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Diversity in Research Design and Practice (1EC)

Short summary:

What is diversity and why should it be an individual and institutional goal for public administration and policy research and academic practice? What does research tell us about diversity and bias in academic science and how does it vary by nation, culture, institution, field of science, and research context? And how do I advance diversity and reduce bias in public administration policy – as a student, researcher, mentor, colleague, and leader?

June 26, 2023

Application is currently closed

Dr. Mary K. Feeney – Arizona State University (course day)


Course fees

  • NIG members: free
  • Participants from NIG universities: €100
  • Participants from other institutions: €150
  • PMRC participants reduced fee: €100

In this course, we will review the research on diversity and bias in academic science. Students will read a small selection of papers and be presented with a broad overview of findings on the social science of academic science. Drawing from the literature, empirical evidence, and experience, we will discuss how research practice throughout our careers can advance diversity and inclusion. We will outline best practices in valuing and embedding diversity in research design, team science, research outputs, and academic roles (e.g. student, advisor, supervisor, mentor, journal editor, grant funder). Students will be challenged to actively engage and apply findings from the science of science literature to their own careers. 

Course Goals

  • Understand concepts and debates around diversity in academic settings, including variation in diversity approaches by nation, culture, institution, and field of science
  • Critically reflect on research findings related to diversity in research teams and the production of science
  • Critically reflect on one’s own research practice and how it embraces, advocates for, and advances diversity and inclusiveness – regardless of career stage
  • Develop a plan to apply new practices in one’s research design, collaborations, and future research activities



Participants will read a selection of 2-4 papers – peer-review articles and popular press reports – and prepare a short set of analytical reflections on the readings that can be shared with the class.

Examples of potential readings:

  • Simcoe, Timothy S., and Dave M. Waguespack. Status, quality, and attention: What’s in a (missing) name? Management Science 57.2 (2011): 274-290.
  • Li, Danielle, and Leila Agha. Big names or big ideas: Do peer-review panels select the best science proposals? Science 348.6233 (2015): 434-438.
  • Small, Mario L., and Devah Pager. Sociological perspectives on racial discrimination. Journal of Economic Perspectives 34.2 (2020): 49-67.
  • Zinovyeva, Natalia, and Manuel Bagues. 2015. The Role of Connections in Academic Promotions. American Economic Journal: Applied Economics 7 (2): 264-292.
  • Ross, Matthew B., et al. Women are credited less in science than men. Nature 608.7921 (2022): 135-145.
  • Chawla, Dalmeet Singh. 2018. Huge peer review study reveals lack of women and non-Westerners. Sept 18.
  • Beaulieu, E., Boydstun, A., Brown, N., Dionne, K., et al. (2017). Women Also Know Stuff: Meta-level Mentoring to Battle Gender Bias in Political Science. PS: Political Science & Politics, 50(3), 779-783. doi:10.1017/S1049096517000580
  • King, M. M., Bergstrom, C. T., Correll, S., Jacquet, J., & West, J. (2017, December 8). Men Set Their Own Cites High: Gender and Self-citation across Fields and over Time. Socius: Sociology Research for a Dynamic World.


Assessment will be finalized in the syllabus, but will likely include a short reflective report on the readings and a plan for action, developed during and after the course session.