New
Department:
Organizational
Leadership, Policy,
and Development
Effective July 1, 2009, a
new department has been created
that integrates the business and
marketing education, human
resource development and adult
education, and comprehensive
WHRE programs from the
Department of
Work and Human Resource
Education (WHRE) into the
department formerly known as
Educational Policy and
Administration (EdPA). The
name of this new department is
Organizational Leadership,
Policy, and Development (OLPD).
It will offer exciting
opportunities for collaboration
and interdisciplinary education
and research. Click
here for details. |
Current Research Interests
- Education planning in developing countries
- Government initiatives to influence practice at the school and classroom
levels, with particular attention to developing countries
- Role of information (and information systems) in policy formulation and
education planning
- Policy research
- Program evaluation
- International issues in higher education
Profile
During the last two decades I’ve worked in more than 45
developing countries, assisting national governments and
international organizations in the areas of educational
policy and planning, program design and evaluation. My work
focuses on issues of education development for both K-12 and
higher education. My intense interest in developmental
issues probably began as an undergraduate during a study
abroad program in Sierra Leone.
One of the aspects I most enjoy about my work is its
interdisciplinary nature. Complex educational issues are
interwoven with the larger social and economic issues facing
a country – they don’t exist in the abstract. This is one of
the reasons I enjoy working closely with multifaceted
organizations such as the World Bank, UNICEF, the United
States Agency for International Development, the Asian
Development Bank. I also enjoy collaborating with colleagues
from the Hubert H. Humphrey Institute of Public Affairs and
from other academic disciplines.
Much of my research has focused on the quality of teacher
work life and teacher incentives. I have looked at this
issue in Uganda, Laos, Ghana, Pakistan and China. Over the
several years, I have served as team leader of an evaluation
of the U.S. government’s African Education Initiative, led
an external evaluation of the UNICEF African Girls’
Education Initiative, participated in a World Bank study of
secondary school teachers in sub-Saharan Africa, and
authored a World Bank study of teacher issues in the Middle
East and North Africa. During 2008, I led an evaluation of
an in-service teacher training program in Malawi and I
continue to serve on a team working with CARE to test
possible ways to improve girls’ education in eight low and
middle income countries.
I also have a strong interest in the development of
higher education systems. I recently conducted a study of
higher education funding priorities across Asia for the
Asian Development Bank, led a three-year university
partnership project working with Makerere University in
Uganda, and served as a member of an international team
assisting the Ministry of Higher Education in the Sultanate
of Oman to develop a 15-year strategic plan for higher
education. I have continued to work on higher education
issues in Oman as part of my recent Fulbright New Century
Scholars Fellowship. During the spring semester of 2008, I
was a visiting professor at Michigan State University,
working with the MSU Global Institute for Higher Education.
I’m often able to include advanced doctoral students on
these international projects. Students in the
comparative and international
development in education (CIDE) sequence, for example,
can sometimes go overseas as full team members, responsible
for components of projects.
This is an interesting time to be in the field of
international development, both because of the substantive
issues in the forefront of development, and the world’s
changing political climate. The problems we face today, such
as technology haves and have-nots, are different than those
we faced in the 1980s. I feel it’s important for the
University of Minnesota, which already has a strong program
in international education, to become an even bigger player
in the international field.
Selected Publications
Sakamoto, R. & Chapman D. W. (book
contract issued). Cross-border partnerships in higher
education: Strategies and issues. London: Routledge.
Chapman, D. W., Cummings, W. & Postiglione, G. (in press). Crossing borders and
bridging minds in higher education. New York: Springer
Publishing.
Chapman, D. W., Al-Barwani, T. & Ameen,
H. (2009). Expanding post-secondary access in Oman, and
paying for it. In J. Knight (Ed.), Financing higher
education: Access and equity. Rotterdam: SENSE
Publishing.
Chapman, D. W. & Quijada, J. J.
(2009). An analysis of U.S assistance to basic education in
the developing world, 1990-2005, International Journal
of Educational Development, 29, 3, 268-280.
Chapman D. W. & Mushlin, S. (2009). Do
girls’ scholarship programs work?: Evidence from two
countries. International Journal of Educational
Development, 28(4), 460-472.
Chapman D. W. (2008). Options for
improving the management of education systems. In J. H.
Williams & W. K. Cummings (Eds.), Policymaking for
education reform in developing countries: Volume II: Options
and strategies. Roman & Littlefield Press.
Chapman, D. W. & Miske, S. (2007).
Promoting girls’ education in Africa: Evidence from the
field. In M. A. Maslak (Ed.), The agency and structure
of women's education. SUNY Press.
Chapman, D. W. & Dykstra, A. (2006).
From money to action: Strategies in U.S. support to
education in the developing world [PDF]. Journal of
International Cooperation in Education, Vol 9, No. 1,
27-43.
Nkansa, G. A. & Chapman, D. W.
(2006, in press). Sustaining community participation: What
persists after the money ends? International Review of
Education, Vol. 52, No. 6.
DeJaeghere, J. G., Chapman, D. W., & Mulkeen, A. (2006, in press). Increasing the supply of
secondary teachers in Sub-Saharan Africa: A stakeholder
assessment of policy options. Journal of Educational
Policy.
Chapman, D. W., Weidman, J., Cohen, M. &
Mercer, M. (2005). The search for quality: A five country
study of national strategies to improve educational quality
in Central Asia. International Journal of Educational
Development, 25, 5, 514-530.
Chapman. D. W. & Mahlck L. O. (Eds).
(2004). Adapting technology for school improvement: A
global perspective. Paris: UNESCO, International
Institute for Educational Planning.
Chapman, D. W. & Austin, A. E. (Eds.).
(2002). Higher education in the developing world.
Westport, Conn: Greenwood Publishers.
Chapman, D. W., Chen, X., & Postiglione,
G. (2000).
Is
pre-service teacher training worth the money?: A study of
teachers in ethnic minority regions of the People’s Republic
of China. Comparative Educational
Review, 36(2), 283-308.
Education
- Ph.D., Syracuse University, 1975, higher education administration, program
evaluation
- M.A., Colgate University, 1970, education
- B.A., Kalamazoo College, 1969, psychology/biology/philosophy
Currently Teaching
- EDPA 5104—Effective Strategies in International Development
- EDPA 5121—Contexts of International Education Reform
David W. Chapman's curriculum vitae [PDF]
Revised August 2009
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