Page |1 EDLD 606 Leadership, Inquiry and Research: Part II Spring 2010 Faculty Lea Hubbard, Ph.D. Athena Perrakis, Ph.D. lhubbard@sandiego.edu athena@sandiego.edu (619) 260-7818 (619) 260-8896 Office Hours: By appointment
Course Description The second semester of Leadership, Inquiry and Research focuses on the justification of research through critical analysis and synthesis of empirical literature. Because success in academic writing requires a great deal of socialization into and practice of its conventions, the course is built around formative writing assignments that prepare students to write the type of critical and fluent review of literature required for a dissertation. Students are encouraged to explore potential topics that may be developed for their dissertation, however, they are not expected to settle upon their thesis topic and question in this course. Strong emphasis is placed on the drafting and revision process. Course Objectives Aligned with learning outcomes, students who complete this class will be able to: 1. Write critical fluent reviews of literature; 2. Justify research questions through the identification of gaps and/or problems in existing literature; 3. Link relevant foundational academic disciplines (e.g. anthropology, history social psychology, sociology, sociolinguistics, philosophy) to questions about leadership; 4. Consider alternatives to traditional social science research methods in studying leadership; 5. Use APA reference style proficiently. Course Requirements/Activities The first sessions of the semester will be content-heavy; the balance of sessions thereafter will combine competencies or content with peer review and class dissection of assigned reading and student work. Students should read ahead and plan carefully for submission of required assignments in order not to fall behind. Students are expected to attend class prepared to discuss in depth assigned readings. Class participation is extremely important to individual and class learning and thus students will be graded on their active engagement in the class as well as the value of their feedback to peers. Do your best to arrive to class on time and to shut off your cell phone while in class; if for some legitimate reason you will not be able to arrive consistently on time (e.g., you are unable to leave work before 5 p.m. and will hit traffic) please let us know immediately. Students will be excused from absences related to colds and illness. Please do not come to class if you are sick. Notify both professors in advance if you will not be attending class due to health-related reasons. In addition to weekly reading assignments, there will be oral and written assignments related to the readings and class discussions. The written assignments will be short but should be well-conceived and well-written. The written assignments are designed to be cumulative in the sense that earlier assignments
will provide the foundation for later ones. The final written assignment will encompass work done over the course of the semester. The final assignment will include: 1) the identification of a significant research question in leadership in the student’s area of interest; 2) a comprehensive review of the existing literature on the subject which, includes relevant works, articulates important variables and phenomena relevant to the topic; 3) a clarification of inconsistencies and tensions in the literature and the beginning of the development of a theory with more explanatory and predictive power, clarifying the scope and limitations of ideas previously posited and posing fruitful empirical investigations and/or identifying and suggesting research that will pursue unresolved problems; and 4) a suggestion of the student’s own methodological choice with justification for chosen method(s). Textbook and Readings Booth, W., Colomb, G., & Williams, J. (2008). The Craft of Research, 3rd edition. Chicago: University of Chicago Press. Other course readings are available online through electronic reserve via the Copley Library. The password is “hubbard”. Course Schedule DATE
1/27
2/3
2/10
2/17
CONTENT
Introductions Overview of Course Objectives Discussion of Topics of Interest Defining Inquiry Research Justification Overview of Academic Writing Process and Conventions Organization Flow Grammar/Mechanical Issues
APA Review Using USD Library Resources Readings: Read Creswell, J. (2009). Chapter 2. Review of the Literature The Literature Review Readings: • Booth, et al., Chap. 3-6 • Hannah, S.T., Avolio, B., Luthans, F., & Harms, P.D. (2008) Leadership efficacy: Review and future directions. Leadership Quarterly, 19(6), pp. 669-692
BRING TO CLASS
TWO COPIES of a onepage (double-spaced) statement of research interest(s). Please include title, description of the topic that delineates its focus and scope (a potential question you would like to study), and a brief description of the significance. Not graded, but returned with comments. APA Manual
Dissect each of these lit reviews using the heuristic tool. Be prepared to present your findings in class.
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•
2/24
Dickson, M., Den Hartog, D., and Mitchelson, J., (2003). Research on leadership in a cross-cultural context: Making progress and raising new questions. Leadership Quarterly, 14, pp. 729-768 Claims, Evidence, and Warrants Readings: • Booth, et al., Chap. 7-10 • Yukl, G. (2008). How leaders influence organizational effectiveness. Leadership Quarterly (19) pp.708-722
3/3
Assn. 1 returned with feedback Using theory to guide research and make meaning The Peer Review Process
3/10 3/17
No class SPRING BREAK Assn. 2 returned with feedback Mode of Inquiry 1: Ethnography Readings: • Hammersley, M. & Atkinson, P. (1983) What is Ethnography? And insider accounts: listening and asking questions. Ethnography: Principals in Practice. London: Tavistock Publications. • Atkinson, P., Coffey, A., Delamont, S., Lofland, J & Lofland, L (2001). Ethnographies of work and the work of ethnographers. Handbook of Ethnography. London: Sage Publications. Mode of Inquiry 2: Phenomenology Discussion of Writing and Combining Subtopics in a LR • Ande, T. (2009). Academic leadership experiences of foreign-born African immigrants in American institutions of higher education, pp. 55-65 & 176-236. • Booth, et al., Chap. 11-13 No class INDIVIDUAL CONFERENCES to discuss combining subtopics
3/24
3/31
Assn. 1 due: Select two academic articles that deal with your topic that will shape your work. Outline the literature review in each of your articles. How do they attend, relate, or respond to your research? Assn. 2 due: Compare and contrast your two articles from last week (you should include a comparison of their findings and if relevant, their methodologies) on the strength and validity of their claims, evidence, and warrants. Assn. 3 due: 5-page paper on first and second LR subtopics with seminal resources cited.
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4/7
4/14
Assn. 3 returned in conference with feedback No class INSTRUCTORS AWAY
4/28
Feedback on Assign. #4 Mode of Inquiry 3: Case Study Designing and Delivering an Effective Presentation Readings: • Yin, R. (2003). Case Study Research: Design and Methods. (3rd Edition). Thousand Oaks: Sage. Pp. 1-19. • Plowman, D., Solansky, S., Beck, T., Baker, L., Kulkarni, M., & Travis, D. (2007). Intergroup leadership: The role of leadership in emergent, self-organization. Leadership Quarterly (18), pp. 341–356. • Whyte, W. (1993). Street Corner Society: The Social Structure of an Italian Slum. Chicago: University of Chicago Press. Pp. 3-51 and 255-276. No class INDIVIDUAL CONFERENCES to discuss #5 assignment LR draft Writing and Review Session
5/5 5/12
Student Presentations Pt. 1 Student Presentations Pt. 2
4/21
Due April 7th via email: Assn. 4: 5-page paper on third LR subtopic with seminal resources cited Draft of entire LR due (two hard copies in class as well as an ecopy before class)
Bring laptop and resources to work on revised draft in class Final course project due to professors via e-mail before class
Assignments and Grading Structure 1) Outline (10 pts) 2) Comparison (10 pts) 3) First 5-pager with seminal resources cited (10 pts) 4) Second 5-pager with seminal resources cited (10 pts) 5) Final Assignment (Literature review with complete resources/APA style) (45 pts) 6) Final Presentation (10 pts) 7) Attendance and Participation (5 pts) A total of 100 points is possible in this course. Final grades are assigned according to the point distributions listed below: 92-100 points = A 90-91 points = A88-89 points = B+ 82-87 points = B 80-81 points = B78-79 points = C+
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72-77 points = C 70-71 points = C68-69 points = D+ 62-67 points = D 60-61 points = D58-59 points = F+ 57 points and below = F
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Rubric for Evaluating Literature Review Did not discuss the criteria for inclusion and exclusion from review Did not distinguish what has and has not been done Topic not placed in broader scholarly literature History of topic not discussed Key vocabulary not discussed Key variables and phenomena not discussed Accepted literature at face value
Discussed the literature included and excluded
Justified inclusion and exclusion of literature
Discussed what has and has not been done Some discussion of broader scholarly literature Some mention of history of topic Key vocabulary defined Reviewed relationships among key variables and phenomena Some critique of literature
Methodology
Research methods not discussed
Some discussion of research methods used to produce claims
Critically examined the state of the field Topic clearly situated in broader scholarly literature Critically examined history of topic Discussed and resolved ambiguities in definitions Noted ambiguities in literature and proposed new relationships Offered new perspective Critiqued research methods. Critical appropriateness of research methods to warrant claims.
Significance
Practical significance of research not discussed. Scholarly significance of research not discussed Poorly conceptualized, haphazard
Practical significance discussed. Scholarly significance discussed.
Coverage
Synthesis
Rhetoric
Some coherent structure
Critiqued practical significance of research Critiqued scholarly significance of research Well-developed, coherent
Note: This rubric is adapted from Doing a Literature Review by Christopher Hart, 1999. London, SAGE Publications.
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WRITING WITH INTEGRITY1 GUIDELINES FOR USD STUDENTS
Hugo Bedau wrote the following in Thinking and Writing About Philosophy: "Writers plagiarize when they use another's words or ideas without suitable acknowledgement. Plagiarism amounts to theft – theft of language and thought. Plagiarism also involves deception.... [Plagiarism] wrongs the person from whom the words or thoughts were taken and to whom no credit was given; and it wrongs the reader by fraudulently misrepresenting the words or thoughts as though they are the writer's own." Finally, although it sounds cliché, when you plagiarize you cheat yourself in three clear ways: First, by not developing the discipline and diligence to research, write, and edit well; second, because taking credit for other people's ideas will induce outrage and resentment against you; and third, because a habit of plagiarism can end your career and destroy your reputation. Expulsion from the university or failure to complete a course or degree are minor problems when you consider that plagiarism can jeopardize your chances to pursue any further education after the incident, which impairs your entire professional and economic future. To avoid plagiarism, you must cite your sources everywhere in your paper where you use the ideas of others, and not only when you quote them directly, but where you paraphrase their points in your own words. In general, you should only use direct quotes when you find the author's wording to be especially effective. Your paraphrasing or summaries of author's points should be thorough. It is not fair to an author to change only a couple of words in a paragraph and then imply (by not using direct quotes) that the paragraph is entirely your own prose. It might help to imagine the author reading over your shoulder. Would he or she approve of your use of his or her work? At USD, the code of academic integrity is not just rhetoric; forms of academic dishonesty include but are not limited to cheating, plagiarism, fabrication, or facilitating academic dishonesty, and will not be tolerated in my classes. Submitting a paper you wrote for a previous class as an assignment for any of my classes is also a form of academic dishonesty. Engaging in academic dishonesty may result in suspension or expulsion from the USD. If you are unfamiliar with USD's policy, please ensure that you read it. Familiarizing yourself with USD’s policies and procedures is your responsibility as a student. To summarize, anything you hand in to me must be written in your own words, exemplifying your own thoughts and ideas, and you must source any references you used in completing your work using the format of the APA 5th Edition Style Manual (or MLA/Chicago if approved, depending on your course and the assignment). Although you are encouraged to work and learn collaboratively, both within and outside of class, the work you submit to me should reflect your own thoughts and ideas (or the thoughts and ideas of your group members), and it must be expressed in original prose unless you cite whose words you are using. If you are unsure of what this means, please check with me before completing an assignment By printing and signing my name below I acknowledge that I have read and understood the importance and severity of this statement on academic integrity. I also acknowledge that I am jeopardizing my entire academic and professional career by engaging in academic dishonesty as outlined above. _________________________________ Printed Name
___________________________________ Signed Name
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Some content in this document is borrowed from Professor George Reed and his statement on academic integrity.
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