PSCI 350: Research Methods and
Design
Fall Semester, 2008
MWF, 10:00-10:50 in Morgan 217
Professor: Matthew
Krain (x2469, mkrain@wooster.edu), Kauke 104
Office
Hours:
_________________________(TBA), & by appointment
COURSE DESCRIPTION
The course is
structured to equip students with tools for completing empirical research in
political science. We will read, discuss, and analyze descriptions and
applications of the logic and methods of the social sciences. Along the way,
students will identify an empirically testable research question of interest to
them with the discipline of political science, situate it within the academic
literature, construct a theoretical argument and a testable hypothesis, and
develop a research design to test that hypothesis. The ultimate goal of the
course is to prepare students for their Senior Independent Study Thesis
experience by grounding them in the logic and methods of socio-political
inquiry, and by enabling them to master these skills themselves. NOTE: This
course serves as both the methodology requirement and the Junior Independent
Study requirement for students within the Department of Political Science.
READINGS
We will be using the following
books throughout the semester:
-
Johnson,
Janet Buttolph, H. T. Reynolds, with Jason Mycoff (2008). Political Science
Research Methods.
6th Edition. Washington, DC: CQ Press. (ISBN: 978-0872894426)
-
Lipson,
Charles (2005) How to Write a BA Thesis: A Practical Guide from Your First
Ideas to Your Finished Paper. Chicago: University of Chicago Press. (ISBN: 978-0226481265)
-
American
Political Science Association (2006). Style Manual for Political Science. Washington, DC: American
Political Science Association. (E-RESERVE).
Additional readings will be the
World-Wide-Web, via our class web page, at: http://www.wooster.edu/polisci/mkrain/rmd08.html, or will be placed on electronic
reserve, accessible at: http://eres.library.denison.edu/coursepage.asp?cid=557 (password
= "methods"). All readings MUST be completed by
the class session for which they are assigned. They will be necessary
background for class, and you will be held responsible for them, both in class
and on assignments and exams.
GRADING
The grades will be assigned as
follows:
-
20%
= Midterm (Exam #1)
-
20%
= Final (Exam #1)
-
10%
= Group Paper
-
25%
= Junior Independent Study Paper
-
15%
= Quizzes, Problems Sets, and other Homework Assignments
-
10%
= Professionalism
Examinations (40% of overall grade)
There will be two formal examinations over the course of
the semester. The Midterm (Exam #1) will be held in class on September 22nd. The Final (Exam #2) will be
given on the day and at the time stipulated by the Registrar, Wednesday, December
10th, at 7pm. Each exam will be worth 20% of your overall grade. Taken together,
they are worth in total, 40% of your overall grade.
Paper #1: Group Paper (10% of overall grade)
This assignment requires you to
produce a group project paper due at the start of class on October 29th,
2008. The class will be divided into five
groups of approximately four students each. Each group will be tasked with
using a different methodology (either ethnography, content analysis, elite
interviews, non-elite interviews, or surveys) to address the same research
question, and to write up their methodology and their results in a group paper,
co-authored by all members of the group. Groups will present their approach and
their findings in brief (eight minute maximum) oral presentations in class on October
31st, 2008. This paper assignment is designed to
give students hands-on experience with at least one particular methodological
approach. This project is worth 10% of your overall class grade. NOTE: Each
student co-author in the group project paper will receive the same grade for
the group's research paper.[1]
Paper #2: Junior
Independent Study Paper (25% of overall grade)
Each student will be responsible
for a significant paper – the Junior Independent Study Paper – due
at the beginning of class on November 17th. This paper provides students with an opportunity to
more closely explore one research question in particular, review the relevant
literature, develop a theoretical framework, derive hypotheses, and design a
study that would test these hypotheses. Each student will choose his or her
topic in consultation with the instructor. Possible topics will be discussed in
class. Further details will be distributed on the second day of class and will
be discussed by the instructor in class. This assignment is designed to test
students' abilities to apply the writing, methods and design skills in a
practical manner to a research question of their own. The goal is to develop
and hone the skills of the students to design doable research projects,
including their Senior Independent Study Projects. This project is worth 25% of
your overall class grade.
Quizzes, Problem Sets, And Other Homework Assignments (15%
of overall grade)
There will be several homework
assignments given throughout the semester. Some will involve analysis of
published research. Some will require students to collect or analyze data.
Others will involve exercises culled from the texts or from outside sources.
Students will also, from time to time, be given problem sets involving
calculations and analysis of quantitative material. Furthermore, at the discretion
of the instructor, the class will complete in-class "pop" quizzes. Quizzes may
cover all material from the text, lectures, class discussions, and homework
assignments. The sum of these homework assignments, problem sets, and quizzes
will total 10% of the overall grade for the class.
Professionalism
(10% of overall grade)
"Professionalism" refers
to factors such as attendance, promptness, degree of preparedness, participation,
courtesy, overall improvement, and other intangibles, to be evaluated and assigned
at the discretion of the instructor. This component is worth 10% of your overall
course grade. Please note that participation is encouraged and required. Due
to the short period of time we will have in which to cover a great deal of
material, your input and feedback is essential to the smooth and efficient
running of the class. To that end, be sure to have read the materials
pertaining to that day's class BEFORE that class period! Discussion may have
to be curtailed, however, in the interests of covering the material.
NOTES
Note #1: Assignments are due at the beginning of
class on the due date. Any missed assignment or unexcused exam absence is
subject to an automatic failing grade for the course (in other words, you
cannot pass the class unless you do all of the work!). Late written assignments
will be graded down one full letter grade for each day late. A paper handed in
five minutes after the deadline is considered a day late. If you anticipate
missing an exam or a paper deadline, consult with the instructor as soon as
possible.
Note #2: Students are encouraged to study together
and assist one another in learning the material. It is assumed that you have
done your own work. In short, DON'T CHEAT AND DON'T PLAGIARIZE (http://www.wooster.edu/library/plagiarism/). Students are reminded that
they are obliged to understand, to uphold, and to comply with the Code of
Academic Integrity at the College of Wooster. If you have doubts about whether
something violates academic integrity, check the Code of Academic Integrity,
located in the Scot's Key (http://www.wooster.edu/policies), or at http://www.wooster.edu/policies/coai.pdf. Students who do not understand
the Code after having read it should make an appointment to see me to discuss
it; indeed, I welcome this discussion and encourage students to see me in
advance of any assignment about which they have doubts or questions. ANY
VIOLATION OF THE CODE OF ACADEMIC INTEGRITY MEANS THE STUDENT'S IMMEDIATE
FAILURE IN THE COURSE, AS WELL AS POSSIBLE SUBSEQUENT ACADEMIC DISCIPLINARY
ACTION.
Note #3: Students are encouraged to discuss
assignments with me during office hours. However, students seeking to change
their grade on an assignment should be advised that I reserve the right to
alter your grade in either direction (i.e.- if new problems are found during
the re-grade the grade would go down).
Note #4: It is your responsibility to inform me
ahead of time about factors that are likely to interfere with your performance
in the class. Measures for students with disabilities, conflicts of an academic
or non-academic nature, non-native speakers/writers of English and other
special issues will be taken in compliance with the college's policies.
SCHEDULE OF TOPICS AND
READINGS
8/25:
Introduction to "Research Methods and Design (in Political Science)"
-
Johnson
& Reynolds, w/ Mycoff – Ch. 1
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [Skim].
-
Lipson
– Ch. 1
-
The
College of Wooster's Code of Academic Integrity http://www.wooster.edu/policies/coai.pdf
8/27:
What is Political "Science"?
-
Johnson
& Reynolds, w/ Mycoff – Ch. 2
8/29:
Early Planning of the Research Process: Where Do I Start? (Research Question)
What's My Short-Term Goal? (Proposal) ÉSemester Goal? (Junior IS) ÉLong-Term
Goal? (Senior IS)
-
Johnson
& Reynolds, w/ Mycoff – Ch.3 [read pp. 60-65]
-
Lipson
– Chs. 2, 4, 5, 7, 13, 14 & 19 [and skim Chs. 8-11 as you write
Junior IS!]
-
Bremer,
Elisabeth (2008). "Introduction" in A Gendered Analysis of Microcredit
Lending: The Effects of Women's Rights on Grassroots Development. Senior
IS Thesis –
Department of Political Science, The College of Wooster. [read pp. 5-7]. http://www.wooster.edu/polisci/Bremer.html
-
Department
of Political Science (2008). Independent Study Handbook. Wooster, OH: The College of
Wooster. http://www.wooster.edu/polisci/is_handbook.pdf
9/1: The
Importance of Theories, Assumptions and Concepts
-
van
Evera, Stephen (1997). Guide to Methods for Students of Political Science.
Ithaca, NY: Cornell University Press – Ch. 1: "Hypotheses, Laws, and Theories" (E-RESERVE) [read pp. 7-27].
-
Frankfort-Nachmias,
Chava and David Nachmias (1996). "Conceptual Foundations of
Research," Research Methods in the Social Sciences. 5th
Ed. New York: St. Martin's Press (Ch. 2 – E-RESERVE). [read pp. 35-48].
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [read pp. 552-554].
-
Krain,
Matthew (2005). "International Intervention and the Severity of Genocides and
Politicides" International Studies Quarterly 49, 3: 363-387 [read pp.
363-367]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00208833&issue=v49i0003
9/3:
What is a "Literature Review"? Why Should I Conduct One? How Do I
Write One?
-
Knopf,
Jeffrey W. (2006). "Doing a Literature Review" PS: Political Science and
Politics 39, 1:
127-132. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v39i0001
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [re-read pp. 552-554].
-
Palmer,
Barbara and Dennis M. Simon (2005). "When Women Run Against Women: The Hidden
Influence of Female Incumbents in the U.S. House of Representatives,
1956-2002," Politics & Gender 1, 1: 39-63 [read pp. 39-47]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=1743923x&issue=v01i0001
9/5:
Becoming a More Effective Researcher: Finding and Referencing Sources
-
Johnson
& Reynolds, w/ Mycoff – Ch. 8 [read pp. 243-249]
-
Lipson
– Ch. 3
-
The
College of Wooster's Code of Academic Integrity http://www.wooster.edu/policies/coai.pdf
-
American
Political Science Association (2006). Style Manual for Political Science. Washington, DC: American
Political Science Association. (E-RESERVE).
-
"Unethical
Use of Source Material: (Un)Professional Examples" (HANDOUTS)
9/8,
9/10: Thinking Like a Positivist Researcher: Variables, Hypotheses and
Relationships
-
Johnson
& Reynolds, w/ Mycoff – Ch. 3 [read pp. 65-87]
-
van
Evera, Stephen (1997). Guide to Methods for Students of Political Science.
Ithaca, NY: Cornell University Press – Ch. 1: "Hypotheses, Laws, and
Theories" (E-RESERVE) [read pp. 27-43].
-
Frankfort-Nachmias
& Nachmias, "Basic Elements of Research" (Ch. 3 – E-RESERVE) [read pp. 55-66].
-
Krain,
Matthew (2005). "International Intervention and the Severity of Genocides and
Politicides" International Studies Quarterly 49, 3: 363-387 [read pp.
367-374]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00208833&issue=v49i0003
9/12,
9/15: Operationalization: From Conceptualization to Measurement
-
Johnson
& Reynolds, w/ Mycoff – Ch. 4
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [read pp. 554-557].
-
Bremer,
Elisabeth (2008). "Methodology" in A Gendered Analysis of Microcredit
Lending: The Effects of Women's Rights on Grassroots Development. Senior
IS Thesis –
Department of Political Science, The College of Wooster. [read pp. 27-35]. http://www.wooster.edu/polisci/Bremer.html
-
Palmer,
Barbara and Dennis M. Simon (2005). "When Women Run Against Women: The Hidden
Influence of Female Incumbents in the U.S. House of Representatives,
1956-2002," Politics & Gender 1, 1: 39-63 [read pp. 47-48]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=1743923x&issue=v01i0001
9/17,
9/19: Research Design: The Logic of Experimental & Quasi-Experimental
Designs
-
Johnson
& Reynolds, w/ Mycoff – Ch. 5 [read pp. 122-147].
-
Campbell,
Donald T. and H. Laurence Ross (1968). "The Connecticut Crackdown on Speeding:
Time-Series Data in Quasi-Experimental Analysis." Law and Society Review 3, 1: 33-54. http://www.jstor.org/stable/i354467
-
Ansolabehere,
Stephen, Shanto Iyengar, Adam Simon and Nicholas Valentino (1994). "Does Attack
Advertising Demobilize the Electorate?" American Political Science Review 88, 4: 829-838. http://www.jstor.org/stable/i336277
9/22: MIDTERM
(EXAM #1)
9/24: Discussion
of Paper #1 (Group Paper) & Paper #2 (Junior IS Paper); Exam Debriefing
9/26:
Non-Experimental Designs
-
Johnson
& Reynolds, w/ Mycoff – Ch. 5 [read pp. 147-166].
-
van
Evera, Stephen (1997). Guide to Methods for Students of Political Science.
Ithaca, NY: Cornell University Press – Ch. 2: "What Are Case Studies?" (E-RESERVE)
9/29,
10/1: Case Study Techniques – Making the Most of a Single Case
-
Lipson
– Ch. 6
-
Moskowitz,
Eric S. (1987). "Pluralism, Elitism, and the Home Mortgage Disclosure Act" Political
Science Quarterly
102, 1: 93-112. http://www.jstor.org/stable/i337612
-
Kalyvas,
Stathis N. (1999). "Wanton and Senseless? The Logic of Massacres in Algeria." Rationalty
and Society 11,
3: 243-285. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10434631&issue=v11i0003
10/3,
10/6: Case Study Techniques – Comparative Case Studies
-
Kaarbo,
Juliet and Ryan K. Beasley (1999). "A Practical Guide to the Comparative Case
Study Method in Political Psychology." Political Psychology, 20, 2: 369-391. http://journals.ohiolink.edu/ejc/issue.cgi?issn=0162895x&issue=v20i0002
-
Walt, Stephen (1996). Revolution and War, Ithaca: Cornell
University Press (E-RESERVE) [read
pp. 1-17]
-
Day,
Margaux (2006). Put Your Money Where Your Patients Are: A Study of
International Funding For AIDS Treatment. Senior IS Thesis – Department of Political
Science, The College of Wooster. [read pp. 44-50; 55-65; 94-99]. http://www.wooster.edu/polisci/IS/day/
10/8, 10/10: Determining What to Observe / The Logic of
Sampling
-
Johnson
& Reynolds, w/ Mycoff – Ch. 7 [read pp. 209-227].
-
Ansolabehere,
Stephen, Shanto Iyengar, Adam Simon and Nicholas Valentino (1994). "Does
Attack Advertising Demobilize the Electorate?" American Political
Science Review
88, 4: 829-838 [review p. 831]. http://www.jstor.org/stable/i336277
10/20:
Ethnographic Research
-
Johnson
& Reynolds, w/ Mycoff – Ch. 8 [read pp. 249-262]
-
Bayard
de Volo, Lorraine and Edward Schatz (2004). "From the Inside Out: Ethnographic
Methods in Political Research." Political Science and Politics, 37, 2: 267-271. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v37i0002
-
Fenno,
Richard (1978). "Appendix – Notes on Method: Participant-Observation" pp.
249-295 in Home Style: House Members and their Districts. New York, NY: Little, Brown. (E-RESERVE).
10/22:
Content Analysis
-
Johnson
& Reynolds, w/ Mycoff – Ch. 9 [read pp. 282-290]
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [re-read pp. 554-557].
-
Insch,
Gary S., Jo Ellen Moore and Lisa Murphy (1997). "Content Analysis In
Leadership Research: Examples, Procedures, and Suggestions for Future Use"
Leadership Quarterly 8,
1: 1-25. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10489843&issue=v08i0001
-
Segal,
Jeffrey A. and Albert D. Cover (1989). "Ideological Values and the Votes
of U.S. Supreme Court Justices" American Political Science Review 83, 2: 557-565. http://www.jstor.org/stable/i333675
10/24:
Survey Research
-
Johnson
& Reynolds, w/ Mycoff – Ch. 10 [read pp. 297-338].
-
"Polling
101" (2004). Roper Center for Public Opinion Research. http://www.ropercenter.uconn.edu/pom/polling101.html.
-
Althaus,
Scott L. and Devon M. Largio (2004). "When Osama Became Saddam: Origins and
Consequences of the Change in America's Public Enemy #1" PS: Political
Science & Politics 37, 4: 795-799. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v37i0004
-
Davis,
Darren W. and Brian D. Silver (2004). "Civil Liberties vs. Security:
Public Opinion in the Context of the Terrorist Attacks on America" American
Journal of Political Science 48, 1: 28-46 [read pp. 28-35, 44-45]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00925853&issue=v48i0001
10/27,
10/29: Interviewing
PAPER
#1 (GROUP PAPERS) DUE IN CLASS ON 10/29
-
Johnson
& Reynolds, w/ Mycoff – Ch. 10 [read pp. 338-344].
-
Leech,
Beth L. (2002). "Asking Questions: Techniques for Semistructured Interviews" PS:
Political Science & Politics 35, 4: 665-668. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v35i0004
-
Goldstein,
Kenneth (2002). "Getting in the Door: Sampling and Completing Elite Interviews"
PS: Political Science & Politics 35, 4: 669-672. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v35i0004
-
Woliver,
Laura A. (2002). "Ethical Dilemmas in Personal Interviewing" PS: Political
Science & Politics 35, 4: 677-678. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v35i0004
-
Berry,
Jeffrey M. (2002). "Validity and Reliability Issues in Elite Interviewing" PS:
Political Science & Politics 35, 4: 679-682. http://journals.ohiolink.edu/ejc/issue.cgi?issn=10490965&issue=v35i0004
10/31:
Group Paper Presentations
11/3,
11/5: Descriptive Statistics: Frequencies, Graphs, Central Tendency &
Dispersion
-
Johnson
& Reynolds, w/ Mycoff – Ch. 11 [read pp. 351-393].
-
Lipson
– Ch. 12
-
Davis,
Darren W. and Brian D. Silver (2004). "Civil Liberties vs. Security:
Public Opinion in the Context of the Terrorist Attacks on America" American
Journal of Political Science 48, 1: 28-46 [read Tables 1-2, Figures 1-4]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00925853&issue=v48i0001
11/7,
11/10: Special Types of Frequency Distributions: The Normal Curve and Standard
Scores
-
Sanocki,
Thomas (2001). "Looking at Populations" in Student Friendly Statistics.
Upper Saddle River, NJ: Prentice Hall. (Ch. 4 – E-RESERVE) [read pp. 36-41]
-
Johnson
& Reynolds, w/ Mycoff – Ch. 11 [read pp. 410-414].
11/12
11/14: Distribution of Samples and Sample Means; Confidence Intervals
-
Sanocki,
Thomas (2001). "How Accurate Are Sample Means?" in Student Friendly
Statistics.
Upper Saddle River, NJ: Prentice Hall. (Ch. 5 –E-RESERVE) [read pp. 43-48]
-
Johnson
& Reynolds, w/ Mycoff – Ch. 7 [read pp. 227-238].
-
Johnson
& Reynolds, w/ Mycoff – Ch. 11 [read pp. 416-419].
-
Davis,
Darren W. and Brian D. Silver (2004). "Civil Liberties vs. Security:
Public Opinion in the Context of the Terrorist Attacks on America" American
Journal of Political Science 48, 1: 28-46 [Figures 1-4]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00925853&issue=v48i0001
11/17:
Levels of Significance and Statistical Significance Testing
PAPER
#2 (JUNIOR IS PAPERS) DUE IN CLASS
-
Johnson
& Reynolds, w/ Mycoff – Ch. 11 [read pp. 393-410, 414-416].
-
Frankfort-Nachmias
& Nachmias, "Inferences" (Ch. 19 - E-RESERVE) [read pp. 483-487].
-
Day,
Margaux (2006). "Regression Results" in Put Your Money Where Your Patients
Are: A Study of International Funding For AIDS Treatment. Senior IS Thesis –
Department of Political Science, The College of Wooster. [read pp. 40-43]. http://www.wooster.edu/polisci/IS/day/
11/19:
Contingency Tables and Measures of Association
-
Johnson
& Reynolds, w/ Mycoff – Ch. 12 [read pp. 431-462].
-
Frankfort-Nachmias
& Nachmias, "Bivariate Analysis" (Ch. 16 - E-RESERVE) [read pp. 400-413],
and "Inferences" (Ch.
19 - E-RESERVE) [read pp. 496-498].
-
Licklider,
Roy (1995). "The Consequences of Negotiated Settlements in Civil Wars,
1945–1993." American Political Science Review 89, 3: 681-690. http://www.jstor.org/stable/i336280
11/21:
Hypothesis Testing Using Statistics
-
Johnson
& Reynolds, w/ Mycoff – Ch. 12 [read pp. 462-471].
-
Johnson
& Reynolds, w/ Mycoff – Ch. 14 [read pp. 557-560].
-
Frankfort-Nachmias
& Nachmias, "Inferences" (Ch. 19 - E-RESERVE) [read pp. 479-481 &
488-492].
-
Keith,
Linda Camp (1999). "The United Nations International Covenant on Civil and
Political Rights: Does It Make a Difference in Human Rights Behavior?" Journal
of Peace Research
36, 1: 95-118 [read pp 95-106]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00223433&issue=v36i0001
11/24: Correlation
-
Johnson
& Reynolds, w/ Mycoff – Ch. 12 [read pp. 426-429].
-
Segal,
Jeffrey A. and Albert D. Cover (1989). "Ideological Values and the Votes of
U.S. Supreme Court Justices" American Political Science Review 83, 2: 557-565 [read pp.
561-563]. http://www.jstor.org/stable/i333675
*
* * 11/26, 11/28: No Classes: THANKSGIVING BREAK * * *
12/1,
12/3, 12/5: Linear Regression
-
Johnson
& Reynolds, w/ Mycoff – Ch. 12 [read pp. 477-498].
-
Frankfort-Nachmias
& Nachmias, "Bivariate Analysis" (Ch. 16 - E-RESERVE) [read pp. 414-420].
- Ramcharan, Rodney. 2006. "Back to Basics - Regressions: Why Are Economists Obsessed With Them?" Finance & Development 43, 1 http://www.imf.org/external/pubs/ft/fandd/2006/03/basics.htm
-
Bremer,
Elisabeth (2008). "Analysis" in A Gendered Analysis of Microcredit Lending:
The Effects of Women's Rights on Grassroots Development. Senior IS Thesis –
Department of Political Science, The College of Wooster. [read pp. 36-42]. http://www.wooster.edu/polisci/Bremer.html
-
Day,
Margaux (2006). "Methodology for Statistical Tests" and "Regression Results" in
Put Your Money Where Your Patients Are: A Study of International Funding For
AIDS Treatment. Senior
IS Thesis – Department of Political Science, The College of Wooster. [read
pp. 33-39; review pp. 40-43]. http://www.wooster.edu/polisci/IS/day/
-
Davis,
Darren W. and Brian D. Silver (2004). "Civil Liberties vs. Security:
Public Opinion in the Context of the Terrorist Attacks on America" American
Journal of Political Science 48, 1: 28-46 [read pp. 35-44]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00925853&issue=v48i0001
-
Keith,
Linda Camp (1999). "The United Nations International Covenant on Civil and
Political Rights: Does It Make a Difference in Human Rights Behavior?" Journal
of Peace Research
36, 1: 95-118 [read pp 106-113]. http://journals.ohiolink.edu/ejc/issue.cgi?issn=00223433&issue=v36i0001
12/10: FINAL
(EXAM #2) @ 7pm
[1]
"What if your coauthor doesn't carry his or her weight?" asks Gary King (2006:
120) in a recent article [King, Gary. 2006. Publication, Publication. PS:
Political Science and Politics, 39, 1:
119-125]. His very practical suggestion is as follows:
Deal with it
somehow, and make your best individual effort even if it is asymmetric. You
will have to deal with this when you graduate too. Your goal (and given task)
is to make your paper as good as possible, and you have at your disposal your
effort and whatever effort you can marshal from your coauthor. In most of the
social sciences, credit is not divided among the coauthors: each coauthor gets
almost full credit for the entire paper. As long as you're getting credit for
what you're doing, it doesn't hurt you for someone else to have more credit
than he or she deserves.