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CRP 385C/PA 388K: DEEP DIVE--EXPLORING ISSUE ECOSYSTEMS

Syllabus - Spring 2018

Prerequisite: Graduate standing Class Location: Wasserman Laboratory, LBJ School, Basement Meeting Time: Fridays, 9:00AM-12:00PM Instructors Dr. Patricia Wilson, Professor, School of Architecture, Community and Regional Planning Office Hours: Th 1:30-2:30, Fri 12-1, SUT 3.122 Office Phone: 512-471-0130 E-mail: patriciawilson@utexas.edu Dr. Jenny Knowles Morrison, Research Fellow, LBJ School of Public Affairs Office Hours, W and Th 9:00-11:00 am or by appointment, SRH 3.387 Office Phone: 512-471-5604 E-mail: jenny.knowles.morrison@austin.utexas.edu Faculty Assistant: Michelle Jun, michelle.jun@austin.utexas.edu; 512-471-8959

1. COURSE DESCRIPTION

Students will be immersed in a “learning laboratory” on reflective practice for social impact.

They will begin with a self-assessment of their core competencies and goals, then set a vision

for how they want to achieve social impact going forward. Students will build reflective

competencies, including a system’s-level view, as they interact (in person or virtually) with a

range of stakeholders across an issue ecosystem that they have chosen. Through this intensive

field exploration experience, students will develop an understanding of a complex, multi-

faceted policy or planning challenge that they have identified, as they enhance relational,

communication, and networking skills fundamental to catalyzing policy or planning

solutions. Students will benefit from guidance from a multi-disciplinary teaching team devoted

to their success, made up of faculty from across the UT campus, as well as a social entrepreneur

and life designer.

2. LEARNING OUTCOMES

Upon successfully completing the course, the student will be able to:

1) Use the skills of reflective practice to integrate self-awareness, purpose, and passion with issue framing,

2) Employ a systems lens to identify and map the contextual ecosystem of values, stakeholders, and dynamics surrounding a chosen policy or planning issue,

3) Employ dialogical and relational skills to support stakeholder engagement, 4) Apply a protocol for engaged action research, as practitioner, researcher, or

facilitator of change, and 5) Apply human-centric design thinking to change processes that generate social

impact.

3. PEDAGOGICAL APPROACH

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This is a highly participatory, experiential class where students will frame an issue that aligns with their expressed life purpose, identify the ecosystem in which the issue is embedded, and design and undertake a field immersion to conduct a stakeholder analysis, with the expectation students will identify systemic needs and develop solutions. To ensure a high-quality process, students are expected to come to class prepared to engage substantively with the assigned reading content and discuss its application to their field projects. Each weekly three-hour class session will be highly interactive, divided between lectures (with several guest lecturers), and participatory workshops. Please note: this class has a substantial reflection component and students will be required to

turn in occasional worksheets or written reflections on progress.

4. COURSE REQUIREMENTS

Students will be evaluated on class preparation, participation, and a semester field project.

Multi-part, developmental assignments will help students practice and hone skills related to

achieving the above learning outcomes. The five major class assignments streams are:

1) Personal Engagement & Reflection (ungraded)

2) Field Work Preparations (ungraded) 3) Issue Definition, Stakeholder Value Mapping, Ecosystem Exploration, and Idea Pitching

4) Field Work Portfolio, including Issue Definition, Stakeholder & Ecosystem Mapping 5) Final Presentation including Solution Generation, Solution Design, and Design Pitch

3. CLASS OVERVIEW

The semester is divided into four modules that move students through a personal and systemic reflection process, embed students within an issue ecosystem, and spur them to think collaboratively from the point of view of the stakeholders about possible solutions to the issues they are exploring:

Module 1: Preparations o Class 1: Semester Overview o Class 2: Life Design Weekend Intensive o Class 3: Seeing the System o Class 4: Preparations for Relational Engagement With Stakeholders o Class 5: Collaborative Action with Stakeholders o Class 6: Exploring the Entrepreneurial Mindset: Human-Centric Design

Module 2: The Deep Dive :

o Class 7: Preparations for Field Work: Dialogic Interviewing o Class 8: Preparations for Field Work: Entering the Field o Class 9: Reflective Practice for Effective Community Engagement o Class 10: Field Debrief:  Effective Communication

Module 3: Entrepreneurial Co-Creation for Social Impact

o Class 11: Establishing Co-Creation through Collaboration o Class 12: Transforming Ideas to Action: The Art of the Pitch

Module 4: Putting it All Together

o Class 13: Taking it to the Next Level: Preparing Self for Community Impact

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o Class 14: Further Explorations in Entrepr. Problem Solving: Pitching o Class 15: Collective Reflections: Harvesting the Lessons Learned

4. ASSIGNMENT OVERVIEW

Semester assignments are divided by a set of ungraded, reflective submissions and four substantive assignments demonstrating student’s evolution of understanding of the deep dive process and issue area definition. The package of assignments is designed to:

Spur reflection and action cycling,

Invoke a system orientation,

Teach how to design and frame solutions and processes that are socially impactful,

Align passion and purpose to educational and career goals, and

Ensure what is being offered by individual students is experienced as relevant and useful to stakeholders.

1) Personal Engagement & Reflection

Assignment Due Date Percentage Learning Outcomes Achieved

Design Your Life Assessment Jan 22 0 1, 5 6 Coaching Sessions May 4 0 1, 5 Culture Solution Assessment – Individual Feb 9 0 3 Culture Solution: Check-In Quiz Feb 23 0 3 Culture Solution: Counterpoint Analysis Mar 30 0 3

2) Field Work Preparations

Assignment Due Date Percentage Learning Outcomes Achieved

Interviewee List Feb 2 0 4 Interview Request Email (+Revised Interviewee List)

Feb 23 0 3-4

Interview Protocol March 9 0 4

3) Field Assignments: Issue Frame and Ecosystem Mapping; Completed

Fieldwork Portfolio

Assignment Due Date Percentage Learning Outcomes Achieved

Initial Issue Frame Statement Feb 2 1-2 Draft of Stakeholder Analysis & Ecosystem Map Feb 9 2-5 Stakeholder Value Map Presentation Feb 23 2-5 Opposing Views Exercise Draft Due March 30 1-2 Completed Fieldwork Portfolio April 6 25% 2-5

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4) Solution Generation, Solution Design, and Final pitch

Assignment Due Date Percentage Learning Outcomes Achieved

Presentation and Write-Up April27,30 25% 1-4

5) Class Participation and Attendance

Assignment Due Date Percentage Learning Outcomes Achieved

Class Participation Ongoing 25% 1-5

See “Assignment Details” for full assignment instructions (posted on Canvas).

6. OVERVIEW OF WEEKLY SESSIONS & ASSIGNMENTS

MODULE 1: PREPARATIONS

Class 1 Jan 19,

2018

SEMESTER OVERVIEW

Topic(s)

Presentation ● Introductions ● Overview and Class Frame Workshop ● Dialogue: Co-Creation

Required Readings

Workshop:

(Distributed in Class) “Policy Engagement: Building Relationships and Partnerships for Long-term Impact.” In: APPAM Pre-Conference Workshop. Chicago: Scholars Strategy Network, 2017. (Excerpt on “Co-Creation”)

Rec Readings

Reason, Peter & William Torbert (2001) “The Action Turn: Toward a Transformational Social Science,” Concepts and Transformation (Vol 6:1: 1-37)

Yanow, Dvora (2009)“Ways of Knowing: Passionate Humility and Reflective Practice in Research and Management,” The American Review of Public Administration, November 2009.

Schon, Donald (1979) "Generative Metaphor: A Perspective on Problem Setting in Social Policy," in Metaphor and Thought, ed. Andrew Ortony, Cambridge University Press.

DUE Jan 22: 12 Design Your Life Area Assessment (do not submit to instructors but directly to Gaby@handelgroup.com)

Class 2 LIFE DESIGN WEEKEND INTENSIVE

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Jan 26-27 ***Please note extended session on Friday, January 26th until 1 pm and an additional session on Saturday, January 27, from 9-1 pm***

Topic(s)

Workshop Facilitator: Gaby Jordan, Handel Group, NYC Friday Morning Workshop (9 am-1 pm): Articulating Your Purpose, Envisioning Your Impact

Creating a vision Identifying obstacles Personal integrity towards personal and professional results

Friday Evening (7 pm-9 pm)

Class dinner party at Dr. Wilson’s home

Saturday Morning Workshop (9 am-1 pm): Deeper Dive Overcoming obstacles to your success Developing accountability for your vision/life

Required Readings

None

Rec Readings

Zander, Lauren Handel, and Marnie H Nir. Maybe It's You. New York: Hachette Books, 2017.

Bateson, Mary Catherine. "Composing a Life" from Sacred Stories: A Celebrations of the Power of Story to Transform and Heal, Simpkinson & Simpkinson, editors, 1993.

Senge et al. “Unraveling the Knots of Your Family of Origin”, in The Dance of Change, Doubleday, 1999, 269-274.

Mackoff, Barbara and Gary Wenet. Chapter 1 “The Family Template: Transforming the Influence of Family” in The Inner Work of Leaders: Leadership as a Habit of Mind. American Management Association, 2001.

DUE

Sign up for 6 Coaching Sessions spread over semester

Class 3 Feb 2

SEEING THE SYSTEM

Topic(s)

Presentation (Morrison) ● Seeing the System

● Identifying the Ecosystem

● Stakeholder Analysis and Mapping

Workshop (Special Guest, Dr. Elizabeth Keating, Anthropology) ● The Deep Dive as Mini-Ethnography: Pointers

● Simulations for Practicing “Words Matter”: Creating Trust, Sharing Values

● Establishing Presence: Attuning to Culture, Creating Authentic, Felt

Connection

● The Art of the Ask: Writing Effective Emails

Required Readings

Presentation

● Reason & Bradbury, Sage Handbook of Action Research (1st ed 2001),

(Introduction, pp. 1-14)

● Scharmer, Theory U (2009) Ch 21 (pp. 359-392) (student purchases textbook)

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● Thompson, Rachel (2011) “Winning Support for your Projects” (pay most attention to power/interest grid)

● Gopal, Srik and Tiffany Clarke (2017) “System Mapping: A Guide to

Developing Actor Maps” FSG.org

● Keating, Words Matter: Communicating Effectively in the New Global

Office (student purchases textbook),

o Introduction, Ch. 1 Communication in the Wild, p. 24-53

o Ch. 2 Language is Action, p. 54-74

Rec Readings

● Weick, Karl E. "Small Wins: Redefining the Scale of Social Problems,"

American Psychologist, January 1984.

● Senge, Hamilton, and Kania, “The Dawn of System Leadership” SSIR

Winter 2015.

● Senge, Peter, et. al. "Strategies for Systems Thinking," in The Fifth

Discipline Fieldbook, Doubleday, 1994, 87-148.

DUE ● Initial Issue Frame Statement (draft due)

● Draft of interviewees

● Distributed: Culture Solution Personal Profile (bring completed hard copy

on February 9)

Class 4 Feb 9

PREPARATIONS FOR RELATIONAL ENGAGEMENT WITH STAKEHOLDERS

Topic(s)

Special Guest: Dr. Deirdre Mendez, McCombs School of Business

Presentation (Morrison)

● Boundary Spanning, Cross-Sectoral Collaborations

● Peer Coaching Circles

Workshop (Mendez)

● The Culture Solution (Pre-brief/framework)

● Communication skills exercise ● Simulations for practicing “culture solution” ● Simulation: approaching the ‘other’ ● Overview of Opposing Viewpoints exercise

Required Readings

Presentation

● Reason & Bradbury, Sage Handbook of Action Research (2nd ed 2008),

o Ch 28 (Bridging Participatory to Qualitative, pp. 420-434)

● Williams, Paul. "The Competent Boundary Spanner,"

Public Administration 80, No. 1 (2002): 103-124.

Workshop

● Mendez, The Culture Solution (2017) (student purchases textbook),

o Ch. 1 (Coming to Grips with Culture, pp. 1-9)

o Ch. 2 (Know Yourself: Create Your Personal Profile, pp. 13-33)

Rec Readings

Schall, Ellen. "Notes from a Reflective Practitioner of Innovation," 1997 in Altschuler & Behn (Eds), Innovation in American Government, 360-377.

Scharmer, “Coaching Circles” Presencing Institute Toolkit, Case Clinic DUE Culture Solution Individual Profile (bring hard copy to class)

Stakeholder Analysis & Ecosystem Map (draft)

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Class 5 Feb 16

COLLABORATIVE ACTION WITH STAKEHOLDERS

Topic(s)

Special Guest: Dr. Mahmud Farooque, Associate Director, Consortium for Science, Policy and Outcomes (CSPO), Clinical Associate Professor, School for the Future of Innovation in Society (SFIS); Arizona State University (D.C.) Presentation

● Collaborative Action with Stakeholders

Workshop

Deliberative Democracy

Stakeholder Value Mapping RequiredReadings

Presentation

Brown, Tim and Jocelyn Wyatt. "Design Thinking for Social Innovation." Stanford Social Innovation Review, 8, no. 1 (2010): 31-35.

Nabatchi, Tina, Alessandro Sancino, and Mariafrancesca Sicilia. "Varieties of Participation in Public Services: The Who, When, and What of Coproduction." Public Administration Review, 7, 7, no. 5 (2017): 766-776.

Continued Explorations of The Culture Solution

Mendez, The Culture Solution (2017) (student purchases textbook), o Ch. 4 (“The Communication Dimensions, pp. 69-82)

o Ch. 5 (“The Cooperation Dimensions, pp. 83-108)

o Ch. 6 (“The Structure Dimensions, pp. 109-134)

Context for Dr. Farooque’s Workshop

Sclove, Richard E. "Reinventing Technology Assessment." Issues in Science and Technology 27, no. 1 (Fall 2010).

Nico Stehr, “Democracy is not an Inconvenience,” Nature, 525 (7570), (September 24, 2015), pp. 449-450.

Daniel Sarewitz, “Science can't Solve It,” Nature, 522 (7557) (June 25, 2015), pp. 413-414.

Rec Readings

DUE Students bring draft of ecosystem stakeholder map (for class discussion)

Class 6 Feb 23

EXPLORING THE ENTREPRENEURIAL MINDSET: HUMAN-CENTRIC DESIGN FOR SOCIAL IMPACT

Topic(s)

Special Guest: Cam Houser, 3 Day Startup

Presentation ● The Benefits of an Entrepreneurial Mindset

● The Lean Startup

Workshop ● Student presentations of ecosystem maps for peer/instructor feedback

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Required Readings

● Sarasvathy, Saras, “What makes entrepreneurs entrepreneurial?” <http://goo.gl/YWz9BT>

● Blank, Steve, “Why the Lean Startup Changes Everything,” Harvard Business Review Blankin  <https://goo.gl/VRgspr>

● Bornstein, Eric and Susan Davis “Social Entrepreneurship: What You Need

to Know”

● Graham, Paul, “How to Get Startup Ideas” and “How to Start a Startup”

Rec Readings

Audretsch, D. B., & Link, A. N. (2011). Entrepreneurship and Innovation: Public Policy Frameworks. The Journal of Technology Transfer, 37 (1), 1-9

Schneider, A. (2017). Social Entrepreneurship, Entrepreneurship, Collectivism, and Everything in Between: Prototypes and Continuous Dimensions. Public Administration Review, 77(3), 421-431

Borins, S. (2000) “Loose cannons and rule breakers, or enterprising leaders? Some Evidence About Innovative Public Managers,” Public Administration Review, 60 (6), 498-507.

DUE

● Stakeholder Value Map Presentation (includes ppt and map)

● Revised Draft of interviewee list ● Draft of email or other communication protocol

MODULE 2: THE DEEP DIVE

Class 7 Mar 2

PREPARATIONS FOR FIELD WORK: DIALOGIC INTERVIEWING

Topic(s)

Presentation (Wilson) ● Self Awareness and the Action Researcher

● Portfolio Process

Workshop (Wilson) ● Stakeholder Interviewing

● Dialogue Interviews

RequiredReadings

● Scharmer, Ch. 17 (“Conversational Actions,” pp. 265-292) ● Scharmer, Ch. 9 (“Seeing in Action,” pp. 132-143) ● Scharmer, Ch. 12 (“Partner Physicians Dialogue Forums,” pp. 188-189) ● Scharmer, U Tool, Dialogue Interviews

Rec Readings

Scharmer Ch. 9 (“Seeing in Action,”(beginning of chapter), pp. 125-132)

Senge, Peter, et. al.. “The Ladder of Inference” (pp. 242-246) and "Balancing Inquiry and Advocacy, (pp. 253-263); in The Fifth Discipline Fieldbook, Doubleday, 1994.

Assignm Due

● Interview protocol draft (bring draft to class in hard copy)

● Note: All contacts made by now, all interview appointments set

Class 8

March 9 PREPARATIONS FOR FIELD WORK: ENTERING THE FIELD

Topic(s)

Presentation (Morrison)

Stakeholder Discovery Process: Preparing to Enter the Field

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Workshop

Peer Coaching Circles for interview protocol review, pre-testing

Facilitating Deliberation: Practicing the Art of Hosting

Setting up field notes/journal

RequiredReadings

Mendez, The Culture Solution (2017) (student purchases textbook),

Ch. 8 (“Judgements, pp. 147-166)

Ch. 3 (“Counterparts,” pp. 37-61)

● Quick & Sandfort (2014) “Learning to Facilitate Deliberation: Practicing the

Art of Hosting,” Critical Policy Studies  8, 3: 300-322.

DUE

Final interview protocol due (post and bring hard copy to class)

Culture Solution Online Check-In Quiz (ungraded – see quizzes tab on Canvas)

SPRING BREAK: March 12-17, 2018

Students continue taking field work notes Students continue intensive stakeholder discovery process + beneficiary contact exercise

Class 9 Mar 23

REFLECTIVE PRACTICE FOR EFFECTIVE COMMUNITY ENGAGEMENT

Topic(s)

Presentation (Wilson)

Participatory Action Research Class Discussion of Readings/Initial Fieldwork Debrief (Wilson)

● Learning from Practice

● Dialogue across Difference

RequiredReadings

● Wilson, P. (2016) “Inner Practice of Community Development,” (Ch. 8, pp.

211-229) in Schuyler, K. Creative Social Change: Leadership for a Healthy

World

● Westoby, P. Soul, Community and Social Change: Theorising a Soul

Perspective on Community Practice (pp. 1-14)

● Reason & Bradbury, Sage Handbook of Action Research, (2nd Ed)

o Ch. 43 (AR and Facilitation, pp. 615-628)

Rec Readings

Quick, Kathryn (2015) “Locating and building collective leadership and impact.” Leadership 0(0) 1–27

DUE ● Complete Opposing Viewpoint Profile before conducting an interview with

an interviewee holding an 'opposing viewpoint' (during your last week of

field work).

● Bring it to class on March 30. The final draft is due on April 6 as part of the

Field Portfolio.

Class 10 Mar 30

FIELD DEBRIEF: EFFECTIVE COMMUNICATION

Topic(s)

Special Guests: Drs. Elizabeth Keating and Deirdre Mendez Workshop 1 (Keating)

● Field Debrief: Communicating Culture

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● Field Debrief: Conflict Resolution

Workshop 2 (Mendez)

● Framing Exercise

● Change Your Lens Exercise

● Practice Recognizing Tendencies

Required Readings

● Keating, Words Matter: Communicating Effectively in the New Global Office (student purchases textbook),

○ Ch. 5 “Language is Social and Cultural” pp. 127-148 ● Mendez, The Culture Solution (2017) (student purchases textbook),

○ Ch. 16 “Managing Intercultural Conflict and Achieving Synergies,”

pp. 317-324)

○ Ch. 17 “Developing Cultural Intelligence,” pp. 325-330

Rec Readings

Mendez, Ch. 11 (“Anticipating and Solving Problems,” pp. 211-235)

DUE Bring Draft of Opposing Viewpoint Profile Exercise ( submit final in field portfolio)

MODULE 3: ENTREPRENEURIAL CO-CREATION FOR SOCIAL IMPACT

Class 11

Apr 6 ESTABLISHING CO-CREATION THROUGH COLLABORATION

Topic(s)

Special Guest: Max Green, Entrepreneur and Innovation Management Consultant Presentation (Morrison)

● Timely, Relevant, Feasible Solutions ● Building Relationships for the Long-Haul ● Collaborating for Impact

Workshop (Green)

● Value Chain Analysis ● Partnership Development ● Establishing Agreements

RequiredReadings

Crosby, B. and J. Bryson (2010) “Integrative Leadership and the Creation and Maintenance of Cross-Sector Collaborations” The Leadership Quarterly 21: 211-230.

Linden, R. (2010) Leading Across Boundaries: Creating Collaborative Agencies in a Networked World (1st Edition) Somerset, NJ: Jossey-Bass. ISBN: 9780470396773.

Chapter 4: “The Power of Relationships Built on Trust”

Chapter 5: “The Art of Collaborative Leadership”

Chapter 6: “Getting the Collaborative Process Started”

Chapter 7: “Getting Commitment on a Common Direction” Rec Readings

Selsky, J. and B. Parker (2005) “Cross-Sector Partnerships to Address Social Issues:  Challenges to Theory and Practice” Journal of Management  31: 849-873.

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O’Leary, R., Gerard, C. and Y. Choi (2012) “The Skill Set of the Successful Collaborator” Public Administration Review (Special Issue: The Skill Set of the Successful Collaborator), pp. S70-S83.

Thomson, A. and J. Perry (2006) “Collaboration Processes: Inside the Black Box” Public Administration Review (Special Issue: Articles on Collaborative Public Management), pp. 20-32.

Vangen, S. and C. Huxham (2003) “Nurturing Collaborative Relations:  Building Trust in Interorganizational Collaboration” Journal of Applied Behavioral Science 39: pp. 5-31.

Chrislip, D. and C. Larson (1994) Collaborative Leadership: How Citizens and Civic Leaders Can Make a Difference (1st Edition) Somerset, NJ: Jossey-Bass.

Shah, SK and M. Tripsas. "The Accidental Entrepreneur: The Emergent and Collective Process of User Entrepreneurship." Strategic

Entrepreneurship Journal 1, no. 1-2 (2007): 123-140.

DUE Field Work Portfolio (Consists of Opposing Viewpoint Exercise, as well as key interview notes, quotes, and insights), especially:

Part 1: Field Work Insights, Notes, and Quotes Part 2: Reflections in the field around:

o Reflections on 'How Words Mattered' in practice o Reflection on 'Cultural Engagement' in practice o Submit the Opposing Viewpoints exercise

Part 3: Follow-up reflection after the class debriefs with Drs. Mendez and Keating on March 30.

Class 12 Apr 13

TRANSFORMING IDEAS TO ACTION: THE ART OF THE PITCH

Topic(s)

Special Guest: Cam Houser, Founder, 3 Day Startup Presentation

● Why the Problem is More Important than Your Solution ● The Importance of Communicating Ideas

Workshop

● Pitch Support ● Communicating for the Long-Term

RequiredReadings

Sivers, Derek “Ideas are a Multiplier of Execution”

Sivers, Derek “Leadership Lessons from a Dancing Guy at a Music Festival”

Maury, Ash “Running Lean”

Horowitz, Ben “The Hard Thing about Hard Things” DUE Revised Issue Identification, Stakeholder Value Analysis, Ecosystem Map

Bring rough draft of points for verbal pitch

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MODULE 4: PUTTING IT ALL TOGETHER

Class 13 Apr 20

TAKING IT TO THE NEXT LEVEL: PREPARING SELF FOR COMMUNITY IMPACT

Topic(s)

Special Guest: Gaby Jordan Workshop

● Taking it to the Next Level: Preparing Self for Community Impact ● Debrief on Life Design & Coaching ● Who Do You Need to Be in a Larger Context to Create Your Vision as a

Reality? Required Readings

None

Rec Readings

Gawande, Atul. “Personal Best,” The New Yorker, October 3, 2011, 44-53.

Ibarra, Hermina and Kent Lineback. “What’s Your Story?” Harvard Business Review, January 2005, 65-71.

Singer & Shapiro. "Discovering the Links Between Early Family Roles and Current Organizational Roles: A Loved and Feared Task," paper presented at Center for the Study of Groups and Social Systems, Rice Institute.

Class 14 Apr 27

FURTHER EXPLORATIONS IN ENTREPRENEURIAL PROBLEM SOLVING: PITCHING

Topic DUE (TODAY)

Final Student Pitches to Expert Entrepreneurial Panel (Panelists to Be

Announced)

DUE (April 30)

Write-up of solution generation, solution design, and solution pitch

DUE (May 1)

Last day to complete the six coaching sessions

Class 15 May 4

COLLECTIVE REFLECTIONS: HARVESTING THE LESSONS LEARNED

Topic(s)

Conclusions

Tying the Semester Together: Learnings and Insights

Next steps

Class reflections and celebrating success Course Evaluation—bring laptops to class

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6. TEXTS AND READINGS

Weekly readings have been compiled from various chapters and articles, from seminal texts in

the fields of action rearch, emergent systems, innovation, entrepreneurship, and coaching.

Required texts are cited below. Other readings are available on the Canvas website.

Required Textbooks

Keating, Elizabeth and Sirkka Jarvenpaa. (2017) Words Matter: Communicating Effectively in

the New Global Office. Oakland, CA: University of California Press.

Mendez, Deirdre. (2017) The Culture Solution: How to Achieve Cultural Synergy and Get

Results in the Global Workplace. Boston, MA: Nicholas Brealey Publishing.

Scharmer, Otto. (2016) Theory U: Leading from the Future as it Emerges 2nd Edition. San

Francisco, CA; Berrett-Koehler (note: required readings from this book are available on

Canvas)

7. TEACHING TEAM & CLASS RESOURCES Patricia Wilson, Professor, Graduate Program in Community and Regional Development Planning, School of Architecture, UT https://soa.utexas.edu/people/patricia-wilson Jenny Knowles Morrison, Research Fellow, LBJ School of Public Affairs https://lbj.utexas.edu/morrison-jenny-knowles Gaby Jordan: Principal, Education Division, Handel Group, NYC https://www.handelgroup.com/gaby-jordan/ Cam Houser, Founder, 3DayStartup http://3daystartup.org/about/ Elizabeth Keating, Professor, Dept of Anthropology, UT https://liberalarts.utexas.edu/anthropology/faculty/elk612 Deirdre Mendez, Associate Director of Cultural Programs, McCombs School, UT http://www.deirdremendez.com/ 8. INSTRUCTOR EXPECTATIONS:

A. Professionalism: Students will conduct themselves as professionals throughout the

semester. Professionalism means each student takes active responsibility for building and

ensuring a respectful, constructive learning community for the class. It also means employing a

thoughtful, analytical approach to the subject and being prepared for class discussion, so

questions can be raised, different perspectives explored, and a range of methodologies

considered. As a result, each class can become a positive, proactive, and supportive learning

environment to help students maximize their full potential as graduate students.

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B. Seminar Participation and Contribution: As noted above, each student must

fully participate as an active learner and contributor to the learning environment. Participation

will count for 10% of the semester grade and will be evaluated based on the following criteria:

“A” Contributor ∙ Contributions in class reflect exceptional preparation as evidenced by frequent authoritative and/or creative use of textual/material evidence. ∙ Ideas offered are always substantive (i.e., unusually perceptive, original, and/or synthetic) and provide one or more major insights as well as direction for the class. ∙ Agreements and/or disagreements are well substantiated and persuasively presented. ∙ If this person were not a member of the class, the quality of discussion would be diminished markedly. “B” Contributor ∙ Contributions in class reflect thorough preparation as evidenced by competent and occasionally authoritative and/or creative reference to textual/material evidence. ∙ Ideas offered are usually substantive, provide good insights and sometimes direction for the class. ∙ Agreements and/or disagreements are fairly well substantiated and/or sometimes persuasive. ∙ If this person were not a member of the class, the quality of discussion would be diminished. “C” Contributor ∙ Contributions in this class reflect satisfactory preparation as evidenced by at least some acquaintance with textual/material evidence. ∙ Ideas offered are sometimes substantive, provide generally useful insights, but seldom offer a new direction for discussion. ∙ Sometimes disagreements and agreements are voiced with little to no substantiation. ∙ If this person were not a member of the class, the quality of discussion would be diminished somewhat. “D-F” Contributor ∙ Contributions in class reflect inadequate preparation. ∙ Ideas are seldom substantive, provide few if any insights, and never a constructive direction for the class. ∙ Integrative comments and effective challenges are absent. ∙ If this person were not a member of the class, valuable air-time would be saved. Non-Participant ∙ Little or nothing contributed in class; hence, there is not adequate basis for evaluation. ∙ If this person were not a member of the class, the quality of discussion would not be changed. ∙ Said persons need to leave this category and move into a contributor category.

C. Deliverable Quality: Each draft and final deliverable must be of very high quality and on

time. All assignments must reflect assimilation of the assigned readings and reflect excellence

in research, analysis, and communication, in accordance with the highest levels of graduate-

level scholarship. Written deliverables are to be free of grammatical, spelling, or punctuation

errors and be well formatted to guide the reader.

D. Maintenance of Academic Integrity: Students are expected to respect the LBJ

School's standards regarding academic dishonesty. You owe it to yourself, your fellow students,

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and the institution to maintain the highest standards of integrity and ethical behavior. A

discussion of academic integrity, including definitions of plagiarism and unauthorized

collaboration, as well as helpful information on citations, note taking, and paraphrasing, can be

found at the Office of the Dean of Students web page and the Office of Graduate Studies. The

University has also established disciplinary procedures and penalty guidelines for academic

dishonesty, especially Sec. 11.304 in Appendix C of the Institutional Rules on Student Services

and Activities section in UT's General Information Catalog.

For additional information, see: http://www.utexas.edu/about-ut/mission-core-purpose-

honor-code

E. Plagiarism: Plagiarism is an extremely serious form of academic dishonesty and could

have severe consequences for any individual who engages in such practices, including course

failure and dismissal from the LBJ School and the university. It is critically important that each

student understand the correct manner in which to cite material quoted or paraphrased from

another source, including material drawn from public or electronic sources.

All submitted work should follow the American Political Science Review style guidelines and

requirements for proper citation, or other similar standard guide. Failure to properly cite

referenced material will result in a grade of F. No exceptions.

Students working together on a deliverable should be careful to make certain that other

members of their group have conformed to correct citation practices. Failure to do so can make

all members of the group responsible for a collectively submitted work. It is important that

everyone understand that plagiarism is not only about academic integrity, it is also about

intellectual property rights and respect for others.

F. Communications: We will use a Canvas class website extensively. Students can access it

by logging into the Canvas website (canvas.utexas.edu) with your UT EID. There are also a

range of tutorials and a 24 hour help desk to support the website. (Further details are available

on the Canvas website)

The instructors will post all lecture materials, most recommended readings, a set of support

resources, and all group announcements through the website, which will be introduced to

students in Class 1. The “Modules” page is where the majority of information will be housed.

Detailed assignment instructions and grading rubrics can be found on the “Assignments” page.

It is the student’s responsibility to review Canvas and emails on a regular basis. The instructor

will communicate with the class via the “announcements” page and through additions to the

weekly modules and through students via personal email accounts. Students unable to attend a

class should make their best effort to inform the instructor ahead of time and consult with

another student on missed material.

G. Attendance: More than one absence may result in a 10 point grade drop. Three tardies

equal one absence.

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H. Accommodation of Special Needs: The Americans with Disabilities Act (ADA) is a

federal anti-discrimination statute that provides comprehensive civil rights protection for

persons with disabilities. Among other things, this legislation requires that all students with

disabilities be guaranteed a learning environment that provides for reasonable accommodation

of their disabilities. Students with disabilities may request appropriate academic

accommodations from the Division of Diversity and Community Engagement, Services for

Students with Disabilities, 471-6259 or visit their website: http://ddce.utexas.edu/disability/

I. Student Concerns: As is true for all graduate school work and the learning experience,

each student is responsible for absorbing and applying class material in and out of class. The

instructor will provide guidelines for learning and completing class assignments but students

will not be given step-by-step instructions or in-depth “remedial” instruction, such as how

produce a well-researched and written assignment. If any student has a question, concern, or

complaint about the course, please raise it with the instructor first. If, for whatever reason, a

student prefers not to do that or if the student has done so and believes the issue to be

unresolved, the student should bring any questions, concern, or complaint to the Associate

Dean, Professor David Springer.

J. Schedule of Deliverables: See calendar above. ALL ASSIGNMENTS DUE TO CLASS

CANVAS WEBSITE BY START OF CLASS, NO EXCEPTIONS. BRING A HARD COPY FOR

PEER SHARING AND DISCUSSION PURPOSES.

K. Grading Policy: Your final grade will be calculated and determined based on the

following scale: A 94-100, A- 90-93, B+ 87-89, B 84-86, B- 80-83, etc.

Grade Range Description

A = 90-100% Outstanding professionalism, participation, contributions, and

deliverables

B = 80- 89% Satisfactory effort as individual participant

C = 70- 79% Marginal effort, minimal participation

D = 60- 69% Unsatisfactory efforts, lack of accountability, significant missing of

class

F = 0- 59% Failing effort, severe lack of accountability to class, self, or instructor

L. Late Submission Policy: Late assignments will not be accepted without prior

notification and arrangement with the professor. Even if allowed, late assignments will lose a

letter grade per 24 hour period late. Please plan accordingly.