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Today’s public managers often work in multi-organizational networks to solve problems that cannot be solved easily by single organizations. E-PARCC provides teaching tools that prepare future public administrators with skills that will help them collaborate
successfully across organizations in public, private, and nonprofit sectors. Our award-winning simulations and cases actively engage students in creative, collaborative work to solve problems and foster change in the real world.
The Program for the Advancement of Research on Conflict and Collaboration (PARCC) at the Syracuse University Maxwell School is sponsoring its fifteenth annual E-PARCC competition to further stimulate the creation of effective and innovative teaching cases and simulations. E-PARCC, a project of the “Collaborative Governance Initiative”, provides free online resources for those who teach conflict and collaboration around the world. Over 3,000 visitors per month from over 40 different countries take advantage of E-PARCC teaching materials. The E-PARCC competition now consists of two tracks: (1) collaborative problem solving, collaborative governance, and network governance and analysis, and (2) collaborative methods in international development.
Public and nonprofit managers, civic leaders, and elected officials are rarely unitary supervisors of unitary organizations. Instead, they often find themselves collaborating in multi-organizational networked arrangements, as well as with the public, to solve problems that cannot be solved, or solved easily, by single organizations. Collaborative problem solving, collaborative public management, collaborative governance, and network governance and analysis have become essential topics in most public administration and policy programs, as well as in many other social science disciplines. But collaboration is not simply a body of substantive knowledge – it also is a set of skills, attitudes, and behaviors. At PARCC, we believe one of the best ways to prepare students to operate in a collaborative world is through the use of case studies, simulations, and negotiation exercises. This E-PARCC competition track aims to expand access to high-quality, relevant case studies and simulations focused on helping students and practitioners better understand and enact multiple aspects of collaboration to address public issues and public problems.
The international development community has faced significant political, economic, social, and environmental challenges over the past decades as it works to improve the quality of public services and the lives of people in transition and conflict countries in the developing world. These challenges have been addressed through world-wide programs reflected in the MDGs, SDGs, and myriad other global efforts. While these development programs have generated improvements, much work remains to be done to eradicate poverty and improve the livelihoods of people in these countries. Learning approaches that emphasize participatory, collaborative, and conflict-sensitive strategies and skills have been found to be effective for enhancing public policy and managerial capacities. Such learning, however, often depends on having relevant case materials that address the situation-specific requirements of diverse audiences. This E-PARCC competition tracks aims to expand the knowledge base of case studies and teaching materials about collaborative methods in international development in transition and conflict countries.
Entries for the annual E-PARCC competition should be tailored for a specific track. Among other options, entries might focus on the use of collaborative and network methods to:• Identify public policy and management problems and create and implement solutions • Develop innovations that improve the design, delivery, and evaluation of public services and programs• Apply participatory and consensus building methods to address and overcome societal divisions • Improve open, transparent, and accountable government through advocacy and public action Case studies and simulations on E-PARCC vary widely. In general, cases are approximately 15-25 type-written pages (double-spaced). Simulations should include a minimum of 4 players. All entries must include a teaching note. Selection of the winners will be made by a committee of scholars and practitioners. All cases and simulations must be original and not published elsewhere. Winning cases and simulations are published online and downloadable free of charge on the E-PARCC website. All cases are published in English, and many are translated and published in Spanish and Mandarin. Full credit is given to authors. To enter: All entries should be submitted electronically to the PARCC office no later than March 15, 2021. Please reach out to Tina Nabatchi, Director of PARCC with any questions (firstname.lastname@example.org).
We invite you to check out the new Public Engagement Toolbox (
participation.syr.edu), a collection of links to reliable, research-based sources of information for public officials charged with holding meetings to involve the public in decisions. Created under the direction
of Prof. Tina Nabatchi, this website offers step-by-step guidance on engaging with communities and constituents effectively.
E-PARCC FactsLeadership. E-PARCC is a project of the Collaborative Governance Initiative led by the Program for the Advancement of Research on Conflict and Collaboration. It was founded in 2007 by Rosemary O'Leary and Catherine Gerard,
then Co-Directors of PARCC.Resources. Cases and simulations are free for use under a Creative Commons license, and may be available in English, Spanish, and Chinese. Competition. Each year, E-PARCC invites applicants to submit
new teaching cases and simulations. Sponsors. Support for E-PARCC has come from the John Ben Snow Foundation, Inc., Howard G. and S. Louise Phansteil, and Glendal E. and Alice D. Wright.
Director of Communications and Public Affairs at the Campion Foundation
Author of “Combat and Collaboration in Seattle’s Historic Minimum Wage Debate,” under the advisement of Professor Craig Thomas and Associate Professor Stephen Page