Syllabus MPS570 Fall 2010 Tavanti

COURSE DETAILS
Course: MPS 570-750: RESEARCH METHODS IN PUBLIC SERVICE

Focus on Appreciative Inquiry (AI) methods for Participatory Poverty
Assessments (PPAs) and Participatory Action Research (PAR)
Credit Hours: 4 CREDIT HOURS. Additional credit could be obtained with

appropriately approved and specific research in relation to urban
sustainability, sustainable community development, urban poverty
reduction, participatory poverty assessment and Daniel H. Burnham’s
Manila-Chicago connections. Please consult the instructor for an
additional independent study (MPS600) or 4 or 2 credit hours, preferably
to the registered in the Winter Quarter.
Quarter: Registration in the Autumn Quarter 2010-2011. The preparatory classes

will be held at the end of Fall; travel during the December Intercession
and the final assignments extended in the Winter Quarter. See course
calendar for details.
Instructor: Marco Tavanti, Ph.D. Associate Professor

Office Hours: Mondays and Wednesdays 2:00-4:00PM (email appointments preferred)
Office Location: 16th Floor 14 E. Jackson Blvd, Office 1614
Email: mtavanti@depaul.edu
Phone: +1.312.362.8463
DePaul University
School of Public Service
14 E. Jackson | 1600
Chicago, IL 60604
312.362.8441
PAGE 2 OF 26
312.362.5506 FAX
http://las.depaul.edu/sps
ISL Coordinator: Ashley Perzyna

International Service Learning Coordinator, SPS-SAP Manila Program
DePaul University, Office of the President
55 E. Jackson Blvd., Chicago, IL 60604
(w) 312-362-8834 (c) 708-601-5394 (f) 312-362-7577
APerzyna@depaul.edu
Hotel: Pearl Lane Hotel

1700 M. Orosa St., Corner Gen. Malvar St.
Malate, Manila, Philippines
Telephone: (632) 523-2000
Fax: (632) 524-6255
Website: www.pearllanehotel.net
Email: reservations@pearllanehotel.net
Local Coordinador: Ms. Grace S. De Guzman,

Adamson University
900 San Marcelino Street. Ermita, Manila 1000 Philippines
Phone: +63(2) 524-2011
Mobile: 09164034900
Website: www.adamson.edu.ph
Email: gracedeguzman@gmail.com
VCSR Coordinator: Fr. Afiliano Fajardo, CM (Fr. Nonong)

Director, Integrated Community Extension Services,
Adamson University;
The Vincentian Center for Social Responsibility (VCSR)
Email: nongcm@gmail.com
PROGRAM OVERVIEW:
The School of Public Service Manila-Philippines study abroad program (Manila Program) is the
result of an ongoing institutional collaboration between DePaul University and Adamson
University, the third largest Vincentian higher education institution in the world. In line with the
Vincentian values of service learning, social responsibility and poverty reduction, the Manila
Program is a unique learning experience for students interested in collaborative and applied
research for poverty reduction, community development and systemic change. The program
focuses on experiential learning and professional collaborations through adapted methods in
Participatory Action Research (PAR), Participatory Poverty Assessments (PPA), and
Appreciative Inquiry (AI) adapted to Vincentian urban poverty reduction. Given the expertise
and interests of the graduate students in public service at DePaul University, the program offers
opportunities to tackle poverty through social impact analysis of micro-savings and community-
DEPAUL UNIVERSITY – SCHOOL OF PUBLIC SERVICE TAVANTI – SYLLABUS MPS 570 – AUTUMN QUARTER 2010-2011
PAGE 3 OF 26
social entrepreneurship programs organized by the Vincentian Center for Social Responsibility
(VCSR). The Manila Program reflects DePaul University’s commitment to educate students
about international problems and to become ethically and socially responsible global leaders, as
expressed in the Strategic Plan Vision Twenty12. In addition, the collaboration between our
Vincentian universities contributes to DePaul University’s commitment to further institutionalize
its Vincentian and Catholic identity by developing academic partnerships.
COURSE DESCRIPTION:
Research is an essential component in public services management, particularly for

organizational development, policy design, and social change. This fundamental course is
designed to introduce students to practical applications of qualitative, quantitative and other
research methods applied to the organizational needs of non-profit and community based
organizations engaged in urban poverty reduction. Through preparatory sessions, immersion in a
cross-cultural urban poverty environment and collaborative process students will learn about
research approaches, methods and tools in the field of development research. The theoretical,
collaborative and experiential components of this program are designed to prepare students to
develop a research project for poverty and social impact analysis. The research approaches
utilized in this program include Participatory Action Research (PAR), Appreciative Inquiry
Approach (AIA), and Participatory Poverty Assessment (PPA) among others. Through
appropriately selected readings and research toolkits and in the collaborative processes with
Adamson University’s faculty, Vincentian Center for Social Responsibility (VCSR)’s volunteers
and displaced informal settlers community leaders, students learn research methods such as
participant observations, intercultural focus groups, collected and semi-structured interviews and
other useful techniques in (international/intercultural) public service research.
WHAT ARE RESEARCH METHODS IN PUBLIC SERV ICE?
The tradition of separating scientific research methods from community intervention and
organizational consultation is deeply rooted in academic culture. Many researchers build their
careers on this assumption while some professionals still give more value to quantitative and
basic research than to qualitative and applied research. The urgency of the world’s problems and
the interconnectedness of our organizations and sectors challenges today’s managers and leaders
of public service to recognize the validity of all research methods that can produce organizational
development and social change. This course attempts to dissolve this long standing tension by
reframing the study of research methods within the context of professional service learning and
engaged collaborative and action research. In this framework, research methods, tools, theories
and techniques are learned not in a vacuum but immersed in the concrete needs and challenges of
organizations and leaders operating in impoverished social contexts.
WHY PARTICIPATORY ACTION RESEARCH (PAR)?
Participatory action research best describes the mission of doing research in public service
research and the Vincentian values of making a difference in society. PAR is not just a method
PAGE 4 OF 26
but a family of research methodologies which pursues collaboration (or participation), action (or
change) and research (or understanding) at the same time. PAR is a collage of attitudes and
innovative inquiry frameworks for social change. Although still misrepresented by many, PAR
has emerged as a significant methodology widely used by university programs, development
agencies and community organizations interested in making a positive change in societies around
the world. PAR is a collaborative approach to inquiry that provides people the means to take
systematic actions to resolve specific problems. The basic steps in participatory action research
(look, think and act) reflect traditional research practices of gathering data, analyzing/theorizing,
and plan, report and evaluate. This course exposes students to the theories and practices of PAR
as applied to community-based action research and organizational capacity building for poverty
reduction.
WHY APPRECIATIVE INQ UIRY?
Developed by Dr. David Cooperrider at Case Western Reserve University, Appreciative Inquiry
(AI) is an inquiry method widely used in the evaluation of organizational development strategy
and implementation of organizational effectiveness tactics. Rather than fixing “problems” of an
organization, the basic idea of AI is to improve organizational performance around what works.
This approach attempts to produce change and engagement by acknowledging the contribution of
individuals at different levels of the leadership ladder. AI is a particular method of asking
questions and envisioning positive future for individuals and their organizations. AI fosters
collaboration, trust and change by implementing four stages: Discover (IDENTIFYING) the
organizational processes that works well; Dream (ENVISIONING) the process that would work
well in the future; Design (PLANNING) the process that would work well; and Deliver
(IMPLEMENTING) the proposed design. This course uses AI as a research framework to shape
the questions, gather information and to communicate the findings. It also adapts the notions of
AI to evaluate practice, and build evaluation capacity in community leaders in poor and
marginalized social sectors.
COURSE ANDRAGOGY 1
The andragogy of the course and experiential learning connected to the Manila Program aim at
engaging our students as adult learners in a real life learning experience. Five characteristics
define and distinguish the adult learning process of this study abroad program and course on
Research Methods in Public Services:
1) Competent: The learning of this course is centered around sound literature, techniques and
contemporary approaches in research methods for development research.
1
The term “Andragogy”, meaning adult education, originally used by German educator
Alexander Kapp in 1833, was developed into a theory of adult education by the American
educator, Malcolm Knowles. His theory is most commonly associated with his groundbreaking
book Self-Directed Learning: A Guide for Learners and Teachers, published in 1975.
PAGE 5 OF 26
2) Experiential, the experience (including mistakes and learningby doing) are a central
component of the learning process;
3) Participatory with the involvement of students, community leaders and colleagues from other
institutions in the preparation, adaptation and evaluation of the collaborative nature of this
program;
4) Applied as the research methods theories and techniques are crafted and usefully adapted to
the social, organizational and cross-cultural needs;
5) Practical research driven by a common interest to make a positive impact in social and
organizational contexts. In line with the practical, professional and adult learning mission of the
School of Public Service, the content and learning goals of MPS 570 Research Methods in Public
Service is designed to incorporate the practical, applied, participatory content of this study
abroad course.
PREREQUISITES
For the International Public Service (IPS) Graduate Program:

MPS 500: Introduction to Public Service Management.
MPS 613: Comparative Public Policy or MPS 542: Policy Design and Analysis
For the other MPS, MPS and MPA degrees:

MPS 500, MPS 501, MPS 514 (or MPS 515), MPS 542
For the MNM please consult with your advisor.
LEARNING OUTCOMES
COURSE GOALS
1. Recognizing and appreciating the benefits that applied and participatory research methods
can offer to organizations engaged in alleviating urban poverty
This outcome will be measured by the student’s level of engagement and participation in the
collaborative projects, research teams and in-class and Blackboard discussions.
2. Acquiring familiarity with the fundamental benefits and the ability to discern the appropriate
methodologies, designing feasible research plans and effective tools for organizational
evaluation.
This outcome will be measured by the preparatory assignments and final research plans students
and small teams create at the end of the course.
3. Demonstrate competency in identifying contextual and organizational needs, adequately

responding with conceptually sound, practically adapted and ethically prepared sustainable
solutions through applied research.
PAGE 6 OF 26
This outcome will be measured by student’s (and groups) creativity in adapting research methods
and tools to the organizational needs and contextual diversity of research participants.
RESEARCH SKILLS
1) Understanding the methodical processes of inquiry

2) Recognizing the advantages and challenges of participatory approaches to inquiry
3) Linking research with capacity building processes
4) Learning the basic action research interacting spiral (look, think, act)
5) Designing feasible, participatory and effective research plans
6) Identifying stakeholding groups, key people and seeking consensus
7) Gathering information through a review of literature and appreciative fieldwork
8) Interpreting and analyzing data through interpretative questions, organizational review,
concept mapping and problem analysis
9) Appreciating potentials for planning sustainable change and development
10) Developing appropriate, simple and intercultural effective tools for gathering data
11) Analyzing an empirical study for its strengths and weaknesses in both design and
execution;
12) Utilizing and assessing the appropriateness of various research methodologies;
13) Evaluating reliability, validity and applicability of research methods, findings and quality
of research results
14) Presenting ethical and political issues involved in research.
COURSE READING MATERIAL
REQUIRED TEXTS:
Mikkelsen, Britha. Methods for Development Work and Research: A Guide for Practitioners.
New Delhi, by Sage Publications, 1995.
Manila Program Reading Package: Program participants will receive an electronic course
reading package with essential resources and readings in research methods and
background resources for the Manila contexts and activities.
Applied Research Toolkit. By Marco Tavanti, DePaul University – Adamson University, 2007
Available as electronic text on Blackboard.
Program Evaluation Toolkit. By Marco Tavanti, DePaul University – Adamson University,

2008 Available as electronic text on Blackboard.
Development Research Toolkit. By Marco Tavanti, DePaul University – Adamson University,

2009 Available as electronic text on Blackboard.
PAGE 7 OF 26
SUPPLEMENTAL READING S:
The instructor’s PowerPoint lectures and additional online material referenced on Blackboard
draw from the following texts and online resources. The Blackboard site, under Course Material,
includes several organized readings and useful resources for your research and additional
understanding of specific topics. Please consult the instructor for specific readings in relation to
your assignment focus and research topic. The following is a selected list of essential and useful
readings integrating your learning on research methods and the topics of the Manila program:
ON RESEARCH METHODS IN PUBLIC SERVICE:
Schutt, Russell K. Investigating the Social World: The Process and Practice of Research. 6th ed.
The Pine Forge Press Series in Research Methods and Statistics. Thousand Oaks, Calif.:
Pine Forge Press, 2009.
McNabb, David E. Research Methods in Public Administration and Nonprofit Management

Quantitative and Qualitative Approaches. Armonk, N.Y.: M.E. Sharpe, 2002.
ON PARTICIPATORY POVERTY -ACTION RESEARCH:
Brock, Karen, and Rosemary McGee. Knowing Poverty : Critical Reflections on Participatory
Research and Policy. London ; Sterling, VA: Earthscan Publications, 2002.
Robb, Caroline M. Can the Poor Influence Policy? : Participatory Poverty Assessments in the
Developing World. Rev. ed. Washington, D.C.: World Bank, 2001.
Somekh, Bridget. Action Research: A Methodology for Change and Development. Maidenhead:
Open University Press, 2006.
ON INTERNATIONAL-ASIAN RESEARCH:
Cartwright, Susan, Cary L. Cooper, and P. Christopher Earley. The International Handbook of
Organizational Culture and Climate. Chichester ; New York: Wiley, 2001.
Schak, David C., and Wayne Hudson. Civil Society in Asia. Aldershot: Ashgate, 2003.
ONLINE REFERENCES:
Action Research International, an on line journal:

http://www.scu.edu.au/schools/gcm/ar/ari/arihome.html
Basic Business Research Methods, Carter McNamara, MBA, PhD, Authenticity Consulting,
LLC. Copyright 1997-2007. Adapted from the Field Guide to Nonprofit Program Design,
PAGE 8 OF 26
Marketing and Evaluation and Field Guide to Consulting and Organizational

Development. http://www.managementhelp.org/research/research.htm
Survey Research Methods: on line peer reviewed journal. This journal "is the official journal of
The European Survey Research Association" http://esra.sqp.nl/esra/journal/
The International Journal of Qualitative Methods: "The journal is multilingual and

multidisciplinary, with a focus on qualitative research methods."
http://www.ualberta.ca/~ijqm/
The Praxis Project for Public Policy and Community Research

http://www.thepraxisproject.org/home.html
.
COURSE ASSIGNMENTS
Active participation, leadership, teamwork and collaboration will demonstrate your effective
capacity in engaging in participatory research. This, along with an online training exercise, a
written assignment, a fieldwork exercise, and a final project (research design) will demonstrate
progress toward achieving course objectives. Justified late assignments will be penalized by a
minimum of 5 point penalty. Please consult the instructor if you need further explanation of the
assignments or the criteria of evaluation. The instructor and the supervisory team at Adamson
will be available to give suggestions or answer specific questions regarding your work in
progress.
1. RESEARCH ETHICS REPORT (weight 20%): This assignment requires you to complete
a human subject training and critically reflect on it along a specific theme on research ethics.
A) Critical Reflection: You will write a critical reflection on one specific subject related in
general to the ethics of research and specifically to the social responsibility that researchers
have toward a stakeholder community and human subject participants. You could, for
example, focus your reflection on the challenges and responsibility of community
participation in action research, or the issue of power in conducting research in an
impoverished social context. The reflection should also reference and comment on the ethical
values learned during the required training (see below). The critical reflection should be of a
minimum of 4 pages and a maximum of 5 (Times New Roman, double spaced, one inch
margin throughout) and include at least 8 in-text references (at least two should be from your
required texts). You will submit your critical reflection on Blackboard Digital Drop box, with
the file name beginning with your last name and the title of the course assignment. B) IRB
training: You will attach to your assignment a proof of your successful completion of the
Collaborative Institutional Training Initiative CITI Basic Training for the protection of
human participants in research (if you have already completed this training, please submit a
proof of completion). Such trainings, required by the DePaul University’s Internal Review
PAGE 9 OF 26
Board (IRB), are mandatory under the Federal Wide Assurance. They should demonstrate a
basic ethical knowledge preventing inappropriate behavior while promoting protection and
suitable procedures in researching social (and animal) subjects. Given the social types of
subjects commonly involved in Public Service research, our IRB office suggests taking the
on-line mandatory training available at
http://research.depaul.edu/IRB/Mandatory%20%20Training.html The step by step
instructions for how to complete the training are available in this document
http://research.depaul.edu/IRB/forms/Instructions%20for%20CITI%20Training-
%20Version%202-19-2010.doc Please make sure you keep record of the completion of this
training as it will be useful to you in future research projects. Please read additional
information on research classification and procedures for the human subject research
protection at http://research.depaul.edu. The completion of this online training will take you
approximately 3 hours and can be done in different steps. This assignment is due at the
beginning of Session 2 Monday November 15, 2010 (5:45PM).
2. RESEARCH PROJECT ANALYSIS (weight 15%): You will review ONE development
research project either completed during the previous Manila programs (available on
Blackboard) or by another center or institution in Manila (e.g. see
http://www.dlsu.edu.ph/research/centers/sdrc/projects.asp). With an internet based
background research on the subjects, methods and prospected outcomes of the research you
will summarize and critically analyze the project in a ONE full page (maximum two, single
spaced, pages) report in which you highlight the project’s strengths, weaknesses,
opportunities and threats (SWOT). If available and applicable, your report should include the
followings: 1) The title and contact information of the people who worked in the selected
project; 2) A one-two sentences summarizing the project; 3) Divide the page into a table or
four cells (two rows and two columns), summarizing your SWOT analysis. 3) At the bottom
of the page, you should offer one-two sentences evaluating the project in its feasibility,
applicability and utility for urban poor and marginalized sectors in Manila. You will share
your analysis during Session 3 and may be asked about it during the Manila trip. This
assignment is due at the beginning of Session 3 Monday November 15, 2010 (5:45PM).
3. PARTICIPATORY OBSERVATIONS NOTES (weight 15%): During the Manila

program you will visit communities of relocated informal settlers. You will speak to the
leaders of popular organizations and observe and learn about their needs, challenges and
hopes. Your task is to be a participant observer and reflect on the things you observe and
words you listed during your visit. During the community visits you will have the possibility
to listen to community leaders in collective and individual informal interviews. You should
make a record of your observations though field notes. Please consult the HOW-TO guide on
how to write field notes in ethnographic research and participant observation research
(available on Blackboard under course documents / how to). Your task is to understand the
contexts with its organizational, leadership, political and economic needs as manifested
PAGE 10 OF 26
and/or observed during your community visits. You will be asked to share your initial
observations on day 3 of the Manila program and we will begin together the analysis. You
will reorganize your handwritten field notes into TWO reflections on two subjects (about 500
words each) to be posted on the Program Blog http://manilaprogram.blogspot.com/. Each
blog entries will include: 1) A appropriate and comprehensive title; 2) A text of 500 words
minimum; 3) Hyperlinks embedded in the text for further references on the mentioned
organizations and important subjects; 4) A list of additional resources at the bottom of the
entry (books, organizations, reports, etc.); 5) A list of selected labels; or keywords / subject
that best synthesize your post; 6) At least one photo that best illustrates your observation /
reflection; 7) At the end of each blog post you should write: Text credit: Your Name and
Photo Credit: You or others. Please send your two reflections to Dr. Tavanti by email to get
approved for the posting. Attach also a sample page of your field-notes (scanned or
transcribed). You will be receiving an invitation to become a co-blogger and post the
reflections yourself, after your receive the instructor’s OK. Alternatively, you could ask for
assistance from other classmates or the ISL coordinator. You will be sending this as an email
with the attachments to Dr. Tavanti by December 15, 2010. Once you receive his approval,
the Blogs need to be posted by December 31, 2010.
4. DEVELOPMENT RESEARCH PROJECT (weight 50%): The purpose of this

assignment is to serve our partners at Adamson University and the Vincentian Center for
Social Responsibilities (VCSR) by writing a publishable research paper analyzing the VCSR
work in a specific subject (women leadership, multi-sector partnerships, micro-savings,
community entrepreneurship, urban poverty reduction, slum upgrading, etc.). In close
collaboration with the instructor and with the assistance of your assigned teamwork of
Adamson faculty, VCSR volunteers and community leaders, you will be responsible for the
organization of the research paper, with a good quality and specific literature review, and
with the possible integration of data provided by VCSR. At Adamson University you will be
receiving a printout with updated VCSR data. Please use it to make your analysis more
inherent to the VCSR’s methodologies, approaches and activities. Your task is to do more
than simply “describing” their work. Rather, your need to analyze their methods, outputs,
outcomes and impact in relation to the existing literature on the selected topic. You will be
able to integrate their data with your own observations and collective interviews based on
questionnaires / instruments prepared by other students. In Manila we will do a collective
exercise to prepare and adapt such questionnaire. You are invited to select the topic of your
research in dialogue with the instructor before the arrival to Manila.
* Please note: Be aware that the development research project assignment may receive some
adjustments or additional specifications after our immersion in Manila and we receive an
updated need assessment from the Adamson-VCSR coordinators.
** Please note: In agreement with the instructor and according to the needs of our partners, some
of you may fulfill this requirement with an alternative but equivalent development research
project that would produce for example a toolkit in an area of development research. Please
consult with the instructor for further instructions.
PAGE 11 OF 26
The quality of your development research project will be assessed primarily on the basis of its
originality, relevance, quality, depth (especially in the secondary data literature review),
collaboration (when applicable and in relation to the possible integration of primary data
provided by our VCSR counterpart). In line with the participatory methods, collaborative
approaches and community development values of the Manila Program, you have the
opportunity and responsibility to produce a high quality writing analyzing, highlighting,
comparing and assessing the innovative works of VCSR.
The research paper should be of no less than 15 pages (times new roman, double spaced, 1 inch
throughout) with the title page and excluding the appendices. With the appendices, the entire
assignment should be no longer than 20 pages and include the following sections (the page
numbers are just a suggestion on the length):
Page 1: TITLE PAGE: Project title, subtitle, team members, supervisors, stakeholders, contact
information, etc. (See Blackboard for Title Page Template). You should include here your email
along with the names of the people at Adamson you have been working on to develop this
proposal.
Page 2: ABSTRACT: Project Abstract (about 200 words) single space.
Page 3-4: CONTEXT: You should introduce your topic in relation to your observations and the
database documentation on the work of VCSR. This section should clearly and synthetically
express how the topic is relevant in relation to development research and to the work of VCSR.
However, you should avoid simply “describing” VCSR unless inherently related to your topic.
You should look into your notes and observations in the community immersion and/or ask your
Adamson partners to help you with some quotations from the Southville partners. This section
should clearly frame the subject, focus, purpose and application of your research (see your
Mikkelsen).
Page 5-8: LITERATURE: You will review relevant academic literature and other similar
projects in the Philippines and worldwide. This is the bulk of your project as you are expected to
conduct a focused, analytical and well organized literature review on your topic in relation to
poverty alleviation and social impact analysis for the VCSR programs. You should review
relevant studies and research-related best practices in your topic.
Page 9-10: METHODS: You will be describing the approaches and methods of the research. In
particular you want to describe the participatory, appreciative, community development and
poverty reduction approaches utilized in the assessment.
Page 11-12: INDICATORS: [this can be a subsection of the methods]. You will describe the
indicators utilized in your analysis and relevant to your subject. An indicator is something that
helps you understand where you are, which way you are going and how far you are from where
you want to be. Expanding on your literature review, what are the indicators that best measure
your topic? For example, some recognized indicators for international development are 1)
Literacy, education, and skills; 2) Health (life expectancy, maternal and infant mortality, quality
PAGE 12 OF 26
of life, and the levels of health care available in situations of morbidity); 3) Income and
economic welfare (employment, incomes, GNP, etc); 4) Choice, democracy, and participation; 5)
Technology (the capacity to develop technological innovations and to make technological
choices). You are invited to utilize (and adapt) preexisting indicators and assessment instruments
as prepared by your predecessors in this program or existing in the development research
literature. There is not a fixed number of indicators but I expect them to be between 3 and 5.
Page 13-15: ANALYSIS OF RESULTS: You will be conducting an analysis of the pre-existing
data and observations in Manila. Your quantitative analysis (and in some cases also qualitative,
mixed methods, or comparative) should be conducted keeping in mind the assessments of
VCSR’s outcomes and impact in the community.
Page 16: CONCLUSION: Your conclusions will include a few recommendations as emerging
from the analysis of the data.
Page 17 and forward: APPENDIXES: Your appendixes should include the assessment
instrument you and VCSR utilized in the research. Beside the assessment instruments elaborated
by other students in the previous years, you can see other examples of questionnaires in the
Empowerment Indicators for the Development Research Toolkit.
Please use Turabian in-text parenthetical references for citations and endnotes for explanatory
annotations. Your project should be professionally formatted and clearly organized with sections
and sub-sections. Due to the participatory and international service nature of this program, your
research project will be elaborated along the following deadlines and processes:
a) Present a work plan to the instructor by January 15 (a word document attached to an

email will do it).
b) You will submit your first draft to the instructor by January 30.
c) Your final paper must be submitted in the Blackboard Digital Drop Box by February
15, 2011 (Midnight).
In agreement with the instructor, you have the option of completing all the course requirements
earlier by December 31, 2010. Once all the required course assignments are completed the
instructor will administer a change grade from the “R” (research) grade temporarily placed at the
end of the Fall quarter.
COURSE CALENDAR
The Preparatory and Post-Immersion classes are mandatory and essential for preparation and
coordination in the activities and assignments associated with this program.
Orientation: DEPAUL ADAMSON MANILA PROGRAM
PAGE 13 OF 26
TBA: September 2010
Manila Program Alumni will illustrate the nature and values of the program. They will also offer
insights on the participatory research nature of this program. They will illustrate the students’
role as “research consultants” for projects carried-on and lead by Adamsonians and community
leaders.
Session 1: MANILA PROGRAM & RESEARCH METHODS
Monday November 1, 2010 (5:30pm-8:30pm) | Classroom: SPS Conference Room (Loop

Campus)
Themes PPT00: INTRODUCTION TO RESEARCH METHODS - BASIC

CONCEPTS
PPT01: MANILA PROGRAM & RESEARCH METHODS
Introduction to practical application of research methods in the fields of public

services and poverty reduction. With specific interactive PowerPoint
presentations, lectures and assignments students will be introduced to the
basics of research methods including: participant observations, focus groups,
interviews, surveys and specific issues in participatory methods. The pedagogy
behind this teaching is based on experiential learning through case study
analysis. Students will learn about these research methods by submitting a
draft proposal of a research design based on their own research interests and
public service. Some of the themes of this session include:
 The characteristics and applications of research
 The research process
 Formulating a research problem
 Reviewing the literature
 The research process
 Developing research questions
 The nature, challenges and applications of action research
 Traditional research methods and PAR: ethical and scientific

considerations
Readings Mikkelsen, Ch. 1 and 2
PAGE 14 OF 26
Tavanti, Applied Research Toolkit
In-class Is participation necessary in development research?

discussion
What are the necessary steps to formulate appropriate research questions?
What ethical implications and social responsibility are there in doing research
for the world’s benefit?
Session 2: PHILIPPINES CULTURE & APPROACHES TO RESEARCH

Campus)
Themes PPT02: PHILIPPINES CULTURE & APPROACHES TO RESEARCH
Exploration of practical organizational analysis research methods. This class

will be exploring the qualitative, quantitative and mixed methods in the
context of Participatory Poverty Assessments (PPA), Participatory Action
Research (PAR) and Appreciative Inquiry (AI) as applied to (non-profit/for-
profit) organizational development. Students will be learning about the social,
cultural and economic contexts of Manila along with the expressed
organizational needs (to be identified by the instructor in dialogue with
participating organizations).
 Conceptualizing a research design
 Constructing instruments from data collection
 Participatory and action research methods (PAR)
 Identifying stakeholders, building consensus and engaging partnerships
 The Appreciative Inquiry (AI) Framework
 Applied research methods and evaluation through appreciative inquiry
 The paradigms and applications of Participatory Poverty Assessments

(PPA)
 Consideration of applying PPAs to urban extreme poverty settings
PAGE 15 OF 26
Tavanti, Project Evaluation Toolkit
In-class What are the essential research tools that you (and community leaders) need to
discussion know in order to promote transformative and appreciative changes?
What is so unique and important about the participatory approach in research?
When is Participatory Action Research an appropriate method and when is it

not appropriate?
Can research reduce poverty? What is PPA? How would you adapt these
methods for urban settings?
Assignments Research ethics report: This assignment is due at the beginning of Session 2
Monday November 15, 2010 (5:45PM). Be prepared to share this assignment
in class.
Session 3: COMMUNITY DEVELOPMENT & EVALUATION RESEARCH
Campus)
Themes PPT03: COMMUNITY DEVELOPMENT & EVALUATION RESEARCH
Understanding the field of evaluation research in relation to the participatory

approach in development research. Overview of the field of community and
international development through the Participatory Rapid Appraisal methods
and the Poverty and Social Impact analysis techniques. Topics include:
 Development Research: Sustainability, Empowerment, Asset Building
 Asset Based Community Development (ABCD): Social Capital, Social

Capital Assessment Tool (SOCAT)
 Evaluation Research: Participatory, Stakeholders evaluation
 Systemic Change Approach: Vincentian systemic change
 Urban Poverty Research: Poverty and Social Impact Analysis (PSIA);

Participatory Poverty Assessment (PPAs)
Tavanti, Development Research Toolkit
PAGE 16 OF 26
In-class What is M&E and how can these methods help urban poverty reduction?
discussion
How can the Appreciative Inquiry Approach help to perform interviews and
evaluations?
Assignments Research Project Analysis: This assignment is due at the beginning of Session
3 Monday November 22, 2010 (5:45PM).
MANILA-PHILIPPINES STUDY ABROAD IMMERSION TRIP
Beginning of the program: Sunday early afternoon November 28, 2010
End of program: Saturday night December 4, 2010
Day 1 SUNDAY: Tour of Manila and Welcoming Dinner
Afternoon session: The program will include an overview of the most important elements of
Philipino history, culture and values. Students will be able to see the Spanish and American
influence and the contrast in urban landscape between Spanish urban planning, informal settlers
and wealthy areas in the business districts of Makati.
Evening session: Welcoming dinner with Adamson coordinators (Greenbelt Mall, Makati)
Day 2 MONDAY: Introductions of Context and Partners.
Morning Session: Meeting and presentation by Rev. Fr. Gregg Banaga Jr., CM, president of
Adamson University. Panel of presenters from Adamson University includes: Fr. Afiliano
Fajardo, CM (Fr. Nonong), Director, Integrated Community Extension Services; Ms. Grace S.
De Guzman, Director, Organizational Development and Training; Introduction to the socio-
cultural and urban context of Metro Manila extreme situations of poverty. Selected speakers
from NGOs and academic communities (to be selected by Adamson University).
Afternoon Session: Presentation of the history, needs, works and evolution of the targeted
displaced informal settlers communities of Southville, Cabuyao. Community leaders and VCSR
volunteers will be speaking. DePaul students will be asking questions and begin a dialogue in
preparation to the first Fieldwork.
Evening Events: Welcoming Dinner and cultural dances at Adamson University (St. Vincent de
Paul Plaza).
Day 3: TUESDAY: Fieldwork I: Participatory Observation / Focus Groups
Morning Session: Travel to the Squatter Relocation Settlement of Southville in Cabuyao.

Meeting with community leaders. DePaul students will be accompanied by VCSR volunteers
and Adamson faculty. They will be welcomed by and introduced to the community group and
PAGE 17 OF 26
popular organizations (POs) in the area.
Afternoon Session: Focus group among Southville community leaders. The focus of the analysis
and guiding questionnaire for the focus group discussion will be assessing the organizational
development and leadership development needs. The discussion will be coordinated (and
translated) by VCSR volunteers. Student will have the opportunity to observe, ask questions in
the focus group / collective interviews.
Day 4: WEDNESDAY: Community Learning and Capacity Assessment
Morning Session: Fieldwork debriefing and small group guided exercises for community
capacity assessments. Small group activities analyzing organizational needs and other research
needs emerged during the fieldwork activities.
Afternoon Session: Special session facilitated by the instructor. PPT04: METRO MANILA
ANALYSIS & PARTICIPATORY OBSERVATIONS (in reference to the Development
Research Toolkit). Program participants, VCSR volunteers and Adamson University faculty will
conduct small group activities to prepare a questionnaire for semi-structured and thematic
interviews to be conducted during Fieldwork II.
Day 5: THURSDAY: Fieldwork II: Thematic Panels and Semi-structured Interviews.
Morning session: Accompanied by the VCSR volunteers, DePaul students and Adamson faculty
will be able to ask questions to a panel of community leaders. They will be selecting THREE
questions among those indicators and questions prepared during the previous day following the
provided template.
Afternoon Session: Students will go back to their respective blocks and engage community
participants in thematic semi-structured interviews.
Day 6: FRIDAY: Community Engagement Action Plan and Conference Day
Morning Session: Comparative analysis on university-community engagement.

Personal/professional reflections on (international) public service / community engagement.
Afternoon Session: Presentations from leaders of the Relocated Communities Federations and
from Government officials from the National Housing Authority. Discussion on the relocation
plans.
Evening Activities: Final dinner and celebratory cultural events at Adamson University (St.
Vincent de Paul Plaza).
Day 7: SATURDAY: Visit to communities and POs along the dumpsite of Payatas, Quezon
City. Visit to the ECO park in Quezon City.
Session 4: DEVELOPMENT RESEARCH REPORTS
PAGE 18 OF 26
Wednesday December 15, 2010 (5:30pm-8:30pm) | In-class face to face (F2F) participation in
the SPS Conference Room (Loop Campus) with the optional WIMBA ONLINE
PARTICIPATION (in case you are travelling). The session will be recorded. Please see
assignments deadlines.
Themes We will be debriefing the Manila experience and conduct an action plans for
the final projects. Students will share about their evaluations of the program
(see special evaluation form). The class will be held online through Wimba.
An optional in-class session will be held in the SPS conference room. The
session will be devoted to reviewing the experiential learning of research
methods and approaches in light of the development research framework and
participatory poverty assessments. We will review effective methods and best
practices in development research reporting. Some of the research methods
contents that will also be reviewed in this session are:
Interpreting and analyzing
Fundamentals of qualitative data analysis
Developing a framework of analysis: conceptualization and documentation
Editing data collected through unstructured interviews
Managing and analyzing data collected through surveys
Coding descriptive / qualitative data
Authenticating and validating instruments
Research Evaluation and Reporting
Research writing and report sharing
Publications and peer-reviews in publications
Writing outlines and referencing properly
The action research report
The intervention-development-evaluation process
The appreciative approach on evaluations
Discussion What have we learned about applied research methods?
PAGE 19 OF 26
Themes What have we learned about participatory methods?
What have we learned about appreciative inquiry?
What is next?
Assignments PARTICIPATORY OBSERVATIONS NOTES
You will be sending this as an email with the attachments to Dr. Tavanti by
December 15, 2010. Once you receive his approval, the Blogs need to be
posted by December 31, 2010.
DEVELOPMENT RESEARCH PROJECT
JANUARY 15: Present a work plan to the instructor by January 15 (a word

document attached to an email will do it).
JANUARY 30: You will submit your first draft to the instructor by January
30.
FEBRUARY 15: Your final paper must be submitted in the Blackboard

Digital Drop Box by February 15, 2011 (Midnight).
* You have the option of completing the final project for this class by the end
of December. Please contact the instructor for this option.
Final celebratory dinner: TBA, optional during the week end of January 12-14, 2011)
PAGE 20 OF 26
EVALUATION CRITERIA
The student’s responsibility is to prepare adequately through the assigned readings, course
assignments and in-class individual and group exercises. The instructor will not assess your
performance in relation to your value but in the successful completion of the requirement.
Respectful, coherent but critical reflections (even when conflicting with the majority or the
instructor’s views) are very welcome in this course and are indicative of the student’s capacity to
think critically, independently and toward moral decision making. The course assignments are
designed to stimulate your moral intelligence and capacity to comprehend and synthesize ethical
principles into the complexity of (international) public service and human nature. Your
performance in the course assignments will be weighed in the following manner:
RESEARCH ETHICS REPORT 20%

RESEARCH PROJECT ANALYSIS 15%
PARTICIPATORY OBSERVATIONS NOTES 15%
DEVELOPMENT RESEARCH PROJECT 50%
________________________________________________
COURSE GRADE 100%
The instructor will give additional explanation on the expectations for the course assignments in
class and on Blackboard. It is your right and duty to ask explanations on the requirements.
Remember that the syllabus is your contract. Therefore, both students and instructor should refer
to the syllabus as the contractual explanation of what the requirements and expectations are for
this course. Please keep track of your progress through Blackboard’s Grade book. If you are
concerned about your performance or have questions about your evaluation, feel free to contact
the instructor. Please remember that just fulfilling all the assignment does not qualify you for an
“A” grade level which is reserved for excellent performances that clearly exceeds expectations.
Fulfilling all the requirements in a good manner simply satisfy the “B” level. Please refer to the
following grading scale for score details on each grade level for this course:
Exceeds Expectations A 94-100 A- 90-93

[Excellent]
Meets Expectations B+ 87-89 B 84-86 B- 80-83
[Good]
Below Expectations C+ 78-79 C 76-77 C- 73-75
[Satisfactory]
Misses Expectations D 70-72 D- 67-69 F 0-66
[Barely Pass or Fail]
I grade written assignments both on content and good writing.
Written work. To help students meet graduate-level and SPS standards, we pay more-than-usual
attention to writing as an academic and managerial skill. We judge papers on the understanding
they reflect as well as on their organization, clarity and use of language. We value clarity and an
PAGE 21 OF 26
economy of words. If you need help on this matter, please ask for it. If you do come for
assistance, be sure to read Murphy’s “On Writing and Thinking” (available on Blackboard) first.
We also recommend an old standard, Strunk and White, Elements of Style available online:
http://www.bartelby.net/141/ . Also, you may consider getting help from the DePaul University
Writing Centers (available in person at Loop and Lincoln Park Campuses and on line).
We include written assignment instructions elsewhere.

Double-space all papers;
Use one inch margins;
Use Times New Roman or Arial font;
Use 11 or 12 point;
Paginate in the upper right hand corner.
Please note the due dates. Anticipate all possible contingencies (computer failure, family illness,
heartbreak or heartburn). Papers received after the due date will receive grades no greater than
the lowest grade given to papers received on time.
All assignments should include the class name and number, the assignment name or number,
student name, and the date the assignment is due. The only exception to this is when we specify a
format for a particular assignment.
Unless notified otherwise, send all assignments to Blackboard via the digital drop box.
All assignments are due by the start of class on the day assigned.
This course includes diverse assignments designed to develop your personal and professional
moral intelligence. The instructor will not judge or base his performance evaluation on your
moral character or personal values. Please see assignment descriptions for specific evaluation
criteria. Please use the reflections, readings and discussion emerging from this course as
reflection tools for your ethical leadership development. The evaluation of your academic
performance has not much to do with your real understanding and practice of ethics, morals and
values. The written assignments and presentations will be evaluated not on the character or
values but on the actual fulfillment of course assignments, the appropriateness of the selections,
and their alignment with the topics of ethical leadership. The following explanation of the level
of performances for written assignments may be helpful to understand the general criteria that
the instructor will use in the evaluation of your work.
An A (above average) level performance paper is unique, original, engaging, and full. It will
have virtually no grammatical, usage, punctuation, or spelling errors. It is a unique and original
contribution and speaks with authority and clarity. It is rich in detail, showing a clear
understanding of differences in levels of specificity; it provides justification or support for all
general assertions. It addresses all the assignment with all the specific requirements and excels in
writing structure, clarity, focus, style, analytical systematization, critical analysis and creativity.
The B (meets expectations) level paper falls short of an A paper usually in style and analytical
development. It has some errors in grammar, usage, punctuation, or spelling, but usually very
few; or it has some awkward phrases--but in neither case enough to impede the reading of the
paper. Its development is consistently strong, with detail and support present in most, but
PAGE 22 OF 26
perhaps not every, instance. Its sense of audience is clear. The B paper addresses the assignment
directly and satisfies almost all of its requirements.
The C (below expectations) level paper addresses the assignment relatively clearly but without
significant depth or clarity. Stylistic errors may be noticeably present, but not in such quantity as
to impede the reading in a significant way. A C paper generally provides some support for
assertions, but not enough to give the impression of complete thoroughness. The tone and voice
of a C paper usually lack a sense of individuality of author or sense of authority. A C paper often
has an "anonymous" quality to it, restating standard opinion or assertions without going into
significant depth.
A D level grade is assigned when students avoid assignments or completely miss the specific
requirements. An F grade demonstrates a combination of basic incomprehension of the assigned
topics and an insufficient effort to overcome these problems.
DEPAUL UNIVERSITY POLICIES
1. Policy on Grade of IN (Incomplete)
According to DePaul University’s incomplete policy, the “IN” grade is a temporary grade
indicating the student has a satisfactory record of work completed, but for unusual or
unforeseeable circumstances not encountered by other students, and acceptable to the instructor,
the student cannot complete course requirements on time. The student must formally request the
incomplete grade and the instructor must approve it. At the end of the term following the term in
which the instructor assigned the incomplete grade, the IN grade automatically convert to “F”
grades. Students requesting the IN grade should present a plan and schedule to complete the
course along with the formal request for the IN grade. Students should work out the plan with the
instructor, usually scheduling completion within a few weeks of the end of the term in which the
IN grade occurs.
2. Academic Integrity
Academic integrity is an essential component in the development of ethical leaders and

professionals. Plagiarism is defined as a major form of academic dishonesty involving the
presentation of the work, ideas, etc. of another as one’s own. Integrity is expected of every
student in all academic work. The guiding principle of academic integrity is that a student’s
submitted work must be the student’s own. Students engaging in academic dishonesty diminish
their education and bring discredit to the academic community. Students who study together
should be especially careful to avoid plagiarizing each other.
Students in this course, and in all courses where independent research and writing play a vital
role in the requirements, must be aware of the strong sanctions carried out as a result of
plagiarism, as stated in the DePaul University’s Code of Student Responsibility
(http://studentaffairs.depaul.edu/handbook).
PAGE 23 OF 26
Instructors are able to check each paper with Turn-It-In: Plagiarism Detection Software. If
proven, a charge of plagiarism could result in an automatic “F” in the course and possible
expulsion. If you have any questions or doubts about what plagiarism entails or how to properly
acknowledge source materials, be sure to consult the instructor. Please check Blackboard’s link
to Academic Integrity for details. Please check Blackboard’s link to Academic Integrity for
details.
 Violations of Academic Integrity: Violations of academic integrity include but are not
limited to the following categories: cheating; plagiarism; fabrication; falsification or
sabotage of research data; destruction or misuse of the university's academic resources--
alteration or falsification of academic records; academic misconduct; and complicity.
This policy applies to all courses, programs, and learning contexts in which academic
credit is offered, including experiential and service-learning courses, study abroad
programs internships, student teaching and the like. If an instructor finds that a student
has violated the Academic Integrity Policy, the appropriate initial sanction is at the
instructor's discretion (cf. Section Q). Actions taken by the instructor do not preclude the
college or the university from taking further action, including dismissal from the
university Conduct that is punishable under the Academic Integrity Policy could result in
criminal or civil prosecution.
 Cheating: Cheating is any action that violates University norms or instructor's guidelines
for the preparation and submission of assignments. This includes but is not limited to
unauthorized access to examination materials prior to the examination itself, use or
possession of unauthorized materials during the examination or quiz; having someone
take an examination in one's place-copying from another student; unauthorized assistance
to another student; or acceptance of such assistance.
 Plagiarism: Plagiarism is a major form of academic dishonesty involving the

presentation of the work of another as one's own. Plagiarism includes but is not limited to
the following:
 The direct copying of any source, such as written and oral material, computer
files, audio disks, video programs or musical scores, whether published or
unpublished, in whole or part, without proper acknowledgement that it is
someone else's.
 Copying of any source in whole or part with only minor changes in wording or
syntax, even with acknowledgement.
 Submitting as one's own work a report, examination paper, computer file, lab
report or other assignment that has been prepared by someone else. This
includes research papers purchased from any other person or agency.
 The paraphrasing of another's work or ideas without proper acknowledgement.
3. Attendance Policy
Class attendance is mandatory. Students who must miss class for personal or professional
reasons should inform the instructor via written communication. We may require students who
PAGE 24 OF 26
must miss a class session write a three-page paper on the topic of the class missed. Students who
miss more than 30 percent of the course are likely to fail and should drop the course.
4. Universal Design for Learning
SPS is committed to helping students achieve to their full potential by removing barriers to
learning and making reasonable accommodation when appropriate. Please help us by identifying
barriers and suggesting ways we can diminish or remove them.
Students with special learning needs or who are in circumstances which necessitate special
consideration, must contact the instructor at the beginning of the course or earlier. Students with
a documented disability who wish to discuss academic accommodations should contact the
instructor as soon as possible and immediately contact the DePaul University’s Office of
Students with Disability at http://studentaffairs.depaul.edu/studentswithdisabilities/
5. Human Subject Research
DePaul University is committed to guarantee the protection of human subjects that may be
involved in your research. The applied research activities relative to your applied capstone
project (not a thesis option) fall under the Non-Reviewable Activities of students conducting
research for class and training purposes. These conditions, reviewed by the Local Review Board
(LRB) of the School of Public Service, do not apply if you have the intentions of communicating
your data through publications, public presentations, or if you target protected human subjects
categories. In those cases you should probably obtain a review and approval from DePaul
Institutional Review Board (IRB). Please review the information websites and the FAQ on the
type of research in intend to conduct. http://research.depaul.edu/
STUDENTS RESPONSIBILITIES
Cross-cultural intelligence: The cross-cultural context of this course requires students to be

particularly sensitive to cultural diversities and local customs. This is particularly needed during
your fieldwork and community engagement but it also applies to your respectful, listening,
emphatic and open attitudes during the entire participation in this program. Your cultural
intelligence, expressed in your respectful and considerate attitude should be visible during class
discussions, lectures, and presentations. Respectful and open discussions will make the
classroom a privileged space for comparative and critical analysis. Cross-cultural intelligence is
an important component for a successful and learning experience in this study abroad program.
The emphasis of this course is therefore more on collaboration rather than competition. Students
are encouraged to engage in responsible and collaborative participation welcoming the richness
of a cross-cultural and comparative nature of this course.
Travel and Safety: When travelling abroad, it is the student’s responsibility to comply with
laws and regulations of the host country. You are also responsible to comply with the laws and
recommendations of the US Embassy in the host country. Please follow DePaul University’s
Study Abroad Office’s policies and regulations for health insurance, travel itinerary disclosure
and travel safety at http://studyabroad.depaul.edu/HealthSafety/ For additional information on
PAGE 25 OF 26
country-specific travel information, warnings and recommendations consult the US Department

of State – Bureau of Consular Affairs http://travel.state.gov/ For health information and
requirements for visiting a country check the US Department for Health and Human Services –
Center for Disease Control and Prevention at http://wwwn.cdc.gov/travel/
Class Discussions: Class discussions are an opportunity to work on oral communication skills.
During class discussions students will talk and listen. With respect to speaking, students are
responsible for contributing to overall quality of class discussions by making useful and
informed comments, asking clarifying questions of fellow students or the instructor, and, helping
to move the discussion along in productive ways. With respect to listening, students are
responsible for listening attentively to the ideas of others, being respectful of people who hold
opinions different from their own, and synthesizing for themselves the disparate ideas that class
discussions may generate. Students should be prepared to use the materials from readings,
assignments, and lectures to inform class discussions.
Teamwork: Professionalism requires you to develop teamwork skills, such as effective

communication, cooperation, productive interaction, respectful dispute resolution, and tactful
supervision skills. Each student must actively look for ways to contribute to classroom learning
and to help cultivate a cooperative class culture. Group assignments require disclosing planned
and resulted individual contributions by filling the Group Work Report Form (available on
Blackboard) and submitting it along with the assignment to the instructor. When group
assignments are not required, students are allowed the opportunity to suggest it to the instructor.
TURABIAN RECOMMENDATION
The MPS program has adopted the Turabian Style (a simplified version of the Chicago Style) as
the standard citation and writing style reference. For additional information, please refer to
Marco Tavanti’s Quick Reference (PDF document available on Blackboard). For additional and
specific citations please consult the Turabian manual. If the simplified manual does not contain
any instructions for your specific reference please consult with the instructor. See Kate L.
Turabian, A Manual for Writers of Term Papers, Thesis and Dissertations (6th Edition).
The general guidelines for Turabian Bibliographical references (this apply to your annotated
bibliography assignment) is:
Author last name, Author first name. Title. Location of Press: Press Name, Year Published.
Sample of book bibliographical citation in Turabian Style:
Greenleaf, Robert K., and Larry C. Spears. Servant Leadership : A Journey into the Nature of
Legitimate Power and Greatness. 25th anniversary ed. New York: Paulist Press, 2002.
Sample of Article bibliographical citation in Turabian Style:
Putnam, Robert. D. "Bowling Alone: America’s Declining Social Capital." Journal of

Democracy 6, no. 1 (1995): 65-78.
PAGE 26 OF 26
Please note that many disciplines are abandoning the citation system using footnotes with a
corresponding bibliography in favor of the parenthetical references and reference list (or works
cited). Generally your explanations should be included in your text. Footnotes and endnotes
(preferred by most journals) are used to cite authority for statements made in the text and to
amplify, qualify, or comment on material in the text that would break up the flow of the text if
included there.
The general guidelines for parenthetical and reference citations (this applies to your literature
review, papers, thesis, etc.) would be:
(Author last name Year Published, page number)
Under REFERENCES at the end of your paper, there will be (note the different position of the
date).
Author last name, Author first name. Year Published. Title (with only first word capitalized).
Location of Press: Press Name.
PARENTHETICAL REFERENCE (Preferably placed at the end of your sentence in your

paper – note that the comma is only after the year and in the case of a page citation):
(Putnam 1995, 68-69)
REFERENCE LIST (at the end of your paper, note the difference in capitalization and the
disappearance of the Number of the journal):
Putnam, Robert. D. 1995. "Bowling alone: America’s declining social capital." Journal of
Democracy 6: 65-78.
With the proper tools

and information
everyone is a researcher

Syllabus MPS570 Fall 2010 Tavanti

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Syllabus MPS570 Fall 2010 Tavanti

Uploaded by

Copyright:

Available Formats

COURSE DETAILS

Course: MPS 570-750: RESEARCH METHODS IN PUBLIC SERVICE

Credit Hours: 4 CREDIT HOURS. Additional credit could be obtained with

Quarter: Registration in the Autumn Quarter 2010-2011. The preparatory classes

Instructor: Marco Tavanti, Ph.D. Associate Professor

ISL Coordinator: Ashley Perzyna

Hotel: Pearl Lane Hotel

Local Coordinador: Ms. Grace S. De Guzman,

VCSR Coordinator: Fr. Afiliano Fajardo, CM (Fr. Nonong)

Research is an essential component in public services management, particularly for

WHAT ARE RESEARCH METHODS IN PUBLIC SERV ICE?

WHY PARTICIPATORY ACTION RESEARCH (PAR)?

WHY APPRECIATIVE INQ UIRY?

For the International Public Service (IPS) Graduate Program:

For the other MPS, MPS and MPA degrees:

For the MNM please consult with your advisor.

3. Demonstrate competency in identifying contextual and organizational needs, adequately

1) Understanding the methodical processes of inquiry

COURSE READING MATERIAL

Program Evaluation Toolkit. By Marco Tavanti, DePaul University – Adamson University,

Development Research Toolkit. By Marco Tavanti, DePaul University – Adamson University,

ON RESEARCH METHODS IN PUBLIC SERVICE:

McNabb, David E. Research Methods in Public Administration and Nonprofit Management

ON PARTICIPATORY POVERTY -ACTION RESEARCH:

Action Research International, an on line journal:

Marketing and Evaluation and Field Guide to Consulting and Organizational

The International Journal of Qualitative Methods: "The journal is multilingual and

The Praxis Project for Public Policy and Community Research

3. PARTICIPATORY OBSERVATIONS NOTES (weight 15%): During the Manila

4. DEVELOPMENT RESEARCH PROJECT (weight 50%): The purpose of this

Page 2: ABSTRACT: Project Abstract (about 200 words) single space.

a) Present a work plan to the instructor by January 15 (a word document attached to an

Orientation: DEPAUL ADAMSON MANILA PROGRAM

TBA: September 2010

Session 1: MANILA PROGRAM & RESEARCH METHODS

Monday November 1, 2010 (5:30pm-8:30pm) | Classroom: SPS Conference Room (Loop

Themes PPT00: INTRODUCTION TO RESEARCH METHODS - BASIC

PPT01: MANILA PROGRAM & RESEARCH METHODS

Introduction to practical application of research methods in the fields of public

 The characteristics and applications of research

 The research process

 Formulating a research problem

 Reviewing the literature

 The research process

 Developing research questions

 The nature, challenges and applications of action research

 Traditional research methods and PAR: ethical and scientific

Readings Mikkelsen, Ch. 1 and 2

Tavanti, Applied Research Toolkit

In-class Is participation necessary in development research?

Session 2: PHILIPPINES CULTURE & APPROACHES TO RESEARCH

Monday November 8, 2010 (5:30pm-8:30pm) | Classroom: SPS Conference Room (Loop

Themes PPT02: PHILIPPINES CULTURE & APPROACHES TO RESEARCH

Exploration of practical organizational analysis research methods. This class

 Conceptualizing a research design

 Constructing instruments from data collection

 Participatory and action research methods (PAR)

 Identifying stakeholders, building consensus and engaging partnerships

 The Appreciative Inquiry (AI) Framework

 Applied research methods and evaluation through appreciative inquiry

 The paradigms and applications of Participatory Poverty Assessments

 Consideration of applying PPAs to urban extreme poverty settings

Readings Mikkelsen, Ch. 3 and 4

Tavanti, Project Evaluation Toolkit