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Developing Case Study

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Final Project
Developing a Case Study
For your Final Project, you will develop a case scenario. The purpose for developing a case scenario is for you to demonstrate your understanding of the materials covered in the course and relate it to professional experiences. Students producing excellent case scenarios may be asked to submit their work to the Public Administration Genome Project (PAGP). The PAGP is an attempt to digitally “map” and employ the full set of topics (“genes”), variables, and interrelationships that comprise all the matters that make up public administration. It is based on the Human Genome Project—the effort to identify and codify 35,000 or so genes in our DNA. Few people would deny that the public administration world—like the world in general—is becoming more and more complicated. Plus, no one could possibly know, much less remember, the many strategies, external forces, and their interconnected impacts that might apply in a particular situation. Hence there is a need for a comprehensive, logical, and readily available system to help capture such topics, variables, and interrelationships. Such a system could provide a rational and scientific approach to public administration and, as a result, further enhance the field’s impact on public matters such as health, security, and welfare. Contributors submit source cases in a partially structured, systematic format. The cases then are placed into a wiki database known as ComPASS (COMprehensive PA Support System). There currently are about 82 cases. The full set of cases presently includes about 15,000 variables and 15,500 relationships.
You can learn more about the P.A. Genome Project from the following resources:
Dickey, J. W. (n.d.). PA genome project brief [Wiki]. Retrieved May 2, 2014, from http://pagenome-compass.pbworks.com/w/page/13632527/PA%20Genome%20Project%20Brief 
Dickey, J. W. (2009). The public administration (P.A.) genome project: Capturing, mapping, and deploying the “genes” of P.A. Charlotte, NC: Information Age Publishing.
Your Final Project must be presented as a 10 page (not including references, title page, or abstract), double-spaced, APA-formatted paper that is submitted by Day 7 of Week 11. Refer to Week 11 for specific instructions for submission.
Case Scenario Guidelines
Select an actual event from your prior professional experience in which you or the organization(s) with which you work developed, enacted, implemented, and/or impacted public policy. (social security administration) If you do not have an example of a professional experience or organization, select one from the literature (i.e., reputable newspapers, periodicals, websites, etc.) with which you are familiar enough to complete this Assignment. Think in broad terms about the definition of public policy. Social change and/or an organization’s strategic agenda are acceptable.
Write a case scenario that illustrates how you or your organization developed, enacted, implemented, and/or impacted public policy.
Organize the case scenario according to the following format:
Background: Provide the background for the case scenario. The background section of the paper must include but is not limited to the following:
A brief description of the organization(s) involved including the country where the case originates
A description of the policy issue and how it was addressed
An explanation of the desired outcome or goal
An explanation of the action undertaken to achieve the outcome (i.e., was the organization attempting to develop, enact, implement, and/or impact public policy or was it a combination of these activities and what was done?)
A detailed description of the actual policy outcome and an explanation of the factors that may have impacted it
Variables: Provide a description of the variables that effected the development, enactment, and implementation of the public policy. Use the following prompts to help structure this section. Please note, not all prompts will apply to the event you select.
Explain what, if any, basic democratic concepts, principles, and processes were involved.
Explain the network interactions involved, if any, and explain what they were.
Explain the tools of democracy or strategies your organization used.
Describe the leaders and explain their influence on the process.
Explain the ethical concerns and implications surrounded the action.
Explain diversity issues involved, if any, and explain how they were addressed.
Explain whether the action presented a challenge to democratic governance and explain how those challenges were addressed.
Explain the role of technology in the process.
Relationships: Describe the relationships among the variables you explained in the previous section. For example, did the actors in the policy network related to the event influence the type of tools used to implement a policy? Or, did social networking technology used to connect actors lead to ethical issues surrounding privacy? Be creative and think about all the possible relationships among the variables.
Insights: Share conclusions, insights, and recommendations that emerged from your experiences and the development of the case scenario. Include insights you have gained concerning how this case might have played out differently in a different country or culture as well as how the public policy might effect social change.
Bibliography: Provide a bibliography of all works you used in the development of this Final Project.
Please consult your Instructor for approval if the event you selected is not drawn from your prior professional experience.
Your Final Project will be graded on a 142-point scale and is worth 20% of your final grade.
Although the Final Project is not due until Day 7 of Week 11, you should become familiar with the project requirements and keep them in mind as you proceed through the course. Many of the Discussions and Assignments relate to and can be of use to your Final Project.
The Final Project will be evaluated according to all four indicators in the Application Assignment and Final Paper Writing Rubric located in the Course Information area. Be sure that the Final Project is written using APA format.
Information on scholarly writing may be found in the APA Manual and at the Walden Writing Center website.
The Final Project is due by Day 7 of Week 11. Refer to the Week 11 Project area for submission details.

RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT

(Did the student respond adequately to the paper or writing assignment?)–

Exemplary 25 (17.61%) – 28 (19.72%)
Meets Standards 22 (15.49%) – 27 (19.01%)
Progressing 19 (13.38%) – 21 (14.79%)
Failing 0 (0%) – 18 (12.68%)
CONTENT KNOWLEDGE

(Did the student “get the right answer”? That is, does the answer show that the student learned the information/skills presented? Is the application of information or skills accurate?)–

Exemplary 25 (17.61%) – 28 (19.72%)
Meets Standards 22 (15.49%) – 27 (19.01%)
Progressing 19 (13.38%) – 21 (14.79%)
Failing 0 (0%) – 18 (12.68%)
QUALITY OF WRITING

(Does the student adhere to a professional writing style that clearly communicates the content?)–

Exemplary 25 (17.61%) – 28 (19.72%)
Meets Standards 22 (15.49%) – 27 (19.01%)
Progressing 19 (13.38%) – 21 (14.79%)
Failing 0 (0%) – 18 (12.68%)
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE–

Exemplary 52 (36.62%) – 58 (40.85%)
Meets Standards 46 (32.39%) – 51 (35.92%)
Progressing 40 (28.17%) – 46 (32.39%)
Failing 0 (0%) – 39 (27.46%)

RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT

(Did the student respond adequately to the paper or writing assignment?)
25 (17.61%) – 28 (19.72%)
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:
• Responds to the assigned or selected topic;
• Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated);
• Is substantive and evidence- based;
• Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
• Is submitted by the due date.
22 (15.49%) – 27 (19.01%)
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It:
• Responds to the assigned or selected topic;
• Is substantive and evidence-based;
• Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content;
• Is submitted by the due date.
19 (13.38%) – 21 (14.79%)
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. It:
• Somewhat misses the point of the assigned or selected topic; and/or
• Lacks in substance, relying more on anecdotal than scholarly evidence; and/or
• Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and
• Is submitted by the due date.
0 (0%) – 18 (12.68%)
Paper or writing assignment is unresponsive to the requirements given in the instructions. It:
• Misses the point of the assigned or selected topic; and/or
• Relies primarily on anecdotal evidence; and/or
• Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or
• Is submitted past the late deadline.
CONTENT KNOWLEDGE

(Did the student “get the right answer”? That is, does the answer show that the student learned the information/skills presented? Is the application of information or skills accurate?)
25 (17.61%) – 28 (19.72%)
Paper or writing assignment demonstrates/provides:
• In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions), showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects them to other ideas;
• Rich and relevant examples;
• Thought-provoking ideas and interpretations, original thinking, new perspectives;
• Original and critical thinking;
• Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.
22 (15.49%) – 27 (19.01%)
Paper or writing assignment demonstrates/provides:
• Understanding and application of the concepts and issues presented in the course, demonstrating that the student has absorbed the general principles and ideas presented;
• Relevant examples;
• Thought-provoking ideas and interpretations, some original thinking, and critical thinking;
• Mastery and application of knowledge and skills or strategies presented in the course.
19 (13.38%) – 21 (14.79%)
Paper or writing assignment demonstrates/provides:
• Minimal understanding of concepts and issues presented in the course, and, although generally accurate, displays some omissions and/or errors; and/or
• Few and/or irrelevant examples; and/or
• Few if any thought- provoking ideas, little original thinking; and/or
• “Regurgitated” knowledge rather than critical thinking;
• Little mastery of skills and/or numerous errors when using the knowledge, skills, or strategies presented in the course
0 (0%) – 18 (12.68%)
Paper or writing assignment demonstrates/provides:
• A lack of understanding of the concepts and issues presented in the course, and/or application is inaccurate and contains many omissions and/or errors; and/or
• No examples or irrelevant examples; and/or
• No thought-provoking ideas or original thinking; and/or
• No critical thinking;
• Many critical errors when applying knowledge, skills, or strategies presented in the course.
QUALITY OF WRITING

(Does the student adhere to a professional writing style that clearly communicates the content?)
25 (17.61%) – 28 (19.72%)
Writing is scholarly and exceeds graduate-level writing expectations. The paper:
• Use language that is clear, concise, and appropriate;
• Has few if any errors in spelling, grammar, and syntax;
• Is extremely well organized, logical, clear, and never confuses the reader;
• Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;
• Provides information about a source when citing or paraphrasing it.
• Consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors.
22 (15.49%) – 27 (19.01%)
Writing is scholarly and meets graduate-level writing expectations. The paper:
• Uses language that is clear;
• Has a few errors in spelling, grammar, and syntax;
• Is well organized, logical, and clear;
• Uses original language and uses direct quotes when necessary and/or appropriate;
• Provides information about a source when citing or paraphrasing it;
• Provides correct APA citations about a source when citing or paraphrasing it.
19 (13.38%) – 21 (14.79%)
Writing is somewhat below graduate-level writing expectations. The paper:
• Uses language that is unclear and/or inappropriate; and/or
• Has more than occasional errors in spelling, grammar, and syntax and/or lacks correct APA citations; and/or
• Is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or
• Reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or
• Sometimes lacks information about a source when citing or paraphrasing it.
0 (0%) – 18 (12.68%)
Writing is well below graduate-level writing expectations. The paper:
• Uses unclear and inappropriate language; and/or
• Has many errors in spelling, grammar, and syntax; and/or
• Lacks organization in a way that creates confusion for the reader; and/or
• Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or
• Lacks information about a source when citing or paraphrasing it and/or incorrect use of APA.
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE
52 (36.62%) – 58 (40.85%)
The paper represents exceptional research, scholarship, and professional style. Paper content:
• Significantly contributes to the knowledge in the field;
• Is well supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of primarily primary, peer-reviewed sources (rather than textbooks and websites); and
• Consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors.
46 (32.39%) – 51 (35.92%)
The paper meets graduate-level expectations for research, scholarship, and professional style. Paper content:
• Contributes to knowledge in the field;
• Is supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of peer-reviewed books and journals (rather than textbooks and websites); and
• Uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with only a few errors.
40 (28.17%) – 46 (32.39%)
The paper is somewhat below graduate-level expectations for research, scholarship, and professional style. Paper content:
• Does little to contribute to knowledge in the field;
• Is often supported by research older than 5 years, secondary sources (textbooks and websites), and sources that lack in variety; and/or
• Uses APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.), but has frequent errors.
0 (0%) – 39 (27.46%)
The paper is substantially below graduate-level expectations for research, scholarship, and professional style. Paper content:
• Does not contribute to knowledge in the field;
• Is, for the most part, unsupported by current (within the past 5 years), primary, and pertinent research/evidence from a variety of peer-reviewed books and journals; and/or
• Does not use or contains pervasive errors in APA style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.).

 
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