLLABUS
It will make it easier to return to the course syllabus 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."
COURSE DOCUMENTS
While most of the reading are from texts or the web, the following are available in Blackboard, Course Documents.
Chambers (1999) "A 30-year retrospective" (Note Chamber 1999 is an Optional reading); Haines (1998) Systems Thinking & Learning Chapter 1; Burnier "Reinventing Government from a Feminist Perspective."
ASSESSMENT AND GRADING
Everyone who completes all the assignments on time 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. Students who take more than 60 days following the last class session to turn in or post all assignments will have their grad reduced to a B or S at the discretion of the instructor. 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 learning team. Late submission of two or more assignments that are supposed to be posted to the Discussion Board or delaying the submission of a learning team assignment will reduce your grade by a half letter or more (for example A to A-). It is important to keep up. Written assignments posted to Blackboard usually will not be "graded" or commented upon by the instructor, but you may receive an email from me. The blackboard assignments are designed to facilitate mastery of the material covered in the course. Assignments where you can expect written comments from the instructor are noted.
REQUIRED TEXTS
Anderson, V. & Johnson, L. (1997). Systems thinking basics: From concepts to casual loops. Waltham, MA: Pegasus Communications ISBN 1883823129
Diamond, J. (2006). Collapse: How societies choose to fail or succeed. New York: Penguin Books. ISBN 0143036556
Farmer, P.(2003). Pathologies of power: Health, human rights and the new war on the poor. Berkeley, CA: University of California Press Paper Back Edition 2005 USBN 0520243269
Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus, and Giroux.
Rhode, D. L. (Ed.) (2003). The difference "difference" makes: Women and leadership. Stanford., CA: Stanford University Press ISBN: 0804746354
Sachs, J. D. (2005). The end of poverty: Economic possibilities for our time. New York: Penguin Press
Salzman, P. C. (2001). Understanding culture: An introduction to anthropological theory. Prospect Heights, IL: Waveland Press ISBN: 1577661796
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization 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 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: June 19, Introduction to Computer use in the Course, Introduction to course and issues, Systems Thinking, Introduction to Soft Systems
Use of the computer for the course.
Paper Guide link http://www.gonzaga.edu/files/Academics/Colleges+and+Schools/School+of+Professional+Studies/Ph.D.+-+Leadership+Studies/Current+Students/paperformat1.doc
Paper Template link http://www.gonzaga.edu/Academics/Colleges+and+Schools/School+of+Professional+Studies/Ph.D.+-+Leadership+Studies/Support+Files/DPLSpaper61.dot
Use of MS Word.
System Thinking
Haines (1999) Chapter 1 pp. v-37. The manager's pocket guide to systems thinking and learning. pp. v-37 is on Electronic Reserve, Blackboard, Course Documents.
Anderson & Johnson (1997) pp. vii-94. Systems thinking basics: From concepts to casual loops
An Introduction to Soft Systems Methodology by Julie Travis and John R Venable, Curtin Business School, Curtin University, Perth, Western Australia http://cispom.boisestate.edu/cis310emaxson/ssm_intro.htm
Soft System Methodology by Jon Wallis, University of Wolverhamption
slide presentation
http://www.scit.wlv.ac.uk/university/scit/modules/cp4414/lectures/week10/ssm1/index.htm
OPTIONAL Checkland (1999) "A 30-year retrospective" pp. A1-A66 is on Electronic Reserve, Blackboard, Course Documents.
OPTIONAL Models for Change, Soft Systems Methodology, Part of Lecture 4, 23/7/96. Jim Underwood.
http://linus.socs.uts.edu.au/~jim/bpt/ssm.html
Written assignment: (a) Identify the main elements of a systems approach with special attention to 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 either the work of Checkland (1999) or the web sites 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: 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.
Session 2: June 23, Soft Systems, Senge Learning Organizations
Senge (1990), The fifth discipline: The art and practice of the learning organization
A Primer on Systems Thinking & Organizational Learning John J. Shibley / The Portland Learning Organization Group
A Simple Introduction to Organizational Learning http://www.systemsprimer.com/what_is_org_learning.htm
Learning for a Change by Alan M. Webber from the May 1999 issue of 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. 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. http://www.rtis.com/nat/user/jfullerton/review/learning.htm
OPTIONAL Recklies Management Project Management - Learning Organization / Organizational Learning Links to articles http://www.themanager.org/Knowledgebase/Management/Learning.htm
OPTIONAL The Leader's New Work by Peter M. Senge http://home.nycap.rr.com/klarsen/learnorg/senge2.html
OPTIONAL The Ecology of Leadership by Peter M. Senge Leader to Leader, No. 2 Fall 1996 http://www.pfdf.org/leaderbooks/L2L/fall96/senge.html
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. Dicussion 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?
Session 3: June 26, Policy as Interface with Social and Global Systems, Culture and Social Systems, Framing Issues and Policy Change, and Geopolitical and Environmental Systems
A. Introduction to the policy process. Very General!
Newcomer's Guide to the Policy Process http://www.communitycollegepolicy.org/html/toolkit/downloads/policy_primer.pdf
Steps Toward a Credible and Inclusive Public Policy Process Women in Public Policy Project http://dawn.thot.net/wipp/wipp_steps.html
B. Introduction to policy analysis.
Stone (2002). Chapters 1-15 and Conclusion. Focus on 1, 2, 6-14, and Conclusion. Policy paradox: The art of political decision making.
C. Introduction to the concept of cultureWhat is culture? From Culture at Work by Jennifer E. Beer http://www.culture-at-work.com/concept1.html
Four Traditional Views about Culture by Brian Molyneaux http://www.usd.edu/anth/courses/a110/a110cult.htm
Salzman (2001) pp. 1-66 Understanding culture: An introduction to anthropological theory
D. Framing Issues
George Lakoff. The Theory of Cognitive Models http://cogweb.ucla.edu/CogSci/Lakoff.html
An Interview with "Framing" Expert, UC Berkeley Professor George Lakoff http://www.buzzflash.com/interviews/04/01/int04003.html NOTE, This is a very partisian 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: http://www.politicalstrategy.org/archives/001185.php#1185
Alt url
http://www.politicalstrategy.org/archives/001185.php
E. Brining about change
The Virtual Activist, A Training Course presented by Audrie Krause, NetAction Michael Stein, Judi Clark et.al. http://netaction.org/training/
On Organizing: From the Kitchen of David C. Hollister, A Simple Recipe for Social Change by Michigan State Representative David Hollister
http://www.educ.msu.edu/epfp/dh/
F. Geopolitical and Environmental Systems
Diamond Collapse (2006, pp. 1-75, 277-308, 329-357, 417-525)
Don't Do as the Romans Do by Michael J. Kavanagh (comments on Collapse) http://www.grist.org/advice/books/2005/02/08/kavanagh-collapse/
OPTIONAL How to Save the World by Dave Pollard JARED'S DIAMOND'S COLLAPSE (critical comments on Collapse) http://blogs.salon.com/0002007/2005/01/13.html and http://blogs.salon.com/0002007/2005/03/23.html
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.
(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? (e) Identify the one or two main points (either quote or summarize) made by Salzman that you would not want your classmates to miss and indicate your subjective response. (f) Identify an appropriate policy change for Haiti (See chapter 11 of Diamond and rest of the assigned reading for ideas) and describe a strategy for bring it about.
Parts a, b, c, d, and e, should not exceed 300 words each. Part f should need 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 and their policy suggestion for Haiti 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 coure.
Discussion of Policy Analysis
Discussion of Stone
Discussion of Salzman
Discussion of Lakoff
Discussion of the use of the Internet to influence policy.
Learning Teams discussion of Collapse, Haiti, and proposed policy change to address.
Session 4: July 3, Global Systems, Globalism, and World Povery
Becoming Global Citizens: Finding Common Ground In a World of Differences By Mark Gerzon
http://www.mediatorsfoundation.org/relatedreading/becoming_global_citizens.pdf
A. World Systems
The Modern World-System by Immanuel Wallerstein (From Immanuel Wallerstein, The Modern World-System: Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century. New York: Academic Press, 1976, pp. 229-233. ) http://www2.pfeiffer.edu/~lridener/courses/WORLDSYS.HTML
The Five Thousand Year World System in Theory and Praxis by Andre Gunder Frank http://rrojasdatabank.info/agfrank/theory_praxis.html
OPTIONAL Boundaries in World System theory by Nuno Pessoa Barradas http://www.surrey.ac.uk/LIS/MNP/may2000/Barradas.html
OPTIONAL World System Evolution by George Modelski http://faculty.washington.edu/modelski/WSE1.html
B. Globalization
No-Nonsense guide to Globalization by Wayne Ellwood, excerpts from the book http://www.thirdworldtraveler.com/Globalization/Globalization_GuideTo.html
The No-Nonsense Guide to Globalization in CollegeQuarterly http://www.collegequarterly.ca/2003-vol06-num01-fall/reviews/kim.html
In Defense of Globalizationby Jagdish N. Bhagwati Council on Foreign Relations Chapter one, pdf file http://www.cfr.org/content/publications/attachments/Defense_Globalization_chap01.pdf
A False Alarm: Overcoming Globalization's Discontents by Richard N. CooperFrom Foreign Affairs, January/February 2004Book review of In Defense of Globalization http://www.foreignaffairs.org/20040101fareviewessay83114/richard-n-cooper/a-false-alarm-overcoming-globalization-s-discontents.html
The Perils of Protectionism, Newsweek article by George Will http://msnbc.msn.com/id/4569823/
C. Global Supply Chains
Friedman The World is Flat. The entire book.
The Wealth of Yet More Nations By FAREED ZAKARIA
Published: May 1, 2005, http://www.fareedzakaria.com/ARTICLES/nyt/nytreview050105.html corrected June 7, 2006
World Flows. Bangalore the epicentre of Friedman's flat world http://openflows.org/article.pl?sid=05/05/12/0053220&mode=thread&tid=31
FLATHEAD: The peculiar genius of Thomas L. Friedman. By Matt Taibbi New York Press http://www.nypress.com/18/16/news&columns/taibbi.cfm
OPTIONAL Interview with Friedman Why the World Is Flat by Daniel H. Pink Wired Magazine http://www.wired.com/wired/archive/13.05/friedman.html
D. World Poverty
Sachs (2005, pp. 1-85, 188-209, 227-368) The End of Poverty
The End of Poverty, Time Magazine article by Sachs http://www.time.com/time/archive/preview/0,10987,1034738,00.html
Always With Us, Jeffrey Sachs’s plan to eradicate world poverty by John Cassidy, The New Yorker http://www.newyorker.com/critics/books/articles/050411crbo_books
The End of Poverty? by Chris Harman Feature Article in the Socialist Review http://www.socialistreview.org.uk/article.php?articlenumber=9429
Written Assignment:(a) To what extent is the world-systems theory a system as discussed by Anderson and Johnson (or if you prefer Checkland)? (b) Comare the agrtuments of Ellwood and Bhagwati. To what extent is globalization an example of organizational cultural conflict? (c) Your comments on BECOMING GLOBAL CITIZENS by Mark Gerzon and one or twoimplications of global thinking for your policy issue. Part a, b, and c should not exceed 300 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 suggestions for policy change for their policy issue and their policy suggestion for Haiti 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 world systems.
Discussion of globalization.
The example of US assistance to South Africa
Session 5: July 10, Health Care as a Social Sytem and Health Care Equity
An introduction to global health care issues based on personal experience http://guweb2.gonzaga.edu/againsthate/farmer/PaulFarmer.html
Farmer. Pathologies of Power. pp. 1-50, 115-133, 135-195, 213-246, 247-256
Interview with Paul Farmer http://www.ucpress.edu/books/pages/9875/9875.auint.html
Stanford Social Innovation Review, Paul Farmer, Founder, Partner in Health http://www.ssireview.com/pdf/2005SU_15minutes_paulfarmer.pdf
Why must the poor be sick? Review of the Farmers book by Jeffrey Sachs http://www.findarticles.com/p/articles/mi_m1134/is_1_113/ai_113456801
Mountains Beyond Mountains by Tracy Kidder Follow link to Read an Excerpt http://www.randomhouse.com/catalog/display.pperl?isbn=9780375506161
Mountains Beyond Mountains by Tracey Kidder Reviewed by Herbert Abrams http://www.jphp.umb.edu/documents/204-041_health_25_2_review_kidder.pdf
OPTIONAL Listen to a presentation by Paul Farmer "Pathologies of Power: Rethinking Health and Human Rights in the Global Era" (about an hour long). 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* http://www.acponline.org/journals/ecp/mayjun99/tavistock.htm
Tavistock "Shared Ethics" --- A Slippery Slope by Miguel Flaria. http://www.haciendapub.com/faria.html
(a) To what extent does the story of Farmerprovide feeling of inspiration, guilt, or frustration? What are implications of his story for leadership?(b) To what extent is health care a system? (c) Where do the arguments by Farmer fit into Stone's market/polis model? (d) Where does the Tavistock Statement fit into Stone's market/polis model? Part a, b, c, and d should not exceed 300 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 suggestions for policy change for their policy issue and their policy suggestion for Haiti 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.
Session 6: July 17, Gender as a Social System, Gender Equity, Women and Leadership
Everyone will be responsible for reading introductions to the material and for responding to the questions below.
The Introduction materials to be read by everyone include:
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
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 and what if any difference would that make to your policy issues? (c) In what ways does gender impact a systems view of your policy issues? Post a, b, and c, to your Learning Team Forum on Blackboard before two days before class (max 300 words) for each part. (d) Read the posting by everyone in your Learning Team and identify how these ideas 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).
Each Learning team will select one of the four topics of (a) Feminism, (b) Gender equity, (c) Women and Leadership and (d) topic defined by the Learning Team.
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 how the material is presented to the members of your class who are not in your group. Each Learning Team will have 20 minutes to make their presentation and lead discussion on their material.
A. Feminism
Black Women Shaping Feminist Theory by bell hooks http://www.hsph.harvard.edu/Organizations/healthnet/WoC/feminisms/hooks.html
Challenging Capitalism & Patriarchy: Third World Viewpoint interviews Bell Hooks http://www.zmag.org/ZMag/articles/dec95hooks.htm Corrected June 7
Beyond the Binary bell hooks on visionary feminism and the interdependence of all of us by Rosette Royale
Feminist Theory http://www.realchangenews.org/archive3/2005_03_09/current/interview.html
Introduction to Feminism. Stanford Encyclopedia of Philosophy
http://www.mit.edu/~shaslang/papers/femintro.html
Introduction to Feminist Theory http://www.rpi.edu/~eglash/eglash.dir/itsc.dir/femhist.htm
A response. Feminism (after C.G. Jung, F.A. Hayek, Ayn Rand, Warren Farrell, Camille Paglia, & Christina Hoff Sommers) By Kelley L. Ross
http://www.friesian.com/feminism.htm
OPTIONAL What is ifeminism?
http://www.ifeminists.net/introduction/
OPTIONAL Introduction to Individualist Feminism Part One. by Wendy McElroy
http://www.zetetics.com/mac/indfem1.htm
OPTIONAL Introduction to Individualist Feminism Part Two. by Wendy McElroy
http://www.zetetics.com/mac/indfem2.htm
OPTIONAL 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
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 600 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. After the class a representative of the Learning Team provides a summary of what the Learning Team learned from the class presentation covering both their presentation and the presentations of the other Learning Teams.
B. Gender Equity in Higher Education
Data at Gonzaga University ranksex04
A Study of the Status of Women Faculty in Science at MIT 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.
Women-Related Higher Education Web Sites, Last updated: October 24, 2004
Gender Equity in Higher Education Resource PageResouces identified by students in an earlier version of this course. Many of the links do not work.
Gender Equity in Higher Education: Are Male Students at a Disadvantage? (273KB; 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.
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 extend are this 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 600 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. After the class a represntative of the Learning Team provides a summary of what the Learning Team learned from the class presentation covering both their presentation and the presentations of the other Learning Teams.
C. Women and Leadership
Rhode (2003). pp. 3-34, 53-58, 121-126, 129-178, 193-202. The difference "Difference" makes: Women and leadership
Reinventing Government from a Feminist Perspective: Feminist Theory and Administrative Reality by DeLysa Burnier. Available under Course Documents, Blackboard
OPTIONAL
Top Ten Books from Women Unlimited http://www.women-unlimited.com/reading_links.html
Recommended reading list with over 100 titles from Women Unlimited (msWord file)
http://www.women-unlimited.com/resources/reading_list.doc
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 chapters of assigned chapters of Rhode. (b) In what ways are Burnier's arguments different from the major themes in Rhode. (c) 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 of more of the arguments in Rhode and identify the specific arguments. Post to Blackboard before 5:00 two days before class (max 500 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. After the class a represntative of the Learning Team provides a summary of what the Learning Team learned from the class presentation covering both their presentation and the presentations of the other Learning Teams.
D. Topic Defined by the Learning Team
The Learning Team defines a topic that is different from the three other topics. Ideas for such a topic might come from one or more of the following books
Closing the Leadership Gap: Why Women Can and Must Help Run the World
by Marie Wilson, Marie C. Wilson 2004
Women on Power: Leadership Redefined
by Sue Joan Mendelson Freeman, et al. 2001
Women and the Leadership Q: Revealing the Four Paths to Influence and Power
by Shoya Zichy 2000
The Female Advantage
by Sally Helgesen 1995
The Allure of Hope: God's Pursuit of a Woman's Heart
by Jan Meyers 2001
Talking from 9 to 5 : Women and Men at Work
by Deborah Tannen 1995
Shattering the Myths : Women in Academe
by Judith Glazer-Raymo 2001
Lifting a Ton of Feathers: A Woman's Guide to Surviving in the Academic World
by Paula J. Caplan 1993
The Alphabet Versus the Goddess : The Conflict Between Word and Image
by Leonard Shlain 1999
Nice Girls Don't Get the Corner Office: 101 Unconscious Mistakes Women Make That Sabotage Their Careers
by Lois P. Franke 2004
What Paul Really Said About Women: The Apostle's Liberating Views on Equality in Marriage, Leadership, and Love
by John T. Bristow 1991
Her Place at the Table : A Woman's Guide to Negotiating Five Key Challenges to Leadership Success
by Deborah M. Kolb, et al. 2004
How to Say It For Women: Communicating with Confidence and Power Using the Language of Success
by Phyllis Mindell, Phyllis Mindell 2001
A Woman's Guide to Successful Negotiating: How to Convince, Collaborate, & Create Your Way to Agreement
by Lee E. Miller, Jessica Miller 2002
Ten Lies the Church Tells Women: How the Bible Has Been Misused to Keep Women in Spiritual Bondage
by J. Lee Grady 2000
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 500 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. After the class a represntative of the Learning Team provides a summary of what the Learning Team learned from the class presentation covering both their presentation and the presentations of the other Learning Teams.
Class Activities:
Video One Fine Day
The next day simulation.
Presentations by the Learning Teams on topics
Discussion of the implications of gender for leadership.
Session 7: July 24, Rethinking Systems and Leadership
Pot-Luck 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.)
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.
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.
