Skip to content


Teaching public administration with cases

When I did my MBA coursework at The University of British Columbia, we used the case study method for several courses. In particular, we (students) purchased a course packet with photocopies of Harvard case studies, produced by the Harvard Business School. These cases were written accounts of challenges facing corporations and firms and we were, as students, supposed to find ways to solve them, using the methods, techniques and tools we had just learned.

At UBC (now as a faculty member, and in political science), I used a problem-based method that enabled me to teach my students “hire-able” skills: how to write a case study, a policy briefing, a policy memorandum, etc. I am teaching now in Spanish (for the past year, I’ve only taught one course in Spanish, whereas most of my university-level teaching was in English), and I am finding it somewhat hard to use case-study-based teaching. Most of the cases that have been produced that I am aware of are either in English (check the amazing collection of the Electronic Hallway at the Evans School of Public Affairs, which I’ve used before when I taught in Canada) or in Spanish, but too old (the 2000 Cabrero book is well, 14 years old).

Debate CIDE Region Centro Students Local GovernmentMy goal for the fall (I’m teaching State-and-Local Government, and Regional Development) is to use case studies to assess how my students learn. I am also planning to teach my students to write case studies on specific Mexican municipalities and states, so that in the future we can refine them for an edited volume that could be used to teach these courses.

I’ve found some great resources on teaching public administration with case studies, in particular the following ones:

– The American Society for Public Administration (ASPA) has a Teaching Guide with lots of resources to teach public affairs and public policy.
– Powell et al (2014) on using a capstone case study to assess whether students learn NASPAA competencies.
– Morse and Stephens (2014) on teaching collaborative governance with case studies.
National Center for Case Study Teaching in Science. Has a broad range of case study selections and websites, including some for public and international affairs.
– The Harvard Kennedy School of Government has also developed a Case Program.
– The American Political Science Association (APSA) also has some resources on teaching, including case studies.
– Walsh (2006) on how to use case studies to teach public administration in cross-national contexts.
– Graham on teaching public administration with case studies, with some great rationales.
– The Rutgers-Newark School of Public Affairs and Administration portal also has lots of resources on teaching cases in public policy and public administration.
– Resources on interactive teaching in public administration.

Addendum:
– Ines Mergel pointed me out to the Program for the Advancement of Research in Conflict and Collaboration Cases Databaseat the Maxwell School of Syracuse University.

Posted in environmental policy.

Tagged with , , , .


Call for Papers #ISA2015 on the global politics of water (International Studies Association)

If you are interested in the global dimensions of water governance, you may be interested in participating in this panel I am organizing for the International Studies Association 2015 conference in New Orleans.

ISA 2015 Proposed panel
The global politics of water: Towards a research agenda
Organizer:
Dr. Raul Pacheco-Vega
Assistant Professor, Public Administration Division
Centro de Investigacion y Docencia Economicas (CIDE)

The notion of water as a global commons has been gaining notoriety as abrupt climate change, expansive urbanization and population growth have put additional pressure on dwindling water resources. As global water governance patterns and interactions become increasingly complex, we need to re-examine and reassess where we are in the study of the global politics of water governance. This panel seeks papers that explore questions related (but not limited) to new models and ideas around transboundary water governance, the role of UN-WATER in the global water governance system, water as a global commons, the role of multinational corporations in the global water market, the global emergence of private actors in public water supply, the cross-scalar dynamics of water management in the face of climate change, etc.

If interested in participating in this panel, please send a draft abstract (200 words) and your institutional affiliation to raul(.)pacheco(-)vega(@)cide(.)edu by end-of-day May 22nd, 2014.

Posted in academia.

Tagged with , , , .


Feliz Dia del Maestro! (Happy Educator’s Day) May 15th – on why I teach

Today (May 15th) is the Day of the Educator in Mexico (Dia del Maestro). Technically, I’m not a “teacher” (I teach university and post-graduate) and thus I am a professor, but I celebrate (and I am celebrated) just the same.

Adornando el Arbol de Navidad del CIDE Region Centro

While I don’t have the same teaching load I used to have at The University of British Columbia’s Department of Political Science (2-1-2), I still teach and I enjoy it enormously.

CIDE branded cake

I searched through my Teaching Portfolio for my teaching philosophy to see whether anything had changed.

As a teacher, my philosophy is that learning should be constructive, challenging, fun and exciting. Constructive in that my role is to help the student feel confident about his/her skills for the future. Challenging, insofar it should present difficulties that both the student and I will have to work together to overcome. Fun, in that it should provide joy for the student and me as the teacher. And exciting in that learning should be an activity to which both student and teacher should be looking forward. The feedback I have received from students is that I am able to provide all of these in a comfortable learning environment.

I think very little has changed, even though now I’m on my second year teaching Mexican students instead of Canadian and international students. I still want my students to succeed, to get jobs, to gain employable skills.

I teach not because I HAVE to, but because I LOVE to. There are very few things that make me happier than seeing a student succeed. I think the Twitter ID Sh!t Academics Say summarized it best in two tweets:

On what teaching is…

On student success…

Happy Educator’s Day! Feliz Dia del Maestro, colegas!

Posted in teaching.

Tagged with , .


Five ways in which Twitter can be useful in academic contexts

I can’t believe I had to spend some of my time (that I so jealously guard to do academic writing) to write an actual defense of a social media site and its use in academia, but it surprises me how many times I have had to explain why I am on Twitter, as a busy academic.

1. To consume current knowledge in a timely fashion.

We are academics. We want to be on top of things. We want to stay current, and hear when the latest journal article on the fanciest quantitative technique. We want to read the most articulate defense of a particular methodology or theoretical view. I use Twitter to follow trends in water governance, sanitation, climate politics, research methods, etc.

2. To build scholarly networks.

Even though I’m very well connected because of all the travel I do and all the emails I sent when I was in graduate school, and all the meetings I’ve attended and workshops I’ve presented (I used to do networking the old fashioned way), Twitter enables network building in a much faster, dynamic way. I now have a network of trusted scholars whom I can fire quick questions on ideas I’ve been mulling around, share tips on academic writing productivity, etc. That’s also the philosophy underlying #ScholarSunday.

3. To refine research ideas.

Because I follow scholars in specific areas (and I follow in a broad variety of disciplines), I am always able to point out and ask questions on a specific paper, an idea I’m developing, request suggestions for specific authors, etc.

4. To obtain and provide emotional support.

Anybody who doesn’t realize academia is a lonely activity sometimes, where the increased pressure of publishing and shrinking budgets and dwindling resources make academia much harder, is fooling him/herself. Emotions are part of research, teaching and mentoring. And they are part of our every day life. I use Twitter to receive and provide emotional support. It’s like a large network of positive energy all around. And we are all nerds, so we are always able to relate to what other scholars are feeling at least in some way.


5. To share resources in an environment of scarcity

One of the ways in which Twitter has helped me is sharing resources. There are times when it’s practically impossible to find a journal article or a book chapter, and I can ask for help to get me those resources. Even when my institution has paid access, sometimes I’m unable to remotely connect, and I can always ask around on Twitter if anybody can send me a journal article that I’m missing. My requests are very often granted, luckily.

So, there you have it. There are many ways in which a social media site that is often criticized for inanity and enabling people to post what they had for breakfast actually have helped me refine arguments, learn more and build networks of knowledge and support. These were just five of them.

Posted in academia.

Tagged with , .


Protecting your time as an early career academic

Anybody who knows me is well aware that I’m extremely protective of my time. It’s not that I am participating in the “Busy Olympics“, as my good friend Janni Aragon calls them. I’m not “perpetually busy” as most academics, because if you look at my rather regimented (and sometimes rigid) schedule, you will see that I schedule self-care every single day. The thing is, I have a really hard time making time for anything else other than my priorities. For me, my priorities are: my parents’ well being, my own, my friends, my research, my teaching, my students, my service to the university and my contribution to the academic world and my discipline. The last thing I want is be extinguishing “last minute fires”.

Door stopperI’ve decided to implement a number of strategies to protect myself and my writing and research, given my perennial lack of available time. First, I unpacked and posted my “door stopper” sign (thank you Oxford University Press Canada for giving it to me). This sign tells people if I am willing to interrupt my time for anything that needs to be done. It may sound snobbish to some people, but actually I have found that most folks are extremely respectful of the sign. If I actually need to focus, I just signal that I am busy and that I can’t take phone calls or uninvited guests.

Second, I stick to my schedule and make it public in conversations. Most people know that I write from 4:00am to 6:00 am, and thus are very mindful of the fact that by 12 noon, I’ve already packed most of a full day of work. Most people also know that I drive back to Leon on Friday afternoons so I can see my parents for the weekend. Therefore, when scheduling meetings, I always make sure they are held when I am low on energy to focus on writing, but I can still provide intellectual input and useful feedback. Meetings for me need to be held after 1pm, so that I know that the mornings (when I am most productive and I write best) are being productive.

Third, I am learning to say NO to most things that I would love to say YES to, but that I know will not bring me forward in my research or teaching. I get invitations to give talks, deliver lectures, teach seminars, all over the world on a regular basis. But given that I promised myself last year that this year I’d be pretty much 100% focused on my research, I am saying NO to most of the things that I know are not advancing my research further. I am still developing strategies to go on the field, developing questionnaires and interview protocols, and setting up a randomized controlled trial for another project. There is no way I’m going to be able to give a guest lecture in Europe if I need four to five days to recover from the trip. These days can be used for a project I’m doing or to write protocols, or to create code for randomization, etc.

Finally, I make it clear to people that I value my time and theirs, so I try really hard to stick to deadlines, timelines and schedules. By staying on course with friends and colleagues, it creates a virtuous circle where most folks will feel appreciated. I am trying really hard NOT to read my research email (not very successfully, often!) while I am out with my friends or family. But if I promise a student or a friend that I will be spending time with them, I do so within the strict time constraints I face.

Posted in academia, research.

Tagged with .


Remunicipalization: Bringing back “the public” in public service delivery

In my current study of water privatization in Mexico, I’ve been immersing myself in the literature on remunicipalization of public services delivery. This is not a random occurrence, and as I mentioned on Twitter, it makes sense as I delve more into the research. I’ve been a scholar of sanitation for over a decade. I’ve studied urban water governance. It makes sense that I have found the linkages between sanitation, waste, public services and public service delivery. Remunicipalization is one model of public service delivery where the local government takes back provision by ending private concession contracts. In the words of Wollman and Bakker (both of whom have used the “swinging pendulum” metaphor), we’re moving from public to private to public again.

Waste water treatment basin

Photo credit: Global Water Partnership on Flickr

My work using neoinstitutionalism in understanding institutional arrangements for resource governance very much follows the earlier work of Elinor Ostrom and Vincent Ostrom on co-production of public services. When I teach State and Local Government, I devote one class to co-production. Yet, it wasn’t until recently that I realized how all these pieces were interconnected with each other. Sanitation is linked to solid waste management, both of which are public services that require infrastructure and organizational arrangements. There are a broad variety of governance models for public service delivery, and one of these (highly criticized) is privatization. Thus, remunicipalization is seen as a way of “bringing back the public” in “public service delivery”.

I’ve found some really interesting and relevant websites on remunicipalization, water justice and models of alternative service delivery.
– The Municipal Services Project (Queen’s University)
– The work of Emanuele Lobina and David Hall at Public Services International Research Unit (University of Greenwich)
– The Our Water Commons network.
– The Water Remunicipalization Tracker (a tool to track all instances/case studies of remunicipalization).
– The work of the Transnational Institute on reclaiming public water, and the public/private divide in service delivery.

I still have much work to do, but understanding how these pieces of research all connect with each other has really become a breakthrough in how I think about the governance of urban water and the spatial and political dimensions of public service infrastructure.

Posted in academia, water governance, water policy.

Tagged with .


Five strategies to get your academic writing “unstuck”

When I blog about academic writing, I do so from the vantage point of someone who does it on a daily basis. Someone who recognizes his own time limitations (because I’m pretty busy), and his challenges (because I write academic prose both in English and Spanish, each with their own challenges). Even though I have an incredibly well-organized schedule, sometimes life happens and my schedule gets somewhat derailed. This doesn’t happen often, but it does happen. Moreover, sometimes, I also get stuck. I want to write, but my brain doesn’t want to push words out through my fingers.

The more I work with myself and think about how I approach my research, the more I can see how I can improve my writing. In particular, lately, I’ve found five strategies to get myself “unstuck”. If I feel that the words aren’t flowing, I use one of these strategies (or all combined).

1. Write an outline.

This is pretty basic advice, but one that has helped me think through my research. When I feel that I am stuck, I write an outline, either of the paper I am already writing, or of a new paper. By liberating my busy mind from the worry of not having anything to write and plotting a new idea or conceptual map, I allow my thinking to flow freely.

2. Set a few sentences or a paragraph as your target.

When I set myself a hard target (e.g. 2 consecutive hours of writing), I often see it as a challenge. However, if my goal is to just write a paragraph in a paper, I often find myself that the writing flows more and more. Also, there are very few things that are more fulfilling than seeing the blank spaces being substituted by words, sentences and paragraphs. That feeling of completing an explanation or outlining an idea is just amazing.

3. Answer questions related to your research/paper.

This is related to the first strategy, and I found it helps me quite a lot. I am currently writing on water privatization in Mexico, and I found that the easiest way to write about it was to answer questions. When somebody is reading my paper, what kind of questions do they have, and how can I help them answer them? I find that when I answer a question, that response usually forms one or two paragraphs, and more often than not, a full section.

My research process (when writing grants)

4. Read a paper and summarize it (in writing)

This is another strategy I’ve been using lately. Instead of getting frustrated about why my writing isn’t flowing, I simply grab an article that I already have read, and I type my notes. I usually type those notes (which are often handwritten) to then transform them into a “memorandum” or a “memo”. I took the idea of writing memos from when I took a course in qualitative methods during my PhD. These “memos” are simply messages to yourself, crafted in such a way that you can generously lift text from them to add them to your paper.

Academic writing (working from home)

5. Go for a short walk, armed with a pen and paper pad.

I have a small travel handbook (Moleskine is your best friend) similar to the one that I always carry on the field, when conducting interviews, doing participant observation while on fieldwork. So when I feel stuck, I take my “ideas” notebook and go for a short walk. I usually listen to classical music while I write, so I grab my iPod and play some classical music while on my walk. This usually puts me in a thinking mood and therefore I am able to more quickly jot down ideas that I then come back to my office and type.

As I have told other people, I write about what works for ME. Hopefully these strategies will work for YOU too.

Posted in environmental policy.

Tagged with , , .


The Impact of Elinor Ostrom’s Scholarship on Commons Governance in Mexico

My latest journal article has been published in a special issue of Policy Matters (The CEESP Journal) in memory of Elinor Ostrom. Because of my personal connection with Lin and Vincent Ostrom, this particular piece has a very strong emotional component. I am, by and large, a better scholar, human being and professor thanks to what I learned from Lin and Vincent. My piece intends to be an intellectual history of Lin’s work and how it has impacted and continues to impact commons governance in Mexico. You can download it by clicking on the hyperlink below.

Raul Pacheco-Vega (2014) “The impact of Elinor Ostrom’s research on Mexican commons governance: An overview” In: “Remembering Elinor Ostrom. Her Work and Its Contributions to the Theory and Practice of Conservation and Sustainable Natural Resource Management“. Special Issue Edited by James P. Robson, Iain J. Davidson-Hunt, Alyne Delaney, Gabriela Lichtenstein, Lapolonga Magole, Aroha Te Pareake MEad. Policy Matters. Issue 19. CEESP and IUCN, Gland, Switzerland. Pp. 23-34.

Professor Elinor Ostrom’s work was extremely influential worldwide, and this includes important contributions to Mexican commons governance. From water governance to forest stewardship to small-scale fisheries’ management, Ostrom’s institutional approach to analyzing commons problems and uncovering opportunities for self-organization where solutions to complex resource management issues were not straightforward, has been successfully applied to case studies across the country. This paper summarizes lessons learned from such cases, which cover a broad range of resource areas and issues, and offers insight into the level of impact that Ostrom’s work has had and continues to have on Mexico’s extensive natural resource commons.

Posted in academia, research.

Tagged with , , , , .


Studying rules in an unruly country

While I’m someone who is open to all theoretical frameworks and methodological styles (quantitative, qualitative, spatial), much of my research uses neoinstitutionalism and institutional theories. I’m considered a neoinstitutionalist, by all measures. I study rules and norms. I strongly believe that analyzing rule formation, maturation and erosion can help us understand how resources can be better (and more cooperatively) governed. This conceptual framework, much of which is derived from the late Elinor Ostrom’s work on commons governance, worked pretty well when I lived in Canada (for almost half of my life).

Moving to Mexico gave me a very serious cultural shock, both as an individual and as a scholar. While I’ve studied Mexican environmental policy for most of my academic life, much of this work I did while studying (as a PhD student) and working (as a faculty member) at a Canadian university. My perception of Canada has always been that it is a country with strong rule of law and Canadians as individuals with a very strong sense of compliance with laws and rules. My perception of Mexico has been (for most of my life) that it’s a country with very weak rule of law, with Mexicans (generally speaking) as individuals who routinely give themselves permission to violate rules and laws. This is, of course, a VERY broad generalization. Of course there’s millions of Mexicans who comply with the law and with generalized rules and norms of behavior. But I don’t think my perception is all that far off. Anecdotes and jokes about Mexicans abroad say that they will litter on the street in Mexico, but will pick up their trash in Canada and elsewhere. I myself have been witness to this behavior, many, many times. After all, I lived in Canada for decades. The Canadian Superior Court Judges Association, in fact, makes this point on Canadians and rule of law quite strongly, and I quote:

Our laws embody the basic moral values of our society. They impose limits on the conduct of individuals in order to promote the greater good and to make our communities safe places to live. It is against the law to steal, to injure another person, to drive recklessly or to pollute the environment, to name just a few of the countless ways the law is designed to protect us. We are said to be ruled by law, not by those who enforce the law or wield government power. No one in Canada is above the law. Everyone, no matter how wealthy or how powerful they are, must obey the law or face the consequences.

I don’t really follow the literature on rule of law as much because I don’t study corruption or quality of democracy (although I have colleagues at CIDE who do study corruption and impunity in the public sector, like my colleagues Dr. David Arellano Gault and Dr. Mauricio Merino Huerta). Yet, non-compliance with rules, particularly non-compliance with environmental regulation IS part of what I study. My earlier research looked at compliance with environmental regulations in the leather and footwear industries. I have been a fan of voluntary (suasive) environmental policy instruments, whereas Mexico uses primarily command-and-control, regulatory instruments. So, while the analysis of rule of law is not my direct field, it does touche upon what I investigate, and thus I have had to delve into this body of literature.

554T1525-51

Photo credit: Cliff on Flickr

The biggest problem my research on Mexican environmental law and policy has found is the Mexican industries’ lack of compliance with standards and regulations set forth by SEMARNAT, the Mexican environmental ministry, and by the state and local authorities. PROFEPA, the Mexican federal attorney for environmental protection, has historically faced a chronic lack of institutional and organizational capacity (too few inspectors to ensure that regulations are enforced). In this scenario, it is frustrating to try and understand how resource-governing rules emerge, become institutionalized and ultimately, become eroded or face institutional instability.

This frustration has led me to reflect on whether it is a smart idea to study rules in an unruly country. I’m not the only one concerned with rule of law in Mexico. A quick search on Twitter yielded plenty of results, concerns and commentary on rule of law (or lack thereof) in Mexico. Multiple analysts consider rule of law as one of the biggest challenges facing Mexico. Even Arturo Sarukhan (former Ambassador of Mexico to the United States) has written on how rule of law in Mexico is weak and impunity is rampant.

Thus, I believe it’s understandable why I find it so frustrating to study rules in an unruly country. While I certainly don’t believe Mexico is on the brink of collapse, it was even more frustrating to find out that The World Justice Project‘s index for impunity by high-ranking government officials positions Mexico as one of the countries where corrupt officials would get away with their actions. I quote:

In Mexico, for example, where 80 percent of people said the officer would go free, only 1 in 1,800 persons reported for corruption in 2010 was held accountable.

I suppose that as a neoinstitutionalist I could continue to observe how formal and informal rules of water and solid waste governance emerge in a system with low rule of law, but the more I think about this, the more I believe my work in environmental regulation would need to focus on strengthening the rule of law in Mexico. To do this we need better enforcement and actual sanctions. This will be an interesting challenge for my future research agenda.

Posted in academia, research.

Tagged with .


Local economic development: Is purchasing street vendors’ candy the right strategy?

My curse as an academic is that I am always thinking about stuff that is outside of my research area. I’m a specialist in comparative public policy who uses water, wastewater and solid waste as case studies for the study of cooperative behavior. I do, however, have a minor in economic geography, and an MBA, so as a result, I often think about (and in the fall, will teach about) local economic development. In fact, my course is titled “Regional Development” but I’ll have to touch on local economic development anyways.

I know enough location theory and foot traffic analysis to understand the basis of local economic development when it comes to established enterprises. But I’m a lot less informed about informal trade. For example, the (often indigenous and impoverished) women who sell candy at busy intersections. Or simply on the streets. I’ll confess that I ALWAYS buy them candy. My thinking (however misguided) is that at least, these women (and a few men) are working and they’re doing their best to bring money to their household and put food on the table.

Selling Candy

Photo credit: Mark Mitchell on Flickr

I’ve never studied the informal trading/selling sector. I study the informal waste recycling sector, but street vendors are not my speciality and therefore I’m pondering if buying marzipan and chocolates from these street vendors does actually help them in any way, shape or form. I wonder if it is actually a smart strategy to alleviate poverty. But given what Chris Blattman and Paul Niehaus recently published in Foreign Affairs, I’m tempted to say that buying candy from street vendors may also be a smart local economic development (and poverty alleviation) strategy.

Blattman and Niehaus write this powerful phrase that resonated with me:

It’s well past time, then, for donors to stop thinking of unconditional cash payments as an oddball policy and start seeing them for what they are: one of the most sensible tools of poverty alleviation.

I don’t know, and probably will not know until I do more in-depth research, whether supporting street vendors does any good as a poverty alleviation strategy, but if we consider it as a cash transfer (however individual the effect), perhaps it is. I’m open to hearing thoughts, though.

Posted in academia.

Tagged with , , .