Katherine Punteney

First Name
Katherine
Last Name
Punteney
Katherine Punteney, Professor of International Education Management, IEM, Image
Job Title
Program Chair, Assistant Professor in International Education Management
Location
CF 300 F
City, State, ZIP
Monterey, CA 93940
Phone
831.647.4625

Dr. Katherine Punteney’s experience in international education spans sectors including public and private higher education, and for-profit and non-profit organizations. She brings a passion for educating and advising students to her work, and is committed to assisting students in achieving their academic and career goals.

Expertise

International education theory, comparative international education, educational leadership, campus internationalization, intercultural communication and training, international student services, study abroad/international exchange management.

Faculty Program Tags
Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

ICCO 9544 - Crossing Cultures      

This course will focus on the dynamics of crossing cultures. Through readings, discussion, and experiential activities, students will explore the challenges and processes of cultural adaptation. Examples will be drawn from immigrant stories, study abroad, and international business contexts.

Spring 2014 - MIIS

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ICCO 9562 - Biculturalism&Multiculturalism      

This course will focus on the experiences of people who identify as Bicultural or Multicultural. Though reading first-person accounts, engaging with experiential activities, and studying theories of identity development, the dynamics of biculturalism and multiculturalism will be explored. The course will conclude with recommendations for supporting individuals with bicultural and multicultural identities.

Fall 2013 - MIIS, Fall 2014 - MIIS

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IEMG 8500 - Principles & Practices Intl Ed      

This foundational course will introduce students to the breadth of the international education field. Course content will emphasize fundamental principles of international education through a focus on seminal literature in the field. Additionally, the course will emphasize exploration of career specializations through interactions with practitioners and individual course assignments.

Fall 2012 - MIIS, Spring 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS

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IEMG 8530 - Comparative Intl Education      

This course offers an introduction to the breadth of educational systems and structures around the world, and the cultural, historical, philosophical, and economic forces that shape these systems. Additional topics to be studied include the effects of globalization on education systems; the role of international organizations and NGOs in the provision of formal and non-formal education; and issues of diversity, access, and inclusion as they manifest internationally.

Spring 2013 - MIIS

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IEMG 8544 - Crossing Cultures      

This course will focus on the dynamics of crossing cultures. Through readings, discussion, and experiential activities, students will explore the challenges and processes of cultural adaptation. Examples will be drawn from immigrant stories, study abroad, and international business contexts.

Spring 2014 - MIIS

More Information »

IEMG 8562 - Biculturalism&Multiculturalism      

This course will focus on the experiences of people who identify as Bicultural or Multicultural. Through reading first-person accounts, engaging with experiential activities, and studying theories of identity development, the dynamics of biculturalism and multiculturalism will be explored. The course will conclude with recommendations for supporting individuals with bicultural and multicultural identities.

Fall 2013 - MIIS, Fall 2014 - MIIS

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IEMG 8598 - Intl Education Directed Study      

Students will have the opportunity to engage in a local international education project. The fieldwork project will include an academic research component as well as extensive hands-on work with a local program. This course may be taken up to three times for credit.

Spring 2013 - MIIS

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IEMG 8625 - Student Services      

This course will introduce best practices, codes of conduct, and exemplars for a wide-range of student services including Records, Financial Aid, Admissions/Enrollment Management, Academic Advising, Orientation Programs, Career Services, Health Center, Counseling Center, Residential Life, Student Affairs, Employment Office, Judicial Affairs, Alumni relations, etc. Interactions between these offices and international education offices will be explored.

Spring 2014 - MIIS

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IEMG 8640 - Campus Internationalization      

With an emphasis on the latest research findings, this course will help students identify best practices, exemplar programs, challenges, and benefits in the growing movement towards campus internationalization.

Fall 2012 - MIIS, Fall 2013 - MIIS

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IEMG 8650 - Intl Education Mgmt Practicum      

While undertaking an approved professional practicum in the International Education Management field, students will be responsible for rigorous academic performance, equivalent in quantity and quality to the requirements for equivalent on-campus coursework. Students will demonstrate their application of theory to practice through completion of multiple deliverables.

Spring 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS

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IPOL 8531 - Princpls&Practices-IntlEducatn      

This foundational course will introduce students to the breadth of the international education field. Course content will emphasize fundamental principles of international education through a focus on the seminal literature in the field. Additionally, the course will emphasize exploration of career specializations through interactions with practitioners and individual course assignments.

Spring 2012 - MIIS

More Information »

IPOL 8543 - Comparative Intl Education      

This course offers an introduction to the breadth of educational systems and structures around the world, and the cultural, historical, philosophical, and economic forces that shape these systems. Additional topics to be studied include the effects of globalization on education systems; the role of international organizations and NGOs in the provision of formal and non-formal education; and issues of diversity, access, and inclusion as they manifest internationally.

Fall 2011 - MIIS, Spring 2012 - MIIS

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Extra Information

Education

Ed.D. Educational Leadership, California State University, Sacramento

M.A.  International Education, SIT Graduate Institute

B.A. Communication and Asian Studies, University of Puget Sound

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Kent Glenzer

First Name
Kent
Last Name
Glenzer
kent-bio-pic
Job Title
Associate Professor (MPA/MBA)
Location
McCone 114
City, State, ZIP
Monterey, CA 93940
Phone
831.647.4149
Language(s)
Français
português

What I am most passionate about: I’m obsessed with the organizations and people who say that they are passionate about fighting poverty, social injustice, and abuse of human rights.  I’m obsessed with how these kinds of actors carve up the world a) conceptually, b) pragmatically, and c) in opposition to other actors.  I’m obsessed with the idea that there is no way to step outside of power – no way to extricate yourself or your organization from power relations, no privileged stance from which to pronounce or act in a world.  Along with many others, I believe that poverty –

Expertise

I have extensive work and research experience in sub-Saharan Africa, having lived there for 13 years and focused on it as both an external and internal consultant to NGOs and public sector agencies for 10 more years.   I specialize in organizations, organizational development, organizational behavior and culture, institutional and organizational fields, and organizational evolution and learning processes.  All my work and thinking centralizes the power dynamics, inequalities, and identity politics that surround and constitute development projects, programs, and strategies.  I have proven managerial and leadership competencies, and this understanding of how theory, big ideas, “best practice” and innovation actually get refracted through pragmatic choices of the working professional is perhaps the highest value I bring to my work with students.   Related to this is experience in program and organizational monitoring, evaluation, and learning systems, performance management, strategic planning, and social, cultural, and political economic analysis.   Finally, I have a strong background, both practically and academically, in civil society, social movements, and policy advocacy.

Faculty Program Tags
Extra Information

Recent Accomplishments

Appointed to Editorial Board of the Action Research Journal.

Led the formative evaluation of Save the Children’s $20 million program devoted to global knowledge sharing and building robust communities of practice related to food security programming. 

Worked with the Ford Foundation in China – and NGO partners there -- on a strategic monitoring, evaluation, and learning system for the country office.  This work is ongoing.

Contributed a chapter to a book on understanding culture and cultural change for the Army Research Institute, a book targeted at army officers, as well as being lead expert for a training module for army staff on using appreciative inquiry to advise host country staff on organizational development and change.  This work is ongoing.

Authored Oxfam America’s Rights-Oriented Programming for Effectiveness and Oxfam International’s Program Principles, which both served to strategically frame the organization’s long-term and rights-based approaches to development and social change.

Designed a three-year, multi-level portfolio assessment of CARE’s work on women’s empowerment and oversaw the massaging of evaluation results into organizational practice.

Previous Work

Prior to accepting an appointment at MIIS, I worked for Oxfam America for four years, CARE USA for 12 years, during which time I had the opportunity to live and work in Mali for nearly seven years, Mozambique for four years, and Ethiopia for more than two years. My consulting has taken me to more than 30 countries in Africa, south and east Asia, and Latin America and the Caribbean.  I’ve also worked with the Program for Appropriate Technology in Health and I was a Peace Corps volunteer in Mali.

Education

  • Bachelor in Journalism, Northwestern University, 1983.
  • Masters in Communication, Cornell University, 1990.
  • Ph.D., Emory University, 2005.

Careers in Strategic Planning and Management

Students working with me will be well prepared  for consulting on or full-time positions in program/project monitoring and evaluation, strategic planning, project and program management, and facilitating organizational change processes.  You might find yourself in the human resources department of a large international NGO, as a learning or staff/management development specialist.  You might find yourself the manager of a  civil society strengthening project in sub-Saharan Africa financed by a philanthropic foundation.  You might find yourself part of a team contracted to evaluate a program or project of Oxfam or CARE.

Publications

“Chutes, Ladders, and Sticky Institutions:  Understanding Social Change in Sub-Saharan Africa,” in Beret E. Strong, LisaRe Brooks, Michelle Ramsden Zbylut, and Linda Roan eds., Sociocultural Systems: The Next Step in Army Cultural Capability, forthcoming.

iccr "Addressing Root Causes of Economic and Social Injustice:  Considerations of Concept, Strategy, and Measurement from Oxfam America’s Rights-Based Programs.” In Building Sustainable Communities Through Multi-Party Collaboration.  New York:  Interfaith Council on Corporate Responsibility, 2011.  Pp. 29-34.

cjas_article “La Sécheresse:  The Social and Institutional Construction of a Development Problem in the Malian (Soudanese) Sahel, c.1900-1982.”Canadian Journal of African Studies 36, 1 (2002):  1-34.

dev_in_practice_article "Leading learning and change from the middle:  Re-conceptualizing strategy’s purpose, content and measures.”  Co-authored with Colin Beckwith and Alan Fowler.  Development in Practice 12, 3-4 (August 2001):  409-423.

state_donor_ngo_configurations “State, Donor and NGO Configurations in Malian Development 1960-1999:  The Enactment and Contestation of Global Rationalized Myths in an Organizational Field.” In Globalization, the Third World State and Poverty-Alleviation in the Twenty-First Century, ed. Ikubolajeh Logan,  Aldershot, England:  Ashgate Publishing, 2001. Pp. 161-180.
Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Alfredo Ortiz

First Name
Alfredo
Last Name
Ortiz
Alfredo Ortiz Photo
Job Title
Visiting Professor, Nonprofit Management and Social Change
Language(s)
Español

I believe:

Working for social change means being willing to challenge the way things are done and what is perceived as normal by many people, including ourselves.  By placing ourselves in the development picture as both agents and subjects of change we can work with others to construct a more meaningful future.

What excites me:

Faculty Program Tags
Expertise

Organizational development and strategy, social change organizations, organizational sustainability

Extra Information

Recent Activities

This summer I co-designed and co-facilitated a workshop in Perú on participatory methodologies for development, focusing on how to use these methodologies in complex and contested social change environments.  I also designed a facilitated a dialogue (including workshop) to help other facilitators figure out how to approach and differentiate strategic planning processes with different labor unions in the Lima, Perú area.  Also this summer I taught two sessions in the Masters in Development Policy Program at the Polytechnic University in Valencia, Spain, on monitoring and learning in complex environments.  I also co-taught week three of the MIIS DPMI module on strategic partnerships.

Over the past two years I have been carrying out my PhD action-research fieldwork with two organizations in Peru (one which focuses on community development in peri-urban slums; and one activist think tank that works with social movements) and a private conservation organization in Northwest Ecuador.  I have been looking into what systemic methodologies can help these organizations develop the capacities to support meaningful social change in their complex and contested social change environments.

Education

BA in Accounting and BA in Spanish (New Mexico State University), MA International Relations – Conflict Resolution and Development (St. Mary's University, San Antonio, TX), Ph.D Development Studies (Institute of Development Studies at the University of Sussex, UK

Selected Publications

  • ORTIZ ARAGÓN, Capacity building in complex environments—Seeking meaningful methodology for social change . Doctoral dissertation, (May 2013) [May be accessed from: http://sro.sussex.ac.uk/44684/ ]
  • ORTIZ ARAGÓN, Shifting identity from within the conversational flow of organisational complexity. IDS Bulletin, 43, 3 (May 2012).
  • BURNS, HARVEY & ORTIZ ARAGÓN, Action Research for development and social change. IDS Bulletin, 43, 3 (May 2012).
  • ORTIZ ARAGÓN, A. 2010a. Capacity development and rural territorial dynamics (RTD): A documentation and interpretation of how capacity building is being understood and shaped within the RTD program. RTD Topical inquiries. Santiago: RIMISP.
  • ORTIZ ARAGÓN, A. 2010b. A Case for Surfacing Theories of Change for Purposeful Organisational Capacity Development. IDS Bulletin, 41, 36-46.
  • ORTIZ ARAGÓN, A. & GILES MACEDO, J. C. 2010. A 'Systemic Theories of Change' Approach for Purposeful Capacity Development. IDS Bulletin, 41, 87-99.
  • ORTIZ, A. 2009. Interpreting Worldviews and Theories of Change on Capacity Development of Social Change Organizations Brighton: IDS.
  • ORTIZ ARAGÓN, A. & TAYLOR, P. 2009. Learning purposefully in capacity development: Why, what and when to measure? In: IIEP (ed.) Rethinking capacity development. Paris: IDS.
  • TAYLOR, P. & ORTIZ, A. 2008. Doing things better? How capacity development results help bring about change. IDRC Strategic Evaluation of Capacity Development. Institute of Development Studies (IDS).
  • ORTIZ, A. 2001. Core Costs and NGO Sustainability: Towards a Donor-NGO Consensus on the Importance of Proper Measurement, Control & Recovery of Indirect Costs. Washington, DC: The Nature Conservancy.
Faculty Type
Visiting Faculty
Dynamic Features
Course Catalog

Beryl Levinger

First Name
Beryl
Last Name
Levinger
Beryl Levinger
Job Title
Distinguished Professor and Program Chair
Location
212 McCone
City, State, ZIP
Monterey,CA 93940
Phone
831.233.3340
Language(s)
Español
Français
português

I believe that people learn and grow when they work together to solve problems that hold meaning and significance for their lives. While experts are important, they are never smarter than a group of committed individuals working together in pursuit of social justice.

Here are seven short videos that offer my perspective on Social Change.

Faculty Program Tags
Expertise

Beryl Levinger is a highly regarded development professional who focuses on five issues: evaluationcapacity developmentstrategic planningeducation; and health. Last year alone, she worked in eleven countries with such organizations as the World Bank, UNHCR, USAID, Save the Children, the Carter Center, the International Committee of the Red Cross, Freedom from Hunger, Project Concern International, Partners in Health, the Packard Foundation, the Inter-American Development Bank, and Stanford University’s Center for Ocean Solutions. With a career that includes senior positions at  AFS Intercultural Programs (president),  CARE (senior vice president) and Save the Children (vice president), Beryl draws on a rich array of experiences and intense interaction with students to enliven her classes. A former vice chair of both Pact and InterAction, Beryl has worked in nearly 90 countries. For the past 15 years, she been research director or co-director of Save the Children's State of the World's Mothers Report, a publication that offers a comparative perspective on the health, education and gender issues faced by girls and women throughout the world. Beryl has won numerous international awards for the quality of her contributions to the field of development.

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

DPMI 8650 - DPMI Development Practicum      

The Development Project Practicum is an academic and professional program in which students complete professional assignments (typically three to seven months) with an organization that they have helped identify. The practicum is designed to afford students the opportunity to utilize DPMI skills in the field. Participants develop a set of negotiated deliverables which are reviewed and approved by the faculty program director and the Center for Advising and Career Services. Credit is offered on a pass/fail basis. The Development Project Practicum may be completed in conjunction with DPMI 8698 for 12 credits in any given semester, or at any time after a DPMI Certificate of Completion has been earned. Please visit http:miis.edu/dpmi">go.miis.edu/dpmi or contact dpmi@miis.edu for more information.

Fall 2010 - MIIS, Spring 2011 - MIIS, Summer 2011 - MIIS, Fall 2011 - MIIS, Spring 2012 - MIIS, Summer 2012 - MIIS, Fall 2012 - MIIS, Spring 2013 - MIIS, Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS

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DPMI 8684 - Kenya:NGO Capacity & Education      

The Development Planning, Management and Innovation Institute/Kenya program combines instruction, field visits, team-designed projects for client organizations (the Omega Foundation and a group of its NGO grantees), and readings. These elements are blended together to give program participants an in-depth understanding of the complexities of designing, delivering and monitoring projects that address the challenges that development organizations face in expanding educational opportunities for the populations they serve. Participants will work side-by-side with Kenyan professionals from leading NGOs to design innovative solutions that address local priorities. Learners will gain skills in fostering participatory development (with a thematic focus on education), leading change, measuring progress, crafting attractive funding proposals, and using monitoring data to communicate results.

By the program's conclusion, participants will be able to:

• Use a professionally recognized set of tools, techniques, and approaches to design a funding proposal that incorporates best practices for addressing a priority challenge related to education or general well-being

• Design a simple monitoring framework for this project

• Create a facilitated event plan to engage stakeholders

• Create an exit strategy, sustainability plan and implementation plan the project

• Incorporate a design thinking perspective into the project

• Create a working environment that builds social capital

Summer 2014 - MIIS

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DPMI 8686 - DPMI:Health,Educ,GendrInRWANDA      

Credit: course can be taken for no credit or for 4 units on a Pass/Fail basis. A certificate of completion will be awarded to participants who successfully complete all assignments.

Instructor of record: Dr. Beryl Levinger

The program will focus on use and mastery of tools and frameworks that represent “embedded theory.” Tool mastery will prepare participants to foster sustainable development. The tools to be featured in the program are widely used by bilateral and multinational organizations including USAID, the World Bank, and UNDP.
Note: While there may be some content overlap with current DPMI offerings, the examples and projects will all be Rwanda-specific and focused on HIV/AIDS, education or gender.

Students who enroll will be eligible to participate in DPMI8650A (DPMI+). Students who have already completed DPMI 8698 A and/or 8698 B are also eligible to enroll. For students who have previously participated in a DPMI session, this program will allow them to hone their skills further with more elaborate assignments.

Spring 2014 - MIIS

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DPMI 8688 - DPMI: Cairo Practicum      

DPMI-in-Cairo is hosted and co-sponsored by MIIS partner, American University in Cairo (AUC). English will be the language of instruction. DPMI-in-Cairo will combine approximately 6 days of instruction with 3-4 days of fieldwork in or near Cairo with nonprofits in the area. Participants will work in teams on behalf of an NGO partner that has worked with AUC. The traditional DPMI program has 3 modules and lasts for 15 days. DPMI-in-Cairo will primarily focus on Module #1 (program design and assessment in the context of the Millennium Development Goals) along with very brief content presentations related to facilitation (Module #2) and strategic partnering (Module #3).

Spring 2011 - MIIS

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DPMI 8698 - Directed Study      

DPMI 8698A Foundations of Development Project Management

Participants will learn the necessary components of project design. Implementation of strategies to ensure sustainable benefits and alternative evaluation methods will also be discussed. At the module's completion, participants will create an overall evaluation plan for a project along with a detailed project implementation plan using the results framework (RF), an approach to project development that is widely used in bilateral and multinational organizations including USAID, the World Bank and UNDP.

DPMI 8698B Applied Development Project Management

This course features two modules. Participants master tools and skills needed to effectively assume the roles of facilitator, trainer, and change agent. Local human resource development is an important component in every development project. The module focuses on transferring skills to participants so they can conduct their own training programs. Topics covered include needs assessments, adult learning practices, community mobilization, stakeholder negotiation, conflict mediation, and the training of trainers. In the other module, participants, working within a context of social entrepreneurship, become proficient in the use of tools and techniques to conduct an analysis of vision and mission; identify core competencies; and forge strategic partnerships to enhance organizational effectiveness. Innovative software applications are introduced to support a simulation.

DPMI Directed Study Courses (DPMI 698):

DPMI participants may enroll in either one or two DPMI directed study courses. Although both courses carry the same number (DPMI 698), the course titles that appear on a student's transcript differ. The first DPMI 698 course (Foundations of Development Project Management) is a prerequisite for the second DPMI 698 offering (Applied Development Project Management). In other words, students may not enroll in Applied Development Project Management unless they have already completed Foundations of Development Project Management or are concurrently enrolled in it.

DPMI 698-Foundations of Development Project Management (3 credits)
Requires completion and submission of deliverables for Module I and the 5-page Statement of Development Philosophy. Students enrolled in this course during the Summer should submit their notebook link to Beryl and dpmi@miis.edu">miis.edu by August 27. Students registered in the Fall semester should submit their notebook link by November 15. The submission due date to post your week one deliverables online for students registered in the Spring semester is March 31. The development philosophy statement for January DPMI Monterey participants is due to dpmi@miis.edu by May 1. The development philosophy statement deadline for summer DPMI training participants is October 31.

DPMI 698-Applied Development Project Management (3 credits)
Requires completion and submission of deliverables for Modules II and III in the same presentation site used for Module I. Due dates are the same as above.

Fall 2010 - MIIS, Spring 2011 - MIIS, Summer 2011 - MIIS, Fall 2011 - MIIS, Spring 2012 - MIIS, Summer 2012 - MIIS, Fall 2012 - MIIS, Spring 2013 - MIIS, Summer 2013 - MIIS, Fall 2013 - MIIS, Spring 2014 - MIIS, Summer 2014 - MIIS, Fall 2014 - MIIS

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IPOL 8514 / WKSH 8565 - Managing Social Change Orgs      

Fall 2010 - MIIS, Spring 2011 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS

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IPOL 8597 - DesigningTools for SCOs      

Many social change organizations use tools to assess current performance; set priorities; plan new initiatives; test theories; build capacity; report accomplishments; engage stakeholders; achieve scale; and promote sustainability. This course will help participants to master the principles of tool development in order to create original tools that can be used to address recurrent organizational challenges. Students will critique existing tools, engage in theory-based tool development, create materials to support tool application (e.g., manuals or instructional videos); and develop plans for tool validation. The course will culminate with a tool expo for MPAs and other interested students.

Spring 2011 - MIIS, Spring 2012 - MIIS

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IPSS 8520 - IPSS Professional Training      

The IPSS pre-departure training, consisting of six modules taught by select faculty, intends to help students refresh and/or obtain basic new knowledge and skills essential for successful professional service and future careers. These modules intend to provide a foundation – key skills, points, tools, and guiding resources – which students can use and build on in the future. The modules will use an interactive learning environment covering topics from facilitation, organizational context analysis, and applied research design to Excel essentials and communication and new media skills. A pass/fail grade will be assigned by the IPSS academic coordinator based on students’ attendance and performance in these modules.

Spring 2013 - MIIS

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IPSS 8530 - High-Value Org Consulting      

This workshop will be taught by organizational expert and successful government, nonprofit, and private-sector consultant, Dr. Beryl Levinger ,with help from our alumnus Vladimir Cernavskis (Moscow, McKinsey Associates). Participants will learn tools for analyzing an organization, its culture, its approach to meeting mission, and ecosystem analysis. They will also master key skills for effective organizational consulting including client reconnaissance; client relationship management; and the creation of value-added consultant deliverables. The 15 contact hour workshop in January will be worth 1 credits. Students wishing to earn 2 credits for this workshop will turn addition deliverables in the first month of their internship – these deliverables will help them apply the tools they have learned in this workshop to better understand their host organizations.

Spring 2014 - MIIS

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IPSS 8531 - Designing/EvaluatngInterventns      

Workshop will cover basic tools and steps involved in designing successful interventions (i.e. projects and programs) and effectively evaluating these interventions. This workshop will prepare students to assist the growing number of organizations across various specializations that are trying to establish more systematic design and evaluation systems.

Spring 2014 - MIIS

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MPAG 8550 - Educatn&Dvlpmnt:SelectedTopics      

Through readings, structured discussions, and in-class exercises, this course will explore how education is linked to poverty alleviation and Millennium Development Goal achievement in low income countries. Specific topics to be addressed include (1) gender equity and education; (2) the linkages between health status and schooling; (3) education strategies for youth and workforce development; and (4) meeting educational needs in times of crisis (war or natural disaster). We will also examine how non-governmental organizations, bilateral assistance agencies (e.g. USAID) and multilateral donors (e.g. the World Bank, UNDP) work to address these issues. The course is structured so that students develop a profound understanding of how policies and programs intimately connect to people's lives, especially the lives of people who have been marginalized through poverty and discrimination.

Spring 2013 - MIIS

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MPAG 8572 / IPOL 8572 - Training and Educating Adults      

The course is designed for students who expect to train adults as part of their professional work. Such training often takes place in the context of organizational capacity development or as part of efforts to empower marginalized populations. We will examine the principles of adult learning theory and explore how these principles can ground the design and delivery of training for capacity development and empowerment Topics covered include the development of training objectives; selection of appropriate training methods and resources; sequencing of learning experiences; and training evaluation. Students will work in teams to create a training module that can be delivered to a group of learners.

Special attention will be given to key elements of active pedagogy for increasing transfer of learning; constructivism; and scaffolding. Participants will learn to: conduct a simple needs assessment to support training and development activities; formulate and assess clear training objectives; select training methods appropriate to learners and program goals; design instructional activities in response to training needs and skills analyses; and optimize the impact of cultural diversity on learning goals.

Spring 2012 - MIIS, Spring 2013 - MIIS

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MPAG 8600 / IPOL 8600 - Sem:Adv Social Change Ldrship      

This seminar focuses on the advanced application of theories and "best practices" related to the management of nonprofit organizations engaged in international development, student exchange, relief or related activities. Special emphasis will be given to strategic planning, team-building, facilitation, capacity assessment and leadership. Through case studies, the examination of primary source documents from international nonprofits, and extensive small group activity, class participants develop a repertoire of management tools that can be used in a broad range of nonprofit settings. The class culminates with a seminar-designed service project that links participants to local nonprofit organizations.

Spring 2011 - MIIS, Spring 2012 - MIIS, Spring 2013 - MIIS

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MPAG 8644 / IPOL 8644 - Sem:ProgramEvaluation for SCOs      

This course will introduce different aspects of Program Evaluation in the first half of the semester. In the second half, students will conduct an evaluation in the field. Students will evaluate selected programs in organizations in the Monterey Bay area. The goals of the course include: a) understanding the process of evaluation; b) gaining familiarity with evaluation concepts, techniques and issues; c) choosing among different alternatives for conducting development evaluations, including data collection, analysis and reporting; and, d) designing an evaluation. We will have specific sessions on the following topics: a) evaluation models; b) new development evaluation approaches; c) impact, descriptive and normative evaluation designs; d) data collection and sampling; e) data analysis and interpretation; e) building a performance-based evaluation; and f) political, social and economic contexts of evaluation.

Fall 2010 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS, Fall 2014 - MIIS

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WKSH 8562 - PrnciplsofTraining &SkillsDevp      

Students will apply adult learning theory to the training function in social change organizations. Emphasis will be placed on social change organizations (including governmental units; NGOs; and international organizations) that are working to alleviate poverty or promote social justice in developing countries. Essential principles include those related to developing training objectives, selecting training methods and resources, sequencing learning experiences, and evaluating training. Special attention will be given to key elements of active pedagogy for increasing transfer of learning; constructivism; and scaffolding. Participants will learn to: conduct a simple needs assessment to support training and development activities; formulate and assess clear training objectives; select training methods appropriate to learners and program goals; design instructional activities in response to training needs and skills analyses; and optimize the impact of cultural diversity on learning goals.

Spring 2011 - MIIS

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WKSH 8592 - Social Innovation Investing      

Funding agencies, social investors and development institutions around the world are seeking to make investments that generate social and environmental impact as well as financial return. This emerging sector, called "impact investing," has the potential to become a powerful force for global change. One of the critical challenges facing this new movement is identifying and cultivating high quality opportunities for impact investors. In this workshop, students will learn how to discover and evaluate pattern breaking social enterprises. Participants will be introduced to the fundamentals of impact investing, including deal sourcing and brokering. The interactive workshop will include new data on deal sourcing and investment trends and an introduction to the key institutions building the sector. Students will learn and apply a new framework for identifying social innovation and will participate in a simulated “opportunity screening workshop.”

Fall 2010 - MIIS

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Extra Information

 Beryl's Teaching Philosophy

Here's what Beryl says about her teaching:

 "Research clearly demonstrates that learning a skill in one setting or around one particular challenge does not guarantee that the learner will automatically transfer that knowledge to a new setting or problem. To address the “learning transfer challenge," I use a cognitive apprentice approach to teaching and learning. This involves authentic problem-solving and the subsequent delinking of problem-solving skills from specific contexts in order to facilitate knowledge transfer. To help learners recognize the content  that they should be able to apply across settings and contexts, I close every class with a set of student-generated Big Ideas. I also liberally sprinkle my teaching with the introduction and application of “tools” that are designed to help students apply new knowledge to a wide variety of issues and places."

 "Collaboration is critical for an era where no single individual can have all the skills and knowledge needed to solve complex, wicked problems. Accordingly, I strive to be a facilitator and choreographer of diverse learning experiences that enable our students to work brilliantly with and learn from others."

Education

PhD, Educational Planning, University of Alabama; MA, Educational Administration, University of Alabama; BS, Social Sciences, Cornell University

Careers in Organizational Capacity Development

Students with this concentration will be ready to help social organizations become more effective as partners, implementers and public policy advocates. They will also be able to serve as internal or external consultants on projects designed to improve institutional effectiveness. Anyone with this concentration would be well prepared to assume a leadership role within an organization. They would know how to work with a governance structure; how to shape organizational culture; and how to help stakeholders set a direction and engage in activities that lead to mission fulfillment.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Edward J. Laurance

First Name
Edward
Last Name
Laurance
Ed Laurance
Job Title
Professor and Gordon Paul Smith Chair in International Policy Studies
Location
311 McCone
Phone
831.647.4144

I Believe:

One of the most critical challenges to development and indeed humanity is armed violence, especially in fragile states. This violence leads to death and injury, violations of human rights, lack of justice and the rule of law, lost productivity, lowering of already inadequate health budgets, and psychological costs. In short, development cannot proceed alongside such violence. I believe that this violence can and must be prevented, reduced and eventually eliminated. I have devoted most of my professional life to this end.

Expertise

Armed violence reduction, research methods for development practitioners, global governance, international organizations, proliferation and effects of conventional weapons and small arms, program evaluation and project management

Faculty Program Tags
MIIS Tags
Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

IPMG 8526 - Implementing Humanitarianism      

This two-day workshop will provide participants with the knowledge and skills needed to adequately respond to disasters and post-conflict humanitarian emergencies. It focuses on implementing the core global standards described in the Sphere Handbook, which collects evidence-based universal minimum standards in four life-saving sectors: water supply, sanitation and hygiene promotion; food security and nutrition; shelter, settlement and non-food items; and health action. Based on moral and legal principles spelled out in the Humanitarian Charter, it also defines Protection Principles and Core Standards which inform any humanitarian response in a spirit of quality and accountability to the affected populations.

In preparing for the workshop, participants learn the basics of needs assessment and apply them to selected humanitarian emergences to include conflict, post-conflict and disaster situations. The first day of the workshop will cover the Sphere standards and how they are implemented, especially in the humanitarian emergencies studied prior to the course. The workshop will pay special attention to the protection of vulnerable populations during a disaster or conflict. Activities include practical team-based exercises, as well as interacting with real-world humanitarian emergency professionals, including Skype sessions with professionals in the field. The day concludes with assigning a team exercise on implementing Sphere standards to be presented and evaluated on the second day of the workshop. The final portion of the workshop is a personal reflection and assessment.

The workshop is designed for those participants who desire to work in humanitarian emergencies and disaster response. Sphere training is considered an essential qualification for such work. Given the continuing occurrence of conflicts, armed violence and natural disasters, opportunities for work in this field abound. The workshop provides critical skills for this work.

The lead instructor, Molly Lineberger, worked in Haiti for two and a half years with Catholic Relief Services, before, during and after the earthquake of January 2010. She has extensive experience in the application of the Sphere standards, to include training humanitarian staff in these standards. Professor Ed Laurance has extensive knowledge and experience working on armed violence and its humanitarian effects.

Spring 2013 - MIIS

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IPMG 8541 - ResrchMethdsForDvlpmntPractice      

The focus of this course is on the methods used in designing, implementing and evaluating development programs, broadly defined. The methods covered are those currently in use in a variety of contexts. Examples of methods covered include data analysis (SPSS and Excel), survey research, interviewing, key informant interviewing, focus groups, direct observation, developing tools for analysis, rapid assessment, stakeholder analysis and conflict analysis. The methods will be taught in modular form, all involving completing a small team project utilizing the method. While much of the work will be done in teams, each student will be evaluated separately. Some projects will be conducted with local government and nonprofit organizations, while others will involve the MIIS community.

Fall 2013 - MIIS

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IPOL 8541 - ResrchMethdsForDvlpmntPractice      

The focus of this course is on the methods used in designing, implementing and evaluating development programs, broadly defined. The methods covered are those currently in use in a variety of contexts. Examples of methods covered include data analysis (SPSS and Excel), survey research, interviewing, key informant interviewing, focus groups, direct observation, developing tools for analysis, rapid assessment, stakeholder analysis and conflict analysis. The methods will be taught in modular form, all involving completing a small team project utilizing the method. While much of the work will be done in teams, each student will be evaluated separately. Some projects will be conducted with local government and nonprofit organizations, while others will involve the MIIS community.

Fall 2012 - MIIS

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IPOL 8582 - Evaluation Methods      

The course is designed for all students in all GSIPM curricula seeking to add the critical skill of program evaluation to their portfolio. For MPA students it counts as one of the three Program Evaluation courses that satisfy that MPA core requirement. The course is organized in three parts. In the first quarter of the course we look at program evaluation --- “a robust arena of activity directed at collecting, analyzing, interpreting, and communicating information about the effectiveness of social programs undertaken for the purpose of improving social conditions”-- - in its practical application: purposes and types of evaluations, participants and stakeholders, identifying issues and formulating questions, needs assessment, assessing program theory, program monitoring and strategies for impact assessment. In the second quarter of the course we systematically explore the various data-generation methods used in program evaluation. Methods to be examined may include but are not limited to statistical analysis, survey research, key informant interviews, field research and observation, focus groups, and ethnographic techniques. In the last half of the course students will conduct an evaluation of actual programs conducted in the larger Monterey area, using the concepts and data-generation techniques learned in the first half of the course.

Spring 2011 - MIIS

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IPOL 8585 - International Organizations      

The upsurge in truly global problems since the end of the Cold War has resulted in the rise of International Governmental Organizations (IGOs) as vital actors in the global governance, or management, of these issues. This course will study and analyze IGOs acting on a wide range of global issues, allowing students in a variety of programs and specializations to gain a better understanding of how such issues are managed - nonproliferation, terrorism, development, environment, trade, et al. This course is also appropriate for MPA students wishing to understand the behavior of IGOs. Topics include IGOs as bureaucracies, IGOs as independent actors or controlled by national governments, (authority and autonomy), power of IGOs, pathologies of IGOs and organizational change.

Fall 2010 - MIIS, Fall 2011 - MIIS

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IPOL 8634 - Sem:SecurityJustice&Developmnt      

The main focus of this course is addressing the challenge to the achievement of the Millennium Development Goals. A growing level of insecurity and armed violence is preventing desperately needed economic, social and political development (good governance), especially in fragile states emerging from conflict. As governments, NGOs and IGOs collaborate to solve this problem, several specific challenges or obstacles to development have emerged that fall under the umbrella concept of "Security, Justice and Development." They include: 1) the presence of anti-personnel landmines that deny the use of land and exact a humanitarian toll; 2) the negative effects of excessive proliferation, accumulation availability and misuse of small arms and light weapons; 3) the presence of corrupt and poorly trained and equipped security forces which requires security sector reform and governance; 4) the lack of human security - freedom from fear, injustice and want; 5) the disarmament, demobilization and reintegration (DDR) of former combatants, 6) the need for conflict prevention and resolution, and most recently 7) the need for the state to operate under the rule of law. All of these problems are major components of post-conflict reconstruction. Students will select one or more of these as the focus of a major research paper, in either a single country or a comparative context.

Fall 2010 - MIIS, Spring 2011 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS

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IPSG 8501 - Policy Analysis      

This course introduces students to the theory and practice of policy analysis. Students will be introduced to the stages of the public policy process, including agenda setting, formulation, implementation, and evaluation. Students will also develop basic policy analysis skills, including problem structuring, stakeholder identification, summarization of current policy, development of policy options, elaboration of criteria for selection, and recommendation of course of action. These concepts are illustrated by examples policies that fall within students' range of interests. This course also introduces students to scientific methods that are used as a means for structuring policy inquiry. A series of research approaches and techniques are presented in the context of forecasting, monitoring, and evaluation for the analysis of domestic and international policies.

Fall 2014 - MIIS

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IPSG 8544 / IPOL 8544 - Intro to HumanSecurity&Dvlpmnt      

The focus of this course is human security, the everyday security of individuals and the communities in which they live rather than the security of states and borders. The course explores how the lack of human security affects development, broadly defined. Approaches to human security in the course include conflict analysis, management and resolution, human rights, peacebuilding, legitimate institutions and good governance, rule of law and justice, and programmes and policies designed to improve human security and lower armed violence. The central theme of the course is how these approaches are integrated in practice. Examples of this approach can be found at the following:

http://www.un.org/largerfreedom/contents">In Larger Freedom<a>

http://wdr2011.worldbank.org/fulltext">Conflict, Security, Development. World Bank

http://www.peacestudiesjournal.org.uk">Conflict, Security and Development. Journal<a>

Spring 2012 - MIIS, Spring 2013 - MIIS

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IPSG 8611 / IPOL 8611 - Sem:ArmedViolence & Developmnt      

Armed violence resulting from intrastate conflict and criminal activity is posing a serious obstacle to political, social and economic development at the global, regional, national and local level. This seminar describes the global reality of armed violence and its negative effects. The focus is on the instruments of armed violence, namely, small arms and light weapons (SALW), to include land mines. Topics include the sources and methods of illegal arms proliferation, diversion from legal to illegal arms possession, misuse or proliferation, gang violence, election violence, the public health approach to armed violence reduction, and the path from conflict to armed conflict. Emphasis is placed on policies and programs at the local, national and global level to reduce armed violence and enable development, to include Disarmament, Demobilization and Reintegration of ex-combatants, weapons exchange for development programs, reducing access to SALW, and the efforts to integrate armed violence and development. The typical student project is a research paper which develops (or evaluates) a program to reduce or prevent armed violence and enhance development at the local, national or global level.

Spring 2012 - MIIS, Spring 2013 - MIIS, Spring 2014 - MIIS

More Information »

IPSG 9541 - ResrchMethdsForDvlpmntPractice      

The focus of this course is on the methods used in designing, implementing and evaluating development programs, broadly defined. The methods covered are those currently in use in a variety of contexts. Examples of methods covered include data analysis (SPSS and Excel), survey research, interviewing, key informant interviewing, focus groups, direct observation, developing tools for analysis, rapid assessment, stakeholder analysis and conflict analysis. The methods will be taught in modular form, all involving completing a small team project utilizing the method. While much of the work will be done in teams, each student will be evaluated separately. Some projects will be conducted with local government and nonprofit organizations, while others will involve the MIIS community.

Fall 2013 - MIIS

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IPSG 9547 - Intl Orgs & Global Governance      

This course studies those global problems which have a multilateral element as part of the effort to manage and provide solutions- nonproliferation, terrorism, humanitarian crises, migration, armed violence, human rights and security, crime , public health and economic, political and social development. The course starts with a full inquiry into global governance (not world government!). [See the Council on Foreign Relations’ Global Governance Monitor at http://www.cfr.org/global-governance/global-governance-monitor/p18985] Who are the actors? What are the norms that govern national behavior? Which governments do/do not comply with these norms and why? Which problems are more “globally governed” than others? The second half of the course focuses on the role of international governmental organizations (IGOs)- their structure, influence, level of autonomy, etc. Are IGOs actors or just an arena where national governments make the decisions? Students have the opportunity to focus on those organizations involved in the management of their global problem of interest.

Spring 2014 - MIIS

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MPAG 8547 - Intl Orgs & Global Governance      

This course studies those global problems which have a multilateral element as part of the effort to manage and provide solutions- nonproliferation, terrorism, humanitarian crises, migration, armed violence, human rights and security, crime , public health and economic, political and social development. The course starts with a full inquiry into global governance (not world government!). [See the Council on Foreign Relations’ Global Governance Monitor at http://www.cfr.org/global-governance/global-governance-monitor/p18985] Who are the actors? What are the norms that govern national behavior? Which governments do/do not comply with these norms and why? Which problems are more “globally governed” than others? The second half of the course focuses on the role of international governmental organizations (IGOs)- their structure, influence, level of autonomy, etc. Are IGOs actors or just an arena where national governments make the decisions? Students have the opportunity to focus on those organizations involved in the management of their global problem of interest.

Spring 2014 - MIIS

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MPAG 8605 - Capstone:Rsch&Writing Proj-PA      

The capstone experience is a culminating learning opportunity for students in MPA program. The capstone requirement has two main objectives. First, it enables students to demonstrate, integrate, reflect on, apply, and deepen their knowledge and skills (such as those related to policy analysis, management, research methods, data analysis, communication, etc.) acquired in the MPA program to diagnose and solve actual problems in public and nonprofit organizations. In this course students will have opportunity to link theory with practice; deepen their knowledge and advance the skills applicable to their professional career objectives; apply relevant frameworks, skills, and other tools to gain better understanding of problems and needs of public and nonprofit organizations; and generate comprehensive, innovative, well-informed and thought-out solutions.

Second, this experience is designed to help students prepare for specific career paths they wish to pursue upon graduation. Ideally, capstone should serve as a stepping stone for the job a student wants to get upon graduation. Therefore for their capstone projects students are encouraged to select and explore the pressing themes, issues and problems concerning the organization/field they want to work with in the future. For example, students can do a thorough analysis of an emerging policy problem, do an organizational assessment, or evaluate programs or projects of the entities they are interested in working with. Students are encouraged to select capstone projects that build on their comparative advantage and/or their previous professional experiences and incorporate comparative approach.

Ultimately this seminar aims to help students produce a deliverable which they will be proud to submit to employers and/or journals. Be innovative, creative, critical, daring, and passionate in your research and writing. Make this capstone opportunity work for you.

The capstone deliverables – the final report and its presentation to the MIIS community – must demonstrate the student’s mastery of the MPA core competencies.

Content: Every capstone project must have a specific client who will benefit from student’s capstone work. Students will choose applied projects – the questions and tasks which will help existing organization and/or field – which can be pursued individually or in teams of students' choice. The capstone projects must focus on creating positive impact on actual practice of public administration, and should respond to public and/or nonprofit organizations’ needs and/or potential. Specific examples of capstone projects undertaken by MPA students are provided in the appendix.

Format: Capstone deliverables can take any form – a research paper, a website, a video etc. Select the format that which meets and facilitates the purposes of the capstone project best.

Spring 2013 - MIIS

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MPAG 8635 - Eval Practicum: DPP AOL system      

This course will allow students hands-on experience in developing an “Assessment of Learning (AOL)” system for the Development Practice and Policy program. Students will conduct primary research (interviews, FGDs) and data analysis related to faculty, student, and administration preferences on the system; review of best practices for AOL in other universities in the US; and a review of the academic literature pertaining to high quality AOL systems for Masters-level education. Students will have a chance to get wider, practical experience in action research, mixed methods research, formulating recommendations, and creating a high quality final report. Students in the class will form a single team and grading will be based on peer reviews of contributions to team products and process, participation in class, and quality of overall deliverable. The principal audience for the final deliverable will be the Chairs of the IPS and MPA degree programs.

Fall 2014 - MIIS

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MPAG 9541 - ResrchMethdsForDvlpmntPractice      

The focus of this course is on the methods used in designing, implementing and evaluating development programs, broadly defined. The methods covered are those currently in use in a variety of contexts. Examples of methods covered include data analysis (SPSS and Excel), survey research, interviewing, key informant interviewing, focus groups, direct observation, developing tools for analysis, rapid assessment, stakeholder analysis and conflict analysis. The methods will be taught in modular form, all involving completing a small team project utilizing the method. While much of the work will be done in teams, each student will be evaluated separately. Some projects will be conducted with local government and nonprofit organizations, while others will involve the MIIS community.

Fall 2013 - MIIS

More Information »

NPTG 9547 - Intl Orgs & Global Governance      

This course studies those global problems which have a multilateral element as part of the effort to manage and provide solutions- nonproliferation, terrorism, humanitarian crises, migration, armed violence, human rights and security, crime , public health and economic, political and social development. The course starts with a full inquiry into global governance (not world government!). [See the Council on Foreign Relations’ Global Governance Monitor at http://www.cfr.org/global-governance/global-governance-monitor/p18985] Who are the actors? What are the norms that govern national behavior? Which governments do/do not comply with these norms and why? Which problems are more “globally governed” than others? The second half of the course focuses on the role of international governmental organizations (IGOs)- their structure, influence, level of autonomy, etc. Are IGOs actors or just an arena where national governments make the decisions? Students have the opportunity to focus on those organizations involved in the management of their global problem of interest.

Spring 2014 - MIIS

More Information »

NPTG 9611 - Sem:ArmedViolence & Developmnt      

Armed violence resulting from intrastate conflict and criminal activity is posing a serious obstacle to political, social and economic development at the global, regional, national and local level. This seminar describes the global reality of armed violence and its negative effects. The focus is on the instruments of armed violence, namely, small arms and light weapons (SALW), to include land mines. Topics include the sources and methods of illegal arms proliferation, diversion from legal to illegal arms possession, misuse or proliferation, gang violence, election violence, the public health approach to armed violence reduction, and the path from conflict to armed conflict. Emphasis is placed on policies and programs at the local, national and global level to reduce armed violence and enable development, to include Disarmament, Demobilization and Reintegration of ex-combatants, weapons exchange for development programs, reducing access to SALW, and the efforts to integrate armed violence and development. The typical student project is a research paper which develops (or evaluates) a program to reduce or prevent armed violence and enhance development at the local, national or global level.

Spring 2014 - MIIS

More Information »

Extra Information

Recent Activities

In the past several years I have:

  1. Led a team of students in observing the final negotiations of the Arms Trade Treaty at the United Nations in New York.
  2. Created and developed software that allows national government to track their progress towards complying with the UN’s International Small Arms Control Standards (ISACS). http://www.smallarmsstandards.org/isacs-news/
  3. Published two articles in Arms Control Today on the international arms trade.
  4. Served as Coordinator of Veterans Affairs at MIIS
  5. Conducted a major study for the UN Development Program on how security and development are integrated in UNDP programming.
  6. Worked with the Small Arms Survey in Geneva in developing and implementing a program evaluation of a weapons marking project in East Africa.
  7. Placed students in security and development organizations in MIIS Immersive Professional Learning programs.
  8. Since 2009 have served as an expert for the United Nations project ISACS, developing global standards for controlling the proliferation and misuse of small arms and light weapons.
  9. Advised the City of Salinas, California, on gang violence reduction and prevention.

Education

PhD, International Relations, University of Pennsylvania; MA, International Relations and Public Administration, Temple University; BS, United States Military Academy

Careers in Security and Development

Students who concentrate on security and development can do so as a specialization within the MPA program or the Human Security and Development Track in IPS. They normally take courses in conflict and conflict resolution, human security, human rights, and a full range of development courses. They also spend at least six months as a junior professional with an S and D organization while at MIIS. Graduates who entered this field have served as program managers for conflict management in South Sudan, field analysts for international governmental organizations as well as NGOs and think tanks, staff officers developing public security education and training for the UN, survey researchers in areas fraught with insecurity and conflict, and evaluators of programs designed to reduce armed violence and enable development.

For an excellent in-depth look at this field see the World Development Report 2011: Conflict, Security and Development. Washington: The World Bank

http://siteresources.worldbank.org/INTWDRS/Resources/WDR2011_Full_Text.pdf

Selected Publications

laurance_chapter_final_version_pdf“The Small Arms Problem As Arms Control: A Policy-Driven Research Agenda” in The State of Arms: Consolidation, Innovation and Relevance in Small Arms Research: Essays in honour of Pablo Dreyfus. Eds: Kai Michael Kenkel and Peter Batchelor. London: Routledge, Summer 2013.


“1991 Arms Trade Control Efforts and Their Echoes” in Arms Control Today, July-August 2011. 
 

iccrThe UNDP Role in the Comprehensive Approach to Security in Fragile States: An Assessment, Edward J. Laurance Version 5.1 10 June 2010.

laurance-_managing_the_tools_of_war_and_violence "Managing the Tools of War and Violence: Global Governance or State-centric Realpolitik?  In Michael Brzoska and Axel Krohn (eds.) Overcoming Armed Violence in a Complex World: Essays in Honor of Herbert Wulf. Budrich UniPress Ltd. November 2009.

managing_the_global_problems_created_by_the_conventional_arms_trade With Hendrik Wagenmakers and Herbert Wulf. "Managing the Global Problems Created by the Conventional Arms Trade: An Assessment of the United Nations Register of Conventional Arms." Global Governance, Vol. 2, Spring 2005.

With Rachel Stohl. Making Global Public Policy: The Case of Small Arms and Light Weapons. Occasional Paper No. 7. Geneva: Small Arms Survey, December 2002.

<The United Nations Conventional Arms Register (UNCAR): Present Challenges, New Directions.

"Light Weapons and Human Development: The Need for Transparency and Early Warning." In Jeffrey Boutwell and Michael T. Klare, Light Weapons and Civil Conflict: Controlling the Tools of Violence (Boulder: Rowman and Littlefield Publishers, Inc., 1999), pp. 185-196.

"Monitoring the Flow, Availability and Misuse of Light Weapons," in Arms Watching: Integrating Small Arms and Light Weapons Into the Early Warning of Violent Conflict. Edward J. Laurance (Ed.) (London: International Alert, May 1999).

Arms Watching: Integrating Small Arms and Light Weapons Into the Early Warning of Violent Conflict(Ed.)(London: International Alert, May 1999).

Light Weapons and Intra-State Conflict: Early Warning Factors and Preventive Action. (Washington: Carnegie Commission on Preventing Deadly Conflict, July 1998).

"Small Arms, Light Weapons, and Conflict Prevention: The New Post-Cold War Logic of Disarmament" in Barnett R. Rubin Cases and Strategies for Preventive Action (The Century Foundation Press, 1998), pp. 135-168.

"Moratoria on Small Arms and Light Weapons: Conceptualization and Application to Central America" in Sverre Lodgaard and Carsten F. Ronnfeldt, A Moratorium on Light Weapons in West Africa (Oslo: Norwegian Institute of International Affairs, 1998), pp. 69-83.

"A Conceptual Framework for Arms Trade Transparency in South-East Asia." In Bates Gill and J.N. Mak (eds.), Arms Transparency and Security in South-East Asia. SIPRI Research Report No. 13. (Oxford: Oxford University Press, 1997), pp. 10-24.

With Sarah E. Meek. The Role of Conventional Arms Buildups in the Outbreak of Conflict: Developing Early Warning and Preventive Measures. Report submitted to the United States Institute for Peace in fulfillment of grant SG-94-113. July 1996.

With Sarah E. Meek. The New Field of Micro-Disarmament: Addressing the Proliferation and Buildup of Small Arms and Light Weapons. Brief 7. (Bonn: Bonn International Center for Conversion, September 1996).

"The Role of Arms Control in Coping With Conflict after the Cold War." in Roger Kanet and Edward Kolodziej (Eds.), Coping With Conflict after the Cold War. (Baltimore: The Johns Hopkins University Press, 1996), pp. 331-362.

"Addressing the Negative Consequences of Light Weapons Trafficking: Opportunities for Transparency and Restraint." in Jeffrey Boutwell, Michael Klare and Laura Reed, Editors, Lethal Commerce: The Global Trade in Small Arms and Light Weapons. (Cambridge: American Academy of Arts and Sciences, 1995), pp. 140-57.

"The UN Register of Conventional Arms: Rationales and Prospects for Compliance and Effectiveness," The Washington Quarterly , (Spring 1993).

"Reducing the Negative Consequences of Arms Transfers Through Unilateral Arms Control." in Bennett Ramberg (Ed.) Arms Control Without Negotiation: From the Cold War to the New World Order. (Boulder: Lynne Rienner Publishers, 1993), pp. 175-198

With Siemon Wezeman and Herbert Wulf. Arms Watch: SIPRI Report on the First Year of the UN Register of Conventional Arms. (Oxford: Oxford University Press, November 1993).

The International Arms Trade. (New York: Lexington Books, 1992).

"The Political Implications of Illegal Arms Exports From the United States." Political Science Quarterly, 107, 3 (Fall 1992), 501-533.

"Events Data and Policy Analysis: Improving the Potential for Applying Academic Research to Foreign and Defense Policy Problems." Policy Sciences , 23,1(1990).

"The New Gunrunning." Orbis (Spring 1989), 225-237.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Nükhet Kardam

First Name
Nükhet
Last Name
Kardam
nukhet_kardam_profile
Job Title
Professor
Location
Casa Fuente 300 E
Phone
831.647.4147
Language(s)
Türkçe

I am passionate about women’s human rights, how global human rights norms apply in specific cultures; about working, living and exploring multiple cultures and multiple identities; and about the nature of self and of identity.

What excites me about being a professor at MIIS is working with a socially committed, multicultural group of students and teaching within an environment of innovation and openness.

Watercolor Identities: Explore the Nature of Identity

Faculty Program Tags
Expertise

Women's Human Rights, Gender and International Development, Development Assistance, Implementation of Global Human Rights Norms in Local Contexts, Political and Cultural Context of Development Practice, Identity Politics.

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

ICCO 9518 - Women's Human Rights:Xcultural      

This course will focus on the global women’s human rights norms as embodied in legal instruments such as CEDAW (Convention on the Elimination of Discrimination against Women) and the Beijing Platform for Action and their acceptance, reinterpretation, redefinition or rejection in national and local contexts. How do religious, cultural and traditional norms complement and/or contradict global norms on women’s rights? What types of advocacy efforts at local, national and international levels are under way to establish a dialogue among different constituencies with different worldviews on women’s rights? We will explore different rights, such as the right to be free from violence of all forms, the right to freedom of movement, the right to political participation, to education, work and reproductive rights. We will examine some theoretical works, as well as case studies of different countries’ experiences, with a special focus on countries with Muslim majority countries.

Fall 2013 - MIIS, Fall 2014 - MIIS

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ICCO 9643 - SemPwr&Idntity/MultiCultrlWrld      

In order to gain Multicultural Competence, we first need to know ourselves, and reflect on our own identities. Our ethnic, gender, religious, national identities define who we are and shape our interaction with others. In this seminar, we will first examine our own identities and the cultures we identify with in a reflective and critical way. We will then focus on conditions and activities that are designed to foster shifts of perspective, expanded awareness and emotional states that allow empathetic understanding to develop. We will embrace a holistic approach to intercultural training, focusing on individuals’ emotional, physical and intellectual experience of cultural difference. Activities will focus on the development and conscious application of key intercultural competencies, including mindfulness, frame shifting, and stretching beyond our comfort zones. The more we are able to be mindful, the more we understand our own stories and learn to extend themselves beyond their comfort zones, the more empathetic we can be when we make cultural transitions.

The second half of the seminar will focus on the political and sociological factors that shape national, ethnic, religious and gender identities through case studies of particular interest to seminar participants. What are the structural factors that constrain and what choices do we have as we construct our identities? We will examine the nation building projects in developing countries that constructed new ‘national myths’ and new identities in tension with existing ethnic, racial, religious and other identities. How has nation building empowered particular ethnic, religious, racial groups in this process at the expense of others? Whose cultures have been privileged, others suppressed? Where is the balance between maintaining cultural diversity and group rights, at the same time creating a state which erases group privileges in order to promote individual rights and ‘citizens’ whose primary loyalty is to the ‘nation’? Has globalization brought with it even greater identification with local cultures? This seminar will attempt to explore these issues in order to provide a deeper understanding of Power and Identity in a Multicultural World as students prepare to make cultural transitions.

Fall 2013 - MIIS, Fall 2014 - MIIS

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IPOL 8523 - Progrm Evaluation in the Field      

Fall 2010 - MIIS

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IPOL 8540 - Social Sector Needs Assessment      

This course introduces participants to a variety of tools and methodologies for participatory needs assessment in the context of poverty. The goal of this course is to develop and apply the fundamental needs and assets assessment skills necessary for a career in international development. The following topics will be covered:

1) An overview of Poverty, Social Change, Participation, and Asset-Based Development (including the importance of an Asset-Based approach in sustainable development; types of assets, including social capital);

2) An overview of participatory methods, tools, techniques and strategies applied in Asset Based Development activities.

3) Managing, leading, and encouraging participatory identification of needs and assets: how external facilitators interact with local participants and other stakeholder groups;

5) Country and sector specific discussions of needs and assets identification: education, health, democratization and governance, environment, gender equality, human rights are some sectors to be examined.

Lectures, discussions, description and application of tools and techniques for community level capacity assessment, as well as country case studies are part of the seminar design. This course is structured to help students gain an understanding in using a broad range of resources and tools that promote effective social sector assessment practices.

Spring 2012 - MIIS

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IPOL 8618 - Sem:Grassroots Ldrshp Devlpmnt      

The purpose of this seminar is to prepare students to support, lead, analyze, manage, or govern grassroots social change organizations. Through readings, case studies, field projects and contact with established grassroots leaders, students will learn about the ecology of grassroots organizations, factors that contribute to effective grassroots leadership, strategies for leader development and strategies to build grassroots organizational capacity. All students will participate in a field-based practicum where they can apply tools, frameworks, and theories. Grassroots organizations from varied fields including the environment, microfinance, education, health, and political action will be used for field work, case studies, and interviews. Enrollment is open to all, but preference will be given to MPA students.

Spring 2012 - MIIS

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IPOL 8620 - Sem:Gender & Development      

This seminar prepares students to work in this field by examining both the theory and practice of Gender and Development. It starts with an overview of gender and development theories. The second section turns to the rise of global gender equality norms since the early 1970s, the international legal instruments and practices of development assistance organizations to implement these norms in partnership with governments and women’s organizations. We are particularly interested in the implementation of the global gender equality norms (as stipulated by the United Nations Convention on the Elimination of Discrimination against Women) in specific countries. How do UN agencies ‘mainstream’ gender? How do developing country governments respond to global norms of gender equality? How do universal norms get filtered through particular historical, social and political contexts to make sense at the national and local levels? What kinds of initiatives are taken at the local levels to interpret and implement these norms? The third section focuses on specific issue areas such as women’s human rights, gender based violence, and democratic governance and women’s political participation. The purpose of this seminar is to provide the students with a fundamental understanding of the field of Gender and Development, including theories and practices at both the global and local levels. It will further assist students to investigate one particular area in this field (such as gender and political participation, gender and human rights, or gender and education) in greater depth.

Fall 2010 - MIIS, Fall 2011 - MIIS

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IPSG 8529 / IPOL 8529 - Dev Theory & Practice      

This course introduces students to the field of International Development and its subfields (including the theories, major debates, practices, and professional opportunities). The first section covers economic, sociological and political theories of development with sensitivity to the historical context. The second section discusses specific development issues such as the theory and practice of development assistance, democratization, human rights, and governance, community development, gender, environment, poverty, human security and education. Students hear guest lectures from MIIS faculty who teach in the development subfields. In the third section, students work in teams and focus on a particular developing country and research different aspects of its development and present their findings in class. The purpose of this course is to provide students with a basic understanding of the field, and give them a chance to begin narrowing down their own interests.

Fall 2010 - MIIS, Fall 2011 - MIIS, Fall 2012 - MIIS, Fall 2013 - MIIS, Fall 2014 - MIIS

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MPAG 8518 / IPOL 8518 - Women's Human Rights:Xcultural      

This course will focus on the global women’s human rights norms as embodied in legal instruments such as CEDAW (Convention on the Elimination of Discrimination against Women) and the Beijing Platform for Action and their acceptance, reinterpretation, redefinition or rejection in national and local contexts. How do religious, cultural and traditional norms complement and/or contradict global norms on women’s rights? What types of advocacy efforts at local, national and international levels are under way to establish a dialogue among different constituencies with different worldviews on women’s rights? We will explore different rights, such as the right to be free from violence of all forms, the right to freedom of movement, the right to political participation, to education, work and reproductive rights. We will examine some theoretical works, as well as case studies of different countries’ experiences, with a special focus on countries with Muslim majority countries.

Fall 2011 - MIIS, Fall 2012 - MIIS, Fall 2013 - MIIS, Fall 2014 - MIIS

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MPAG 8540 - Social Sector Needs Assessment      

This course introduces participants to a variety of tools and methodologies for participatory needs assessment in the context of poverty. The goal of this course is to develop and apply the fundamental needs and assets assessment skills necessary for a career in international development. The following topics will be covered:

1) An overview of Poverty, Social Change, Participation, and Asset-Based Development (including the importance of an Asset-Based approach in sustainable development; types of assets, including social capital); 2) An overview of participatory methods, tools, techniques and strategies applied in Asset Based Development activities. 3) Managing, leading, and encouraging participatory identification of needs and assets: how external facilitators interact with local participants and other stakeholder groups; the political context and power relationships. 4) Country and sector specific discussions of needs and assets identification: education, health, democratization and governance, environment, gender equality, human rights are some sectors to be examined.

Students successfully completing this course will be able to:

a) Understand the different definitions of Poverty, the context of Poverty, and Participatory Development in conditions of poverty and Asset Based Community Development.

b) Learn, present and apply Needs Assessment tools.

c) Analyze needs assessment case studies and understand their social and political context.

d) Be able to conduct Needs Assessment in professional settings.

Spring 2014 - MIIS

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MPAG 8542 - Communicating Social Change      

This two-weekend, two credit workshop explores effective modes of communication in interpersonal and intercultural dialogue. Thoughtful exchange requires an environment where one is both trusting and trustworthy. Emphasizing embodied discussion, sessions include movement and writing integrated with close readings of theoretical materials. Specific exercises foster self-knowledge and hone attentiveness to each other’s stories, in the belief that such reflective skills foster healthy communities and mutually respectful relationships [between groups and within nations]. Skills are directly applicable to daily life and multilingual/international work environments. Examples are drawn from Action Research whose major premise includes a commitment to non-violent social change in community development, in partnership with all stakeholders.

Spring 2014 - MIIS

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MPAG 8545 - Grassroots Leadershp Devlopmnt      

Spring 2013 - MIIS

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MPAG 8618 - Sem:Grassroots Ldrshp Devlpmnt      

Through readings, case studies, field projects and contact with grassroots leaders, students will learn about the ecology of grassroots organizations; factors that contribute to effective grassroots leadership; strategies for leader development; and strategies to build grassroots organizational capacity. The purpose of this seminar is to prepare students to support, lead, analyze, manage, or govern grassroots social change organizations. The specific objectives are as follows:

a) Develop an understanding of existing theories and models of leadership and topics of relevance to grassroots leadership.

b) To analyze a grassroots organization in terms of patterns of relationships between the leaders and their environment by collecting and analyzing empirical data including recommendations for change.

c) To prepare a report on the case study, including the theory, data collection, data analysis, findings and recommendations sections.

d) To organize a public symposium and present their findings in partnership with the grassroots organizations.

Spring 2014 - MIIS

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MPAG 8637 - Sem:Socl Sector Needs Assesmnt      

This seminar introduces participants to a variety of tools and methodologies for participatory needs assessment in the context of poverty. The goal of this course is to develop and apply the fundamental needs and assets assessment skills necessary for a career in international development. The following topics will be covered: (1) An overview of Poverty, Social Change, Participation, and Asset-Based Development (including the importance of an Asset-Based approach in sustainable development; types of assets, including social capital); (2) An overview of participatory methods, tools, techniques and strategies applied in Asset Based Development activities. (3) Managing, leading, and encouraging participatory identification of needs and assets: how external facilitators interact with local participants and other stakeholder groups; 5) Country and sector specific discussions of needs and assets identification: education, health, democratization and governance, environment, gender equality, human rights are some sectors to be examined.

Spring 2013 - MIIS

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MPAG 8643 / IPOL 8643 - SemPwr&Idntity/MultiCultrlWrld      

In this seminar, we first examine our own identities in a reflective and critical way. Why are some identities complementary to each other, while others are contradictory? Why are some identities repressed or redefined? How and why do we express or suppress some of our identities and not others? How and why do we bring forth a particular set of identities in certain contexts and times and not others?

In the second section of the course, we investigate the social construction of identities. How do we construct the ‘other’? Under what circumstances does the ‘other’ become the enemy? We discuss nation building in this context as one group’s power over others in defining the national identity, its myths, history, language and other defining characteristics. How does nation building empower particular ethnic, religious, racial groups in this process at the expense of others? Whose cultures are privileged and others suppressed? Where is the balance between maintaining cultural diversity and group rights, at the same time creating a state which erases group privileges in order to promote individual rights and ‘citizens’ whose primary loyalty is to the ‘nation’? Where is the nation-state going in the future? Has globalization brought with it even greater identification with local cultures? The third and final section of the course focuses on the problems related to the recognition of multiculturalism. How are differences of language, religion, culture, ethnicity tolerated in today’s world? What are the conditions that promote a more effective management of multiculturalism? We attempt to explore these questions through reflective readings, discussions and investigation of multiple case studies from different parts of the world.

Fall 2012 - MIIS, Fall 2013 - MIIS, Fall 2014 - MIIS

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Extra Information

Recent Accomplishments

  • INTERSECTION, Episode 46. Aslan Media."Turkish Politics and Women's Human Rights" 2 Sept. 2014. Radio. Listen online here.
  • Kardam, Nükhet, and Meltrem, Agduk. "Mobilizing Religious Leaders to Combat Violence against Women in Turkey." The Women's International Perspective. 14 Aug. 2014. View online here. 
  • Kardam, Nükhet (April 2013), TEDxMonterey "Watercolor Identities."
  • Kardam, Nükhet and Fredric Kropp (2013), "Global Trends: Women as Social Entrepreneurs: a Case Study." In Women in the Global Economy: Leading Social Change. Global Education Research Reports 8, edited by Trish Tierney. San Francisco, Institute of International Education
  • Ongoing Research Project in “Intercultural Modes of Thinking and Reasoning” at the Monterey Institute with Fusun Akarsu, Philip Murphy and Katherine Punteney - in countries like Macedonia, Israel, USA, Kyrgyzstan and Turkey.
  • Turkey’s Response to the Global Gender Regime”, GEMC (Gender Equality and Multicultural Conviviality Journal), Tohoku University, no. 4, 2011
  • Leslie Eliason Teaching Excellence Award, 2010
  • Contributing author, UNIFEM, “Aid and Security.” In Progress of the World’s Women Report, 2008-2009.

Previous Work

I have been interested in change in international organizations and researched how gender was mainstreamed in several international development organizations. I engage in consulting with development organizations, including evaluation of women’s human rights programs and projects and women’s political participation, gender and governance. More recently I have turned to exploring how global women’s rights norms are interpreted and implemented in local cultural contexts.

Education

PhD, Political Science, Michigan State University; MA, International Relations, University of British Columbia; BA, Philosophy, Istanbul University; IB, Arts, Robert College

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog

Mahabat Baimyrzaeva

First Name
Mahabat
Last Name
Baimyrzaeva
Maha Faculty Page
Job Title
Assistant Professor
Location
120 McCone
Phone
831.647.4143
Language(s)
Русский
Кыргыз тили

What is it that you are most passionate about?

Faculty Program Tags
Expertise

Institution Building/Development, Institutional Change and Theory, Nation/State Building, Governance, Public Sector Reform, Administrative Reform, Corruption, Capacity Building/Development, Organizational Management and Development, Culture Analysis and Change, Policy Analysis, International and Global Policy, Applied Research Methods , Democratic Transition, Civic Engagement
Innovative Teaching and Learning Methods, Regional expertise: Kyrgyzstan, Central Asia, Post-Soviet Countries

Video profile of Dr. Baimyrzaeva

Course List

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

IPOL 8508 - Power,SocialChange&Organizatns      

This case-based course will look at structural social change and the odd bedfellows, unlikely coalitions, and quirky collaborations that such change requires. The course will focus on macro social change – national-level improvements in the lives of excluded, marginalized, and endemically impoverished groups – and identify the factors that make such change possible. Included in the course will be long looks at Rwanda, Mali, China, Costa Rica, Botswana, Brazil, Bangladesh, and Mozambique. Students will acquire strategic thinking tools that promote and foster unusual and innovative partnerships to address knotty and complex social problem. Students will also learn and then improve upon a structured methodology to analyze and identify leverage points for change in complex adaptive systems. Behind these tools will be a persistent ostinato that challenges student’s ideas of what power is, how it works, and what it means, connecting power to culture in ways often ignored – or at least marginalized – by high-level development decision makers.

Fall 2011 - MIIS

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IPOL 8519 - Managing Public Organizations      

This course introduces students to different aspects of public organizations and key management concepts, ideas, tools, practices, and functions. Management here is broadly defined as a field of practice concerned with running organizations and implementing policies, programs, and projects.

Spring 2011 - MIIS, Spring 2012 - MIIS, Fall 2012 - MIIS

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IPOL 8537 - Applied Rsrch Methods & Tools      

This two-credit course will be offered over two weekends in Spring 2011 semester. The course intends to help students learn to designing and implement applied research projects using most popular tools of data collection and analysis. Applied research is used to clarify and confront actual policy, programmatic, and organizational problems, whereas scientific research aims to advance universal knowledge. The first part of the course will focus on research designs, specifically on case studies using mixed (quantitative and qualitative) methods. The second part will focus on data collection tools. The participants will learn to design and conduct different forms of interviews, surveys, and focus groups. For the final deliverable students will design and implement an applied research project using a combination of at least two data collection tools.

Spring 2011 - MIIS

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IPOL 8593 - GP&S Colloquium:EmergngMarkets      

In the past two decades, emerging economies—including, but not limited to, the celebrated “BRICS” (Brazil, Russia, India, China, and South Africa). This course will take on, and contribute to, debates surrounding these emerging markets. How have they become the darlings of international capital markets, regional economic and political leaders, and the brightest lights in a gloomy global economic landscape? Along with this rapid economic growth, these same countries are also experiencing dramatic social changes, environmental problems, political transitions and foreign policy frictions. How can these growing pains be effectively managed?

Today’s global challenges often require global solutions and a small number of developed countries ( such as G8) can no longer effectively coordinate policy solution to address global crises, including economic recession, financial crisis, and climate change negotiations. As such, the G20, including a number of the emerging economies in its membership, has risen to prominence as a new forum for global governance. The experiences of these countries also offer an opportunity to think about larger questions of global order and national development. What constitutes power in the global political economy and how is it/should it be/is it beginning to be (re)distributed? How can state and market work together to generate equitable and participatory growth? How should the BRICS and other emerging economies be factored into the 21st century’s policy challenges, such as climate change or reworking international financial institutions after the recent economic crisis? What do the experiences of the emerging markets mean for the many people who still lack access to the fruits of such growth--- including over a billion citizens of these countries themselves?

Spring 2011 - MIIS

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IPSS 8520 - IPSS Professional Training      

The IPSS pre-departure training, consisting of six modules taught by select faculty, intends to help students refresh and/or obtain basic new knowledge and skills essential for successful professional service and future careers. These modules intend to provide a foundation – key skills, points, tools, and guiding resources – which students can use and build on in the future. The modules will use an interactive learning environment covering topics from facilitation, organizational context analysis, and applied research design to Excel essentials and communication and new media skills. A pass/fail grade will be assigned by the IPSS academic coordinator based on students’ attendance and performance in these modules.

Spring 2012 - MIIS, Spring 2013 - MIIS

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IPSS 8670 - High-ValueOrgCnsltingFieldWrk      

Students who take IPSS 8530A workshop may submit deliverables in the first month of their internship for one additional credit. These deliverables will help students apply the tools they have learned in the IPSS 8530 workshop to better understand their host organizations.

Spring 2014 - MIIS

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IPSS 8675 - IPSS Field Deliverables      

During their IPSS internships students complete applied academic deliverables for which they earn six academic credits. The academic credit is not awarded for the internship itself, but for the work that applies students’ academic training to contribute to their host organizations’ mission in area of student’s career interest. The letter grades will be assigned based on the assessment of the following four deliverables:

IPSS Field Project: By the end of their internships students must have completed an ambitious project or other relatively autonomous contribution that presents value for the host organization and builds on students’ strengths and advances his/her skills and knowledge. The field project can take the form of a policy or consultancy report, evaluation, analysis, a website, or other substantive contribution to their host organization that integrates high quality research, analysis, and other skills and subject-matter knowledge. Faculty with relevant expertise and assigned peers will provide every student regular feedback on the major steps of the field project. Student’s regular internship responsibilities ideally should overlap with, but are not limited to the core field assignment. The organizations receiving interns are encouraged to help students identify such assignments prior to their arrival or at the very latest within one month after the start of student’s internship. The organization should provide assistance and guidance in completing this assignment.

Presentation: In the final part of the internship students will present on their field project to their colleagues at their host organizations. The video recording of that presentation will be then reviewed by the MIIS faculty who will invite students for Q&A and also provide additional feedback to students to improve the quality of their final deliverable(s).

Peer feedback: Interns will collaborate with their assigned peers by providing mutual peer feedback on their core field assignments to improve the quality of their work and learn from each other.

Final reflection: Interns will submit a final reflection to IPSS faculty and staff near the end of their internship- summarizing their most important insights and lessons they obtained from the internship experience for their professional and academic development.

Optional: Students are also highly encouraged to blog about their reflections on their internship experiences and comment on each others’ blogs throughout the internship assignment to maximize their learning.

Spring 2012 - MIIS, Spring 2013 - MIIS, Spring 2014 - MIIS

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MPAG 8519 - Managing Public Organizations      

This course introduces students to different aspects of public organizations and key management concepts, ideas, tools, practices, and functions. Management here is broadly defined as a field of practice concerned with running organizations and implementing policies, programs, and projects.

Fall 2014 - MIIS

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MPAG 8527 / IPOL 8527 - Public Policy & Social Change      

This class will prepare students to do policy analysis. Students will acquire skills and knowledge essential for engaging in policy development and change and for conducting applied policy research. The course uses a case-based approach to explore the complexities of policy systems, processes, and outcomes.

Spring 2012 - MIIS, Spring 2013 - MIIS, Spring 2014 - MIIS

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MPAG 8573 - PublicSector&SocialInnovation      

Fall 2014 - MIIS

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MPAG 8605 / IPOL 8605 - Capstone:Rsch&Writing Proj-PA      

The capstone experience is a culminating learning opportunity for students in MPA program. The capstone requirement has two main objectives. First, it enables students to demonstrate, integrate, reflect on, apply, and deepen their knowledge and skills (such as those related to policy analysis, management, research methods, data analysis, communication, etc.) acquired in the MPA program to diagnose and solve actual problems in public and nonprofit organizations. In this course students will have opportunity to link theory with practice; deepen their knowledge and advance the skills applicable to their professional career objectives; apply relevant frameworks, skills, and other tools to gain better understanding of problems and needs of public and nonprofit organizations; and generate comprehensive, innovative, well-informed and thought-out solutions.

Second, this experience is designed to help students prepare for specific career paths they wish to pursue upon graduation. Ideally, capstone should serve as a stepping stone for the job a student wants to get upon graduation. Therefore for their capstone projects students are encouraged to select and explore the pressing themes, issues and problems concerning the organization/field they want to work with in the future. For example, students can do a thorough analysis of an emerging policy problem, do an organizational assessment, or evaluate programs or projects of the entities they are interested in working with. Students are encouraged to select capstone projects that build on their comparative advantage and/or their previous professional experiences and incorporate comparative approach.

Ultimately this seminar aims to help students produce a deliverable which they will be proud to submit to employers and/or journals. Be innovative, creative, critical, daring, and passionate in your research and writing. Make this capstone opportunity work for you.

The capstone deliverables – the final report and its presentation to the MIIS community – must demonstrate the student’s mastery of the MPA core competencies.

Content: Every capstone project must have a specific client who will benefit from student’s capstone work. Students will choose applied projects – the questions and tasks which will help existing organization and/or field – which can be pursued individually or in teams of students' choice. The capstone projects must focus on creating positive impact on actual practice of public administration, and should respond to public and/or nonprofit organizations’ needs and/or potential. Specific examples of capstone projects undertaken by MPA students are provided in the appendix.

Format: Capstone deliverables can take any form – a research paper, a website, a video etc. Select the format that which meets and facilitates the purposes of the capstone project best.

Fall 2010 - MIIS, Spring 2011 - MIIS, Fall 2011 - MIIS, Spring 2012 - MIIS, Fall 2012 - MIIS, Spring 2014 - MIIS, Fall 2014 - MIIS

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WKSH 8587 - Participatory Policy Process      

How can policy processes be improved by involving greater public participation? This workshop explores the idea and possibilities of how more public involvement can contribute to improved policy processes and, ultimately, to more effective and legitimate governance and development. This question becomes relevant as the conventional representative and top down policy making processes and systems are questioned in the face of the increasing diversity, growing political polarization, and increasing disillusionment with governance.

The workshop is designed for students who wish to explore participatory processes and relevant tools in various policy areas such as health, education, environment, budgeting etc; in various levels and contexts, including local, national, international and global; as well as in various stages of policy process including agenda setting, formulation, program/project design, implementation, monitoring, and evaluation. Examples of various innovations in policy processes from different countries and settings will help us explore the subject in greater depth.

The questions to be explored in this workshop include the following: What is participatory policy? Why is it important? How does participatory approach to policy process work in practice and in different contexts? What are the conditions, obstacles, and possibilities for this approach to contribute to improved goverance and social outcomes? What are the strengths and limitations of conventional and participatory approaches to policy processes and how can we optimize the strengths of both and limit their drawbacks?

Fall 2010 - MIIS

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Extra Information

Recent Accomplishments

In 2012 published a single authored book “Institutional Reforms in Public Sector: What Did We Learn?”

This book is concerned with recurring failures in public sector institutional reforms promoted by international development agencies.  It answers the following pressing questions in international development theory and practice: What does it take to design effective government institutions and sustain positive changes?  What have we learned about the attempts to deliberately design and redesign public sector institutions in different countries?  What works and what doesn't, and why?  What happens when reforms fail?  This book pushes the boundaries of existing theories on institutional change and draws insights for researchers and practitioners of institutional reforms by synthesizing lessons from past experiences and findings from multiple disciplines.   

In 2012, Professor Baimyrzaeva designed and delivered Strategic Planning in the Context of Counter Terrorism Efforts an intensive half day session as part of the training “ Strategic Level Small Craft Combating Terrorism”, organized by Naval Small Craft Instruction and Technical Training School (NAVSCIATTS) for participants from anti-terrorism units from 14 different countries around the world in Stennis, Mississippi.   

In 2011 and 2012, Professor Baimyrzaeva designed and delivered intensive trainings on policy analysis (in Russian) for government policy analysts and civil society representatives from various Central Asian states, by invitation from the OSCE Academy in Bishkek. 

In spring 2011, Professor Baimyrzaeva coordinated the colloquium on Nation Building Colloquium which brought together leading experts specializing in various dimensions of nation building to weekly evening talks and social events with students.

Previous Work

Prior to joining the Monterey Institute, Mahabat held various positions in local and international organizations in Kyrgyzstan working on development, humanitarian assistance, and institutional capacity building, and also worked as a teaching associate at the University of Southern California. 

Education

PhD, Public Administration from University of Southern California (USC);

Masters in Public Administration, University of Hawaii

Diploma, International law from International University of Kyrgyzstan

Recent Publications

Baimyrzaeva, Mahabat, (2012), Institutional Reforms in Public Sector: What Did We Learn?  Emerald Publishing.

Baimyrzaeva Mahabat, (2011).  Kyrgyzstan’s Public Sector Reforms: 1991 – 2010. International Journal of Public Administration, volume 34, issue 9, pp. 555-566

Baimyrzaeva, Mahabat, (2011).  Analysis of Public Administration Reforms in Kyrgyzstan in Light of Its Recent Governance Crises. International Public Management Review. Volume 12, issue 1. pp. 22-46.

Baimyrzaeva, Mahabat. (2011).  Book review, Public Administration in Southeast Asia: Thailand, Philippines, Malaysia, Hong Kong, and Macao by Evan Berman (ed.).  Public Organization Review, Springer, vol. 12(2), pp. 209-211, June. 

Baimyrzaeva, Mahabat. (2007). Corruption and Legitimacy Problems in Post-Communist States (book review).  Public Administration Review, May/June, pp. 592-594.

Baimyrzaeva, Mahabat. (2005).  Institutional Reforms in Kyrgyzstan. Central Asian Studies Review, volume 4, issue 1, pp. 29-35.

Faculty Type
Regular Faculty
Dynamic Features
Course Catalog