open government - Freddy Mariñez Navarro (38 pages)

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Among the types of studies that might be used
dichotomous: Micro and Macro Levels
(Roberta W. Walsh, 2006):

Micro: would focus on specific aspects

of governance primarily leadership,
public ethics.

Macro: This level gives us the

opportunity to provide more detail and
complexity that appear multiple actors
and multiple levels of government that
put the areas multifaceted discussion
of the decision-making.

 Seminar discussions: Are meetings for the

students and visiting researchers, have a space
that allows them to present their research
progress, thereby fosters a dynamic feedback
between the exhibitor and his companions,
which in turn results in not only support for
doctoral students but at the same time causes an
integration between students.

 It builds on existing legislation.
 Easier to identify and develop opportunities for

political will.

 No need of large coalitions of interests to

implement access mechanisms or systems.

 Easier users to interpret the concrete benefits of

implementing policies or mechanisms.

 Increased flexibility to measure results.

Source: own construction

We see then that while the discussion seminar takes advantage dynamic debate between an

expert and students, the case study takes its importance because:

The make students active participants and not receptacles, and therefore the lesson are

more interesting;

The emphasize the political nature of public decision-making and the forms of

rationality;

The facilitate the process of learning by discovery, whereby the general principles of

public administration, management and policy analysis are derived from cases

(Minogue, 1982,

cited by Ayee, 2010).

Stake (1995, cited by Barzelay and Cortázar Velarde, 2004) gives instrumental argument in cases

when he states that the study of a singular experience makes sense because it allows us to

respond to a concern, question or problem that exceeds the experience in question. In this sense,

"the researcher or teacher's concern goes beyond the intrinsic value of the experience, but also

requires the same analysis to generate knowledge and learning on questions or topics in order to

develop a systematic body of professional knowledge" (Barzelay and Cortázar Velarde, 2004: 8).

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