RESEARCH AND ANALYTIC METHODS – PAD5003 ONLINE
University of Colorado at Denver, School of Public Affairs
Fall 2009
CLASS MEETING:
INSTRUCTOR:
OFFICE:
PHONE:
EMAIL:
OFFICE HOURS:
Wednesday 4:00-6:45 PM, NC 1316
Danielle M. Varda, Ph.D.
1380 Lawrence St, Suite 500
303-315-2120
danielle.varda@ucdenver.edu
Mondays 2-3pm and by appointment
TEXTS*
Babbie, E., Halley, F. & Zaino, J. (2007). Adventures in social research: Data analysis using SPSS 14.0 and
15.0 for Windows (6th Edition). Thousand Oaks, CA: Sage. ISBN: 9781412940825
Creswell, J.W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd
Edition). Thousand Oaks, CA: Sage. ISBN 9781412965576
*Additional readings will be assigned weekly.
COURSE DESCRIPTION
This course examines research methods used to answer questions and test hypotheses in public and
nonprofit settings. The goal of the course is to develop effective, efficient research skills among public
administrators, managers, and policy analysts. In this context, research skills refers to the development
of techniques to identify interesting and relevant problems, frame research questions, select
appropriate research designs, collect data/information to inform the question, analyze
data/information, and communicate results. This class outlines these underlying concepts and just
enough methodology to operationalize them in a clear, straightforward way. The “how” of research is
emphasized – how to do it, how to make sense of its findings – and covers the basic statistical and
qualitative tools, concentrating steadily on interpreting research findings. We will use an abundance of
examples to illustrate methods and step-by-step instructions focusing on common research techniques,
providing a sound foundation in model building, research design, measurement, and sampling.
The goals of this course are to learn how to:
 Locate, critique, and synthesize information from research articles
 Identify and frame a research problem
 Develop research questions and hypotheses
 Select appropriate designs to address research problems
 Develop and administer data collection instruments
 Analyze and interpret data
 Communicate finding and make recommendations
GRADES
Your final grade will be based on the following:
Homework Assignments (2): 30% (15% each)
Quizzes (2):
40% (20% each)
Final:
30%
100%
Final grades will be assigned
according to the following cutoffs:
A 93-100
C 73-76
A- 90-92
C- 70-72
B+ 87-89
D+ 67-69
B 83-86
D 63-66
B- 80-82
D- 60-62
C+ 77-79
F 59 or below
Homeworks: The homeworks will ask you to demonstrate competencies and skills learned
throughout the course. Homework 1 will focus on developing research questions, identifying
variables, writing hypotheses, and literature reviews. Homework 2 will focus on data collection
(you will create your own data collection protocol and administer it outside of class). These are
each worth 15 points (30 points total toward your final grade).
Quizzes: The quizzes will be in class and will test your knowledge of the quantitative section of
the course. These are each worth 20 points (40 points total toward your final grade).
Final: The Final will cover the entire course. It will bring together all the skills you have learned
throughout the semester. This will be worth 30 points.
Course Organization and Timeline: This course consists of 13 units of instruction (broken up into three
modules) – research design, analytic methods, and communicating results. For each unit, there are two
tasks to complete: complete the reading assignment and follow the instructions in each unit regarding
assignments (these include participating in any discussions, turning in any homework assignments, and
completing any quizzes/tests for that section). The instructor may add or delete sections per the needs
of the class.
Course Lectures/Powerpoints: Powerpoint presentations for each unit will be posted within the unit
section. Written lectures will accompany (or compliment) these powerpoints. All of this is under the
title "Lecture Notes" in each unit.
Readings: Required readings are listed in the syllabus and within each unit.
CLASS POLICY
1. The lectures, class discussions, and cases are an important part of learning. Therefore, it is up to
you to complete all parts of this online course. You do not need to notify me when you get
behind, it is up to you to keep up and make sure that you complete assignments and readings on
time.
2. Homework, papers, and presentations not turned in on time will be reduced by one-third of a
letter grade for each day it is late (for example, one third reduction represents, for example,
moving from a B to a B-). Assignments are due in class on their due date.
3. Throughout the semester you will be asked to participate in group exercises, complete labs,
discuss readings, share examples, and/or demonstrate techniques. Each of these are important
to participate in to make sure you are getting all the necessary information and gaining all skills
required to pass the course.
4. In the case of an important announcement, I will send out an email to the class, and post a note
on the announcements page. One of the requirements of this course is that you maintain an
email address, check it regularly for messages, be sure it is working, and let me know if you
change your email address. You are responsible for any messages, including assignments and
schedule changes, I send you via email. You may also contact me via email, in addition to seeing
me during office hours or calling me. Please be sure I have your current email address.
5. If you send me an email, you can expect a response within 72 hours. I do not always respond to
emails immediately, but instead set aside time every few days to respond to class emails. I try
to set aside time on Mondays, Wednesdays, and Fridays to respond to emails. You can also visit
me during office hours (or set up an appointment) to meet with me in person.
ACADEMIC HONESTY
As members of the University of Colorado Denver academic community, faculty and students accept the
responsibility to maintain the highest standards of intellectual honesty and ethical conduct in
completing all forms of academic work at the university. Plagiarism is the use of another person’s
distinctive ideas or words without acknowledgement. The incorporation of another person’s work into
one’s own requires appropriate identification and acknowledgment, regardless of the means of
appropriation. SPA students are responsible for being attentive to or observant of campus policies
about academic honesty as stated in the University’s Student Conduct Code.
See the University of Colorado Denver Academic Honesty Code (attached) for more detailed
information; or find it at (http://thunder1.cudenver.edu/studentlife/studentlife/discipline.html)
SCHEDULE
The following schedule is subject to change at the discretion of the instructor. Therefore, consider the
following as a tentative schedule.
UNIT/
WEEK
OF
Unit 1
Aug 17
- 24
Unit 2
Aug
25Sept 1
TOPIC
Course Overview
Introduction to Research
-The Research Process
-Identifying Problems
-Developing Research
Questions
-Searching Online Databases
- Literature Reviews
- Research Designs:
Quantitative, Qualitative,
Mixed Methods
- Identifying Variables
- Developing Hypotheses &
Propositions
-Conceptual Frameworks
Unit 3
Sept 2
-9
-Writing a Proposal
-Ethical Issues in Research
Unit 4
Sept
10-17
-Collecting Data
-
Unit 5
Sept
18-25
Analytic Method Topic 1:
Quantitative Data
-Intro to SPSS
-Sampling
-Validity/Reliability
-Univariate Analysis
Analytic Method Topic 1:
Quantitative Data
Univariate Statistics
-Descriptive Statistics,
Unit 6
Sept
26-Oct
3
READINGS –
Completed by this Date
ASSIGNMENTS
Look through online
databases using
keyword searches
-Creswell: Ch 1,2
-Fitzpatrick, J. (2000). “What are our goals in
teaching research methods to public
administrators?” Journal of Public Affairs
Education. 6(3): 173-181.
-Example Lit Reviews #1,2, and 3
-Cresswell: Ch 4-7
-Fontes, L.A. (1998) “Ethics in Family Violence
Research: Cross-Cultural Issues.” Family
Relations 47(1):53-61.
-Creswell: Ch 8-10, and pages 87-94
-Hoddinott, S.N. and M.J.Bass. (1986). “The
Dillman Total Design Survey Method: A SureFire Way to Get High Survey Return Rates”.
Canadian Family Physician. 32: 2366-2368.
Babbie: Ch 1-5
Ferris, J.M. et al. (2005) “Foundations for Los
Angeles?” The Center on Philanthropy & Public
Policy: Los Angeles.
-Babbie: Ch 6-9
-Gazley, B. “Beyond the Contract: The Scope
and Nature of Informal Government-Nonprofit
Partnerships”. (2008) Public Administration
Complete PARTNER
survey:
www.partnertool.ne
t/survey
Login with your
username and
password (will be
sent to you by
email).
In Class Exercises Quan/Qual
HW1 Distributed
HW1 Due in Class
LAB
Unit 7
Oct 411
LAB
Unit 8
Oct 1219
LAB
Unit 9
Oct 2027
Graphs, & Charts
Review. Jan/Feb 2008: 141-154.
Analytic Method Topic 1:
Quantitative Data
Bivariate Statistics
-Measures of Association
-Tests of Significance
Analytic Method Topic 1:
Quantitative Data
Bivariate Statistics, cont.
Multivariate Statistics
Babbie: Ch 11-13
-Cain, B.E. et al. (2008). “Administering the
Oversees Vote”. Public Administration Review.:
802-813
Analytic Method Topic 2:
Qualitative Data
Data Analysis
Interpreting Results
-Eisenhardt, K.M. (1989) “Building Theory from
Case Study Research.” The Academy of
Management Review, 14(4): 532-550.
-Voithofer, R. (2006). “Studying Intertextuality,
Discourse, and Narratives to Conceptualize and
Contextualize Online Learning Environments.”
(2006) International Journal of Qualitative
Studies in Education. 19(2): 201-219.
-de Graff, G. and L.W.J.C. Huberts. (2008).
“Portraying the Nature of Corruption Using an
Explorative Case Study Design”. Public
Administration Review. 640-653.
-Lindlof, T.R. “Creating and Analyzing Texts in
the Field” in Qualitative Communication
Research Methods, Vol 3, Sage:Thousand Oaks.
197-243.
-DeNardo, A.M. and L.L. Levers. “Using NVivo
to Analyze Qualitative Data”. See link on
Blackboard.
-In addition to the readings, please also go to
this link and read this:
http://www.idrc.ca/en/ev-106563-201-1DO_TOPIC.html
-Granovetter, M. (1973). “The Strength of
Weak Ties”. The American Journal of Sociology.
78(6): 1360-1380.
-Kapucu, N. (2005). “Interorganizational
Coordination in Dynamic Context” Connections
26(2): 33-48.
-Krebs, V. and J. Holley. (2006). “Building Smart
Communities Through Network Weaving”
http://www.orgnet.com/BuildingNetworks.pdf.
-Krackhardt, D. and J.R. Hanson. (1993).
“Informal Networks” Harvard Business
Review:104-111.
-Social Networks in the News. Find a news
article on social networks and bring to class.
Unit
10
Oct 28Nov 4
Analytic Method Topic 2:
Qualitative Data
Data Collection
Kristi Jackson Coming to
Present NVivo
Unit
11
Nov 512
Analytic Method Topic 3:
Relational Data
Core Concepts
Data Collection
Unit
12
Nov
13-20
Analytic Method Topic 3:
Relational Data
Data Analysis
Interpreting Results
(In Class Simulation)
LAB
QUIZ (in class)
Babbie: Ch 14-15, 17-18
-McPherson, M., et al. (2006). “Social Isolation
in America” American Sociological Review 71:
353-375.
QUIZ (in class)
HW2Distributed
HW2 Due in Class
Final Distributed
NO
CLASS
Nov
21-28
Unit
13
Nov
29-Dec
6
FALL BREAK
Dec 79
FINAL
Mixed Methods
Communicating Results
Making Recommendations
Briefing Your Results
-Johnson, R.B. and A.J. Onwuegbuzie. (2004).
“Mixed Methods Research: A Research
Paradigm Whose Time Has Come.” Educational
Researcher. 33(7): 14-26.
-Driscoll, D.L. et al. (2007). “Merging
Qualitative and Quantitative Data in Mixed
Methods Research: How To and Why Not.”
Ecological and Environmental Anthropology
3(1): 19-28.
-“Communicating Research Results: Tips for
Preparing and Making Oral Presentations”,
http://www.hawaii.edu/acadsci.
-Policy Brief Examples; -White Paper Examples
Final Due Dec 9