Maria José Sousa

Maria Asensio Menchero

1 - Clear definition of the reserach question and research objectives
2 - Conducting and presenting a literature review identifying the main debates and the relevance and originality of the contribution made by the research
3 - Construction of an adequate a theoretical framework of analysis in light of the research objectives
4 - Construction of hypotheses and their rationale
5 - Definition of a methodological research strategy, taking into account the research objectives and hypotheses

1) Establishment of the components of the research project:
I) Objectives, problem, research question
II) Theoretical framework, literature review, relevance and innovation
III) Methodological strategy, justification of the field of observation, research plan and data collection techniques
IV) Schedule
V) Provisional table of contents
VII) References.
2) Theory as a tool and research product in Public Administration
3) Key concepts
4) Sources and Methods

The periodic evaluation will focus on:
I - Presentation and discussion in class of the first version of the research projects (at the beginning of the second semester) - 25% of the final grade
II - The elaboration of a research project for a doctoral thesis, in a written document with about 20 pages - 75% of the final grade

(the number of pages will consider main text, excluding for instance, cover pages, indexes, bibliography, annexes and similars)

David Alexandre Correia Ferraz

At the end of the curricular unit, each student should be able to:
-Explain and compare the main theories and models of public policy within the context of Public Administration;
-Critically analyse the processes of policy formulation, implementation, and evaluation, relating them to the theoretical frameworks studied;
-Evaluate the relevance of different theoretical approaches to the study of complex public problems in diverse contexts;
-Apply and integrate analytical concepts and models into original research projects;
-Develop consistent theoretical arguments and formulate well-grounded research hypotheses.
The teaching methodology is centred on interactive seminars, critical readings, case discussions, and tutorial supervision, ensuring the progressive development of knowledge, analytical skills, and advanced research competences in line with third-cycle (doctoral) level requirements.

1)Epistemological evolution of public policy theories and their articulation with Public Administration.
2)The policy cycle: stages, analytical uses, critiques, and limitations.
3)Classical decision-making models: bounded rationality, incrementalism, Garbage Can Model (Cohen, March & Olsen).
4)Main contemporary theories:
 – Advocacy Coalition Framework (Sabatier & Jenkins-Smith)
 – Punctuated Equilibrium Theory (Baumgartner & Jones)
 – Institutional Analysis and Development (Ostrom)
 – Multiple Streams Framework (Zahariadis)
 – Diffusion of Innovation (Berry & Berry)
 – Ecology of Games (Lubell)
5)Role of actors, ideas, institutions, and networks in the policy process.
6)Comparative public policy analysis and transnational diffusion.
7)Policy instruments and design thinking.
8)Digitalisation, artificial intelligence, and algorithms in public decision-making.
9)Co-production, citizen participation, and public value creation.

The assessment of the curricular unit will be carried out preferably through continuous assessment, in accordance with Iscte’s RGACC, involving more than one assessment instrument, including at least one individual component. This modality aims to monitor the learning process continuously and ensure the development of the competencies defined in the learning objectives, within a formative and reflective assessment framework appropriate to a third-cycle programme.

The following assessment instruments will be used:
1)Individual critical reading summaries – weight: 20%
Each student will submit two critical summaries of core theoretical texts. This instrument assesses the ability to interpret, synthesise, and critically position oneself in relation to key authors and theories (individual assessment).

2)Oral presentation in a thematic seminar – weight: 20%
An individual presentation of an author or theoretical approach, linked to an empirical case or the student’s ongoing research. It assesses presentation, argumentation, and the ability to apply models (individual assessment).

3)Qualified participation in synchronous sessions – weight: 10%
This includes active attendance and relevant contributions during seminars, demonstrating prior reading, engagement in discussion, and critical thinking (individual assessment). A minimum attendance of 75% in synchronous sessions is required to remain in the continuous assessment regime.

4)Final theoretical application paper – weight: 50%
An individual written paper (max. 6000 words) consisting of an in-depth theoretical analysis of a public policy issue, linked to the theoretical frameworks studied in the course and ideally including an empirical component. This work may serve as a foundation for the theoretical framework of the student’s doctoral thesis. A minimum grade of 10 out of 20 is required in this component for successful completion of the course. If needed, an oral exam may be requested to clarify questions regarding authorship or the coherence of the submitted work.

Final exam assessment is also available for students who do not pass through continuous assessment or formally opt for this modality. The exam will cover the full content of the course and will consist of:
– a mandatory individual written exam (weight: 100%),
– and may include an oral component, when justified by the assigned grade or to verify knowledge.

In all assessment modalities, the process will be conducted in compliance with the General Regulations on the Assessment of Curricular Units (RGACC), the Regulations for Students with Special Status (REEE), and the Iscte Academic Code of Conduct, ensuring fairness, transparency, and academic integrity.

Maria do Carmo Severino Duarte Grilo Botelho

Rodrigo Vieira de Assis

The learning objectives are:
LO1 | Know the main research methods: qualitative, quantitative and mixed
LO2 | Mobilize the methods of collection of data and of data analysis in a competent and adequate manner, applying to the nature of the
data, to the objective and to the object of the research
LO3 | integrate the main ethical principles and debates of the area of studies in the design and development of the project
OA4 | Know the variety of literature analysis and apply this knowledge to the area of studies of the project
OA5 | Acquire knowledge and practical competencies of content analysis, namely developed with software (MaxQda).
LO6 | Acquire knowledge and practical competencies of collection, graphicalization and interpretation of statistic indicators and other data.

1. Panoramic view on the main research methods
2. Transversal ethical debates and principles
3. Literature Analysis: types and practices
4. Analytical units, angles and approaches
5. Mixed methods: an introduction
6. Ethnography and Auto-Ethnography
7. Field Diary
8. Interviews and Interaction
9. Content Analysis:
10. Organization od qualitative data with MaxQda
11. Qualitative Data analysis with MaxQda
12. Collection, production and analysis of statistic indicator
13. Statistical Analysis: dependency models and multivariate analysis
14. Individual presentations of the methodological component of the projects

The teaching-learning process involves:
-More theoretical sessions focused on knowledge presentation of the different research methods
-More practical sessions to discuss the methodological strategy in scientific papers in the core areas of the PhD course
- In class sessions for presentation and discussion of the methodological component of the projects
-Autonomous work of students.

David Alexandre Correia Ferraz

Maria Asensio Menchero

At the end of this CU, students will have acquired advanced theoretical knowledge to:
- Understand Classical Theories of State, including their origins and influences on the formation of societies and political systems in Europe, through critical readings and debates.
- Analyse the evolution of Democracy and its implications for political institutions, using case studies and debates.
- Explore theories and models of public administration, using lectures, critical readings and case studies.
- Explore models of Public Administration from a comparative perspective with case studies and presentations.
- Apply theories and models to management practice in Public Administration, developing skills to analyse processes of administrative reform or modernisation.
- Discuss current issues and topics in Public Administration in lectures and seminars.

1: State, Society and Political Systems
Classical Theories of European States, Societies and Political Systems
Democracy, Political Institutions and Types of Society
Performance of political systems
Seminar: The role of the state, political systems and institutions in the development of democracies

2: Models and Theories of State and Administration
Contemporary Theories and Models of State and Public Administration: evolution and future prospects
Seminar: Critical Analysis of Models and Theories of Administration

3: Administrative Reform and Modernisation
Comparative public administration
The role of supranational institutions
Seminar on trends in administrative reform and modernisation

4: Advanced Topics in Administration Science
Seminars will be held with a view to developing themes relevant to Public Administration and Management, within the framework of Administration Science.

The assessment of this course will be periodic, with particular emphasis on the ability to research and produce scientific knowledge. Thus, the assessment method involves the preparation of scientific papers (working papers) during seminars to be held each semester, corresponding to:
1- Each student is responsible for preparing a research paper (final paper based on 2 working papers) relevant to the topics covered in the UC each semester. The intermediate papers, 2 in number, must be based on a critical review of the literature, data analysis (if applicable) and an original contribution to the field and topic of study. The papers must be submitted at the end of each semester, according to the established dates.
Each working paper will be weighted equally between them, and all the papers (predictably 2) will together have a weighting of 35% in the final grade for the course.

2- Each student must present their work in seminars throughout the program. The presentation must be followed by a discussion session and questions from colleagues and teachers/advisors. The work will be assessed by a panel made up of the supervisor (q.a.) and other teachers specializing in the area, so that students can receive constructive feedback and guidelines for improving their work.
All the presentations will have a weight of 25% in the final assessment of the course. Each presentation will contribute to the formation of a single grade corresponding to a simple arithmetic weighting.

3- In the final semester, students must, based on the working papers produced (2), and the comments obtained from their presentation and discussion, present a final scientific article (based on the 2 working papers), which meets the quality standards for publication in scientific journals and/or conferences in the field.
The final paper will contribute 40% to the final grade for the course.

Working papers and assignments will be evaluated based on criteria such as originality, methodological rigor, theoretical relevance, contribution to the field, clarity of writing and presentation and discussion skills. Active participation in seminars, including contributing to the discussions of colleagues, is also considered in the assessment.

This method of assessment allows students to develop incremental research skills throughout the program, enhancing the production of high-quality final scientific papers. In addition, seminar presentations provide opportunities for interaction and feedback, promoting research and academic debate.

Students should be able to:
- Identify, analyse and critically judge problems and scientific results in the area of Public Administration;
- Use and explain theories, models and concepts in the field of Public Administration;
- Apply research methods and skills applied to Public Administration;
- Produce and present relevant and original research in the area of Public Administration, which contributes to the advancement of
knowledge of Governance, both nationally and internationally, and which can be the subject of scientific publication;
- Critically analyse, evaluate and synthesise new and complex ideas relating to science and the social world in general, highlighting the
challenges facing Public Administrations;
- Communicate with peers, the scientific community, policy makers and leaders on public administration issues, explaining and applying
research results;
- Apply the principles and ethical rules of research in the area of Public Administration.

The syllabus will be adjusted each year to the research projects presented and carried out by the doctoral students. They will include:
a) a tutorial component, with specific topics for each student, provided by their supervisors;
b) a seminar component, with discussion of topics of common interest on research and analysis in PA, based on the presentation of
intermediate results of their research by the doctoral students and comments from teachers and peers;
c) a conference component, debating research and analyses of a high scientific standard, carried out and in progress, presented by leading
national and international researchers and academics;
d) a public presentation of the work in a Doctoral Colloquium

Every year, doctoral students submit a research paper to the doctoral research seminar and a progress report (for the transition year) which
is evaluated by the Evaluation Panel appointed by the doctoral scientific committee.
In the 3rd year they present a paper at the Doctoral Colloquium.
Participation in national and international scientific events is valued.
The thesis is publicly discussed and evaluated by a scientific jury (articles 31 and 32 of the ISCTE-IUL NRGD).
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