Course

Unit 1

Unit I: Foundations of Field Immersion and Community Engagement (9 hrs)

• Introduction to field immersion: objectives, ethical considerations, and guiding principles
• Understanding the role of fieldwork in public policy formulation
• Overview of participatory and community-based research approaches
• Role of social data science in rural and tribal contexts

Unit 2

Unit II: Community Familiarization and Site Planning (9 hrs)

• Site selection and logistics in consultation with faculty
• Rapport building with communities and identifying key stakeholders
• Understanding community systems, institutions, and governance
• Framing objectives and customizing field immersion plans

Unit 3

Unit III: Participatory Planning and Intervention Design (12 hrs)

• Participatory tools: PRA and RRA methods (e.g., transect walks, social mapping, seasonal calendars)
• Identifying community needs and co-creating interventions
• Designing programmes with clear objectives, budgets, and stakeholder engagement strategies
• Drafting action plans and planning logistics for execution

Unit 4

Unit IV: Field Implementation and Data Collection (12 hrs)

• Conducting field-based surveys, interviews, and FGDs
• Implementing awareness drives, street plays, health and education initiatives
• Recording observations: field diaries, digital mapping, photography, community logs
• Ethical issues in data collection and working with vulnerable groups

Unit 5

Unit V: Analysis, Reporting, and Policy Recommendations (12 hrs)

• Structured reflection on field experiences and self-assessment
• Drafting analytical field reports and use of data in community profiles
• Developing a community action proposal or policy memo
• Final presentation and peer-to-peer knowledge exchange

Text Books / References

Textbooks and Papers:

• Chambers, R. (1997). Whose Reality Counts? Putting the First Last. ITDG Publishing
• Mukherjee, N. (2002). Participatory Rural Appraisal: Methodology and Applications. Concept
• UNICEF (2019). Ethical Research Involving Children Toolkit
• Jerven, M. (2013). Poor Numbers: How We Are Misled by African Development Statistics. Cornell University Press
• Narayan, D. (2000). Voices of the Poor: Crying Out for Change. World Bank
• Bamberger, M., Rao, V., & Woolcock, M. (2010). Using Mixed Methods in Monitoring and Evaluation. World Bank

Prerequisite: NA

Field Immersion for Inclusive Policy Making is a field-based experiential learning course designed to help students understand the lived realities of marginalized communities and apply participatory approaches to inform public policy. Conducted in rural or tribal settings, the course enables students to engage directly with community members, local institutions, and governance structures. Using tools such as Participatory Rural Appraisal (PRA), Rapid Rural Appraisal (RRA), and social mapping, students identify community needs, co-design interventions, and gather context-specific data. The course emphasizes ethical engagement, inclusive planning, and the integration of qualitative and mixed-methods data collection within a social data science framework. Through critical reflection, collaborative problem-solving, and stakeholder interaction, students develop field-based insights that are translated into structured reports and policy briefs. This immersive experience fosters leadership, empathy, and practical skills for evidence-based, people-centered policymaking, making it a foundational component of the MSc Social Data Science and Policy programme.

Course Objectives:

1. To introduce the concepts and ethics of immersive fieldwork and explore its relevance in understanding local governance, community structures, and public policy formulation.
2. To enable students to engage with rural and tribal communities through participatory methods such as PRA, RRA, and social mapping for co-creating knowledge.
3. To develop students competencies in planning and executing field-based interventions, including needs assessments, community awareness activities, and stakeholder consultations.
4. To build practical skills in collecting, organizing, and interpreting qualitative and mixed-methods data relevant to social development and policy planning.
5. To enhance students abilities to reflect critically on field experiences and translate community insights into evidence-based reports, action proposals, or policy briefs.

Course Outcomes:

CO1: Demonstrate an understanding of immersive field engagement and the socio-cultural dynamics of rural and tribal communities.

CO2: Apply participatory tools and techniques such as PRA, RRA, and stakeholder analysis to co-design interventions with communities.

CO3: Plan and implement need-based community programmes and activities using field-based evidence and collaborative approaches.

CO4: Collect, document, and analyze qualitative and mixed-methods data to inform policy-relevant insights. CO5: Develop and present structured field reports and policy briefs that translate community experiences into actionable recommendations for public policy.

Skills Developed:

• Field data collection and community engagement

• Participatory rural appraisal (PRA) and social mapping

• Needs assessment and baseline surveys

• Stakeholder analysis and report writing

• Policy framing from ground-level evidence

-Program outcome PO – Course Outcomes CO Mapping

Program Specific Outcomes PSO – Course Objectives – Mapping

*CA – Field diary reviews, presentations, stakeholder interaction reflections, and participation