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).
4.2.14

Mandatory

Não se aplica. / Not applicable.

Optional

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.

Mandatory

Alasuutari, P., Bickman, L. & Brannen, J. (Ed.) (2009). The Sage Handbook of Social Research Methods. Los Angeles, Sage. Bryman, A. (2015). Social Research Methods, Oxford, OUP. Creswell, JW & Plano Clark, VL (2011). Designing and Conducting Mixed Methods Research, Sage. Denzin, N.K., & Lincoln, Y.S. (2005). Handbook of Qualitative Research. London, Sage. Curini, L. & Franzese, R. (2020), The SAGE Handbook of Research Methods in Political Science and International Relations. London, Sage. Lamont, C. (2015), Research Methods in International Relations. London, Sage. Klotz, A. & Prakash, D. (Eds.) (2008), Qualitative Methods inInternational Relations, a Pluralist Guide. New York, Palgrave Macmillan. Flick, U. (2005), Métodos Qualitativos na Investigação Científica, Lisboa: Ed Monitor. Goritz, A.; Kolleck, N. & Jörgens, H. (2019). Education for sustainable development and climate change education: the potential of social network analysis based on twitter data, Sustainability, 19:11, MDPI

Optional

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.

Mandatory

Bevir, M. (Ed.). (2011). The SAGE handbook of governance (I ed.). Sage UK. http://corp.credoreference.com/component/booktracker/edition/7325.html.
Kuhlmann, S., & Wollmann, H. (2019). Introduction to comparative public administration: Administrative systems and reforms in Europe. Edward Elgar Publishing.
Madureira, C., & Asensio, M. (2013). Handbook de Administração Pública. INA editora.
Miller, J., & Kaifeng, Y. (2009). Handbook of Research Methods in Public Administration (2nd ed.)
Ongaro, E., & Van Thiel, S. (2017). The Palgrave Handbook of Public Administration and Management in Europe. Palgrave Macmillan UK.
Pollitt, C., & Bouckaert, G. (2011). Public Management Reform: A comparative analysis-new public management, governance, and the Neo-Weberian state. Oxford University Press.
Rosenbloom, D. H., Kravchuk, R. S., & Clerkin, R. M. (2022). Public administration: Understanding management, politics, and law in the public sector. Routledge.

Optional

Araujo, J. F. F. E. d., & Tejedo-Romero, F. (2016). Local government transparency index: determinants of municipalities’ rankings. International Journal of Public Sector Management, 29(4), 327-347.
Araújo, L., & Rodrigues, M. d. L. (2017). Modelos de análise das políticas públicas. Sociologia, Problemas e Práticas 83. http://journals.openedition.org/spp/2662
Bilhim, J. (2013). Ciência da Administração . Lisboa: ISCSP
Bouckaert, G. (2023). The neo-Weberian state: From ideal type model to reality? Max Weber Studies, 23(1), 13-59.
Catarino, João; Tavares, José F. F.. Finanças Públicas da União Europeia. Coimbra, Portugal: Almedina. 2012
Farazmand, A. (2019). Handbook of comparative and development public administration. CRC press.
Ferraz, D. (2020). Administração (a)política? O retrato e os fatores de seleção do dirigente público. Revista de Administração Pública, 54(5). https://doi.org/10.1590/0034-761220190417
Freire, A. (2016). The condition of Portuguese democracy during the Troika’s intervention, 2011-15. Portuguese Journal of Social Science, 15(2), 173-193. https://doi.org/10.1386/pjss.15.2.173_1
Gomes, J. S. (2016). Desafios da Regulação e Governação numa Sociedade em Mudança: A Função Legislativa e Judicial Dinâmicas Socioeconómicas e Territoriais Contemporâneas, Lisboa.
John Wiley & Sons. Blake, R. (1993). Living and Dying in a Public Agency [Review of Facing the Bureaucracy: Living and Dying in a Public Agency, by G. Garvey]. Public Productivity & Management Review, 17(2), 191–194. https://doi.org/10.2307/3380514
Loeffler, E. (2023). Co-production of public services and outcomes. In Public Management and Governance (pp. 299-314). Routledge.
Lopes, F., & Freire, A. (2002). Partidos Políticos e Sistemas Eleitorais: Uma Introdução.
Madureira, C., Rando, B., & Ferraz, D. (2020). The Public Administration Performance Appraisal Integrated System (SIADAP) and the Portuguese Civil Servants Perceptions. International Journal of Public Administration, 1-11. https://doi.org/10.1080/01900692.2020.1719510
Marciano, R., & Craft, J. (2023). Theorising policy advisory system management: approaches and practice. Journal of public policy, 43(3), 490-511. https://doi.org/10.1017/S0143814X23000089 Osborne, S. P.,
Marques, R., & Ferraz, D. (2015). Governação integrada e administração pública. Ina.
Mazzucato, M. (2014). O estado empreendedor: desmascarando o mito do setor público vs. setor privado. Portfolio-Penguin.
McMullin, C. (2021). Challenging the necessity of New Public Governance: Co‐production by third sector organizations under different models of public management. Public Administration, 99(1), 5-22.
Mozzicafreddo, J. (1997). Estado-providência e cidadania em Portugal. Celta.
Mozzicafreddo, J. e. J. S. G. (2001). Administração e Política: Perspectivas de Reforma da Administração Pública na Europa e nos Estados Unidos. Celta Editora.
Mozzicafreddo, J., & Gouveia, C. (2011). Contextos e etapas de reforma na administração pública. In J. Mozzicafreddo & J. S. Gomes (Eds.), Projetos de Inovação na Gestão Pública (pp. 443). Mundos Sociais.
Nasi, G., & Powell, M. (2021). Beyond co‐production: Value creation and public services. Public Administration, 99(4), 641-657.
Ongaro, E. (2009). Public Management Reform and Modernization: Trajectories of Administrative Modernization in Italy, France, Greece, Portugal and Spain.
Perry, J. L., & Christensen, R. K. (2015). Handbook of public administration.
Peters, B. G. (2017). What is so wicked about wicked problems? A conceptual analysis and a research program. Policy and Society, 36(3), 385-396.
Pollitt, C., & Bouckaert, G. (2017). Public management reform: A comparative analysis-into the age of austerity. Oxford university press.
Ramos Pinto, R.; Correia, Pedro Miguel Alves Ribeiro. "Mérito, Desempenho e Resultados: Os Desafios da Medição". Lex Humana 10 2 (2018): 87-116
Rauh, J. (2018). Ethics Problems in the New Public Service: Back to a Service Ethic? Public Integrity, 20(3), 234-256. https://doi.org/10.1080/10999922.2017.1381541
Rhodes, R. A. W. (1996). The New Governance: Governing without Government. Political Studies, XLIV, 652-667.
Rocha, J. A. O. (2009). Gestão Pública e Modernização Administrativa. INA.
Shafritz Jr, J. M. (2018). Defining public administration: Selections from the international encyclopedia of public policy and administration. Routledge.
Silva, P. A. (2000). O Estado Providência Português num contexto Europeu–Elementos para uma reflexão. Sociedade e Trabalho(8/9), 51-61.
Tavares, A. F., Rocha, A. O., Bilhim, J., Araújo, J. F., Marcos, R. d. F., Camões, P. J., & Mendes, S. M. (2006). Estudo e Ensino da Administração Pública em Portugal. Escolar Editora.
Teles, F. (2021). Descentralização e poder local em Portugal. Fundação Francisco Manuel dos Santos.

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)

Mandatory

van Thiel, S. (2021). Research Methods in Public Administration and Public Management: An Introduction (2nd ed.). Routledge. Vigoda-Gadot, E., & Vashdi, D. R. (Eds.). (2020). Handbook of Research Methods in Public Administration, Management and Policy. Cheltenham, UK: Edward Elgar Publishing Brandler, S., & Roman, C.P. (2008). Handbook of Research Methods in Public Administration (G.J. Miller, & K. Yang, Eds.) (2nd ed.). CRC Press. Davies, Martin B. E Hughes, Nathan (2014), Doing a Successful Research Project: Using Qualitative or Quantitative Methods. George, Alexander L. (2004), Bennett, Andrew, Case Studies and Theory Development in the Social Sciences. Cambridge, MA: MIT U.P. Della Porta, Donatella e Michael Keating (eds.) (2008), Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge, Cambridge University Press.

Optional

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.

Mandatory

Berry, F. S., & Berry, W. D. (2018). Innovation and diffusion models in policy research. In C. M. Weible (Ed.), Theories of the policy process (5th ed.). Taylor & Francis.
Fischer, F., & Miller, G. J. (Eds.). (2017). Handbook of public policy analysis: Theory, politics, and methods. Routledge.
Moran, M., Rein, M., & Goodin, R. E. (Eds.). (2008). The Oxford handbook of public policy. Oxford University Press.
Ostrom, Elinor. 2010. "Beyond Markets and States: Polycentric Governance of Complex Economic Systems." American Economic Review 100 (3): 641–72. DOI: 10.1257/aer.100.3.641
Sabatier, P.A. An advocacy coalition framework of policy change and the role of policy-oriented learning therein. Policy Sci 21, 129–168 (1988).
Weible, C. M. (Ed.). (2023). Theories of the policy process (5th ed.). Taylor & Francis.
Zahariadis, N. (2014). Theory, policy process, and the multiple streams framework. In P. A. Sabatier & C. M. Weible (Eds.), Theories of the policy process (4th ed.). Westview Press.

Optional

Sabatier, Paul A. (2007) (ed.), Theories of the Policy Process. Colorado: Westview.

Pierson, Paul (2004), Politics in Time: history, institutions, and social analysis. Princeton: Princeton University Press.

Kingdon, John W. (1995), Agendas, Alternatives, and Public Policies. New York: Longman.

Howlett, Michael, M. Ramesh e Anthony Perl (2009), Studying Public Policy: Policy Cycles and Policy Subsystems. Oxford: OUP (3rd edition)

Peter Hall (1996), Political Science and the Three Institutionalisms (1996), in Political Studies