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Nicholas Alozie

Professor
Social Science
Arizona State University
United States of America

Nicholas Alozie

Biography

Nicholas Alozie is a Professor of Public Policy and Founding Head of the Faculty of Social Science at the Polytechnic campus. He joined the ASU faculty in 1991 as an Assistant Professor of Public Affairs and rose through the ranks in the School of Public Affairs on the Tempe campus, eventually rising to the rank of full professor in 2001. He was recruited to the Polytechnic campus in 2005 to start a division of social science, which is now the Faculty of Social Science in the College of Integrative Sciences and Arts. He oversees the University’s social science degree programs at the Polytechnic campus, including Science, Technology, and Society (STS), Political Science, and Integrated Social Science. Prior to leaving the School of Public Affairs, Dr. Alozie served as the Director of the Masters (MPA) and interdisciplinary Doctoral (DPA) programs in Public Administration, and was a certified program examiner for the National Association of the Schools of Public Affairs and Administration (NASPAA). Dr. Alozie’s research focuses in the areas of distributive social justice and empowerment, minority and women’s issues in politics and policy, urban transactional politics, and international development, all broadly defined. Within these domains, Dr. Alozie conducts applied research that interrogates some of the fundamental questions connecting the haves and the have-nots in human society. He has published widely on these subjects, is internationally recognized as an authority, as measured by his professional invitations, which includes reviewing for top academic journals and grants organizations. He is currently the Senior Associate Editor of the Journal of Public Management and Social Policy, one of American Society for Public Administration’s (ASPA) section journals. While Dr. Alozie has designed and taught several courses given his broad training and interest in the social sciences, and sometimes to meet institutional needs, his primary teaching areas are in public policy, political economy, democratization, and research methodology. He is reputed as a teacher’s teacher and has mentored successful masters and doctoral students who have gone into academia and other professions. Dr. Alozie holds the Ph.D. and M.A. degrees in Political Economy from the University of Texas at Dallas, and the B.A. (Hons.) in Political Science and MPA (Master of Public Administration) from Texas Southern University, Houston, Texas. Prior to joining the ASU faculty, he served on the faculty of Iowa State University, at Ames, Iowa.

Research Interest

Dr. Alozie’s research focuses in the areas of distributive social justice and empowerment, minority and women’s issues in politics and policy, urban transactional politics, and international development, all broadly defined. Within these domains, Dr. Alozie conducts applied research that interrogates some of the fundamental questions connecting the haves and the have-nots in human society. For instance, Dr. Alozie invested the early part of his career studying women and minority access to the judiciary and the difference it makes. Since the late 1980s, no major study has been undertaken in the area that has not cited his work as an authority. No state or federal case has been argued in court without the briefs citing his research as an authority in the area. One recently published paper examined the digital gender divide in Africa.

Publications

  • Nicholas O. Alozie and Patience Akpan-Obong. “The Digital Gender Divide: Confronting Obstacles to Women’s Development in Africa.” Development Policy Review, 2017, Vol. 35 (No. 2): 137-160. Doi: 10.1111/dpr.12204. (Lead Article)

  • Nicholas O. Alozie. “The Gender Gap in Policy Orientation: How Relevant is Locality” International Journal of Public Policy, 2017, Vol. 13 (1-2): 1-20 (Lead Article)

  • Nicholas Alozie and Sharon Chanley. “Explaining Mass Attitudes about Economic Security for Nigeria’s Ageing: The Limits of Culture and Tradition.” International Journal of Economic Development, 2017, Vol. 10 (2): 161-191 (Lead Article)

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