administracao publica - programa curso

7/28/2019 Administracao Publica - Programa Curso

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PSPA 331X: Public Administration

Fall 2012

Oakton CC Campus, PTA Lab 2159

Wednesdays 5:00 – 10:00 PM, August 29 to October 17

Instructor: David Mitchell, MPA

Office hours: One hour before and after class in classroom, by appointment

Email: [email protected] (preferred)

Phone: (312) 203-9356 (use only in case of academic emergency)1

Goals and objectives of the course:

This course is designed as a broad introduction to public administration. Public administration differs

from many other areas in academia in that it has a strong practical component. PSPA 331X will

introduce students to both the theoretical and practical sides of public administration. Among the

topics we will cover this semester are major theories of management, the policy process, and the

relationship between politics and administration.

Upon completion of the course, students will have a general understanding of the history and practice of

public administration. Students will also learn basic concepts from the fields of public budgeting, human

resources, and strategic management.

Required Text:

Johnson, William C. 2009. Public Administration: Partnerships in Public Service. Longwood, IL: Waveland

Press.

Other readings are available via Blackboard.

Course Requirements:

Case study submissions (2 @ 100 pts each) 200 pts

Midterm examination 250 pts

Final examination 250 pts

Research project 300 pts

Outline and list of references (50 pts) 1000 pts

Final paper (250 pts)

Extra credit opportunities 100 pts (optional)

Grading Scale:

A = 900-1100; B = 800-899; C = 700-799; D = 600 – 690; below 600 = F

1An academic emergency is if student has an issue regarding the class or an assignment that requires resolution

within 2 hours of phone call



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Description of Graded Course Requirements:

I. Mid-Term and Final Exams (250 pts each):

The examinations will be in-class (dates are listed on the schedule). The exams are not comprehensive.

Exams will have a mixed format which may include, but is not be limited to, multiple choice, definitions,

short answer, scenarios, true/false questions, and/or essays. Make-up exams will only be given in

extreme emergencies—notice should be given to the instructor as soon as possible, no later than 24

hours following the exam. The make-up exam must be taken within one week of the original exam date,

unless circumstances prohibit this (to be ultimately determined by the instructor). An unexcused

absence on the date of an exam will result in a score of zero for that exam.

Exam grades for the first exam will not be curved. In lieu of a curve, students will have the opportunity

to correct their exam and return the original exam and corrections at the next class meeting.

Corrections should be typed on a separate piece of paper. Handwritten corrections will not be

accepted. For the multiple-choice questions, an explanation as to why the answer is correct is needed.

Students submitting corrected exams will receive up to ½ of the points missed added to the exam grade.

No late resubmissions will be accepted. If you do not attend class the day the exams are handed out

(and you do not have an excused absence) you will not have the opportunity to make the corrections. If

you fail to return your exam, with or without corrections, you will receive a deduction on the exam. The

final exam may be curved based on class performance, subject to the judgment of the instructor.

II. Research Project (300 pts)

Each student must complete a research project (5-8 pages—this a rigid requirement!) that is due at the

end of the semester. The project consists of a preliminary outline and bibliography to be submitted

September 12 and a completed paper that is due in October 10 . A grading rubric is available on

Blackboard that explains how the assignment will be evaluated. In addition, on Blackboard, there is a

sample paper by a student who received an A on a similar assignment to give you an example of what

constitutes ‘A’ work. Please see me if you need any clarification on this assignment.

Find a topic of interest. Select a public administration topic that interests you. Avoid issues that aresolely political or that are primarily the concern of the private sector. Use the textbook and syllabus

as a guide for acceptable topics.

Apply to public administration. Find 3-5 academic sources related to this topic (academic sources

are peer-reviewed journal articles that we discussed at the beginning of the semester, see list

available through the hyperlink; if you find articles in other journals, you should consult with me

before using them). These sources should be directly related to a public administration concept or

theory. The textbook cannot be substituted as a source in place of a journal article. (In order to get

an A on the assignment, you must use more than three journal articles).

Outline and list of sources. Write a detailed outline of your paper and compose your bibliography.

Submit both on September 12. Before starting the outline, write your thesis statement at the top of the page. Then, using the rough outline below, complete a detailed outline of your paper. On a

separate page, draft a bibliography using either the APA Style or Chicago Style —in-text parenthetical

notations and a reference list at the end of the document. Points will be deducted for incomplete or

inaccurately formatted references.



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For the completed paper (due October 17 , although students are encouraged to turn papers in early

to avoid end-of-class crunch), use the articles and your knowledge of the current events from news

accounts to write up a written report 5-8 pages in length with the following sections:

1) Introduction (no more than 30% of paper length)

a. Brief description of the issue

b. Explain why the issue is important from a public administration perspective. This does

not mean you should say “This is important to public administration because…” Instead,

you should simply describe why the issue is important. Use an example from current

events or your own experience to help illustrate this point .

c. Thesis statement—how are you relating the case to journal articles? For example, you

might say something like this…

“While any organization, public or private, is at risk of hiring employees who are

unethical, when public administrators defraud their employers, they are stealing from

the public whose interests they are supposed to protect. For example, recently a case

came to light in “City Z” where an employee was able to steal over $500,000 (citation).

Research in the public administration literature provides some insight into the efforts

governments are making to prevent internal organizational fraud.”

2) Describe the findings from the academic literature and relate those findings back to thethesis statement.

a. What lessons from the academic literature can be applied to the issue you are

investigating?

3) Conclusion

a. Sum up your main points

4) References page

a. Using APA or Chicago style, write a list of references used

b. Textbooks do not count as legitimate sources

c. You need 3-5 peer-reviewed public administration journal articles

d. You may also use books to supplement your sources, but they cannot be substituted for

the three journal article minimum

III. Case Study Analyses (200 pts total, 100 pts each)

Each student is required to complete two (2) case study analysis projects and submit them for a grade.

There are three (3) case studies to choose from, it is your responsibility to look at the syllabus and

choose the cases to submit.

Case studies and their due dates are listed on the syllabus. Cases can be found on Blackboard.

In paragraph form (3-5 pages), the case analysis should include the following sections:

1) Clearly and succinctly, describe the problem or issue that is the subject of the case. Use names

to identify key actors in the case (not all actors).

2) Identify and evaluate 2-3 relevant potential courses of action. Describe each and state their

strengths and weaknesses.

3) Choose the alternative that you believe is most appropriate and justify your choice.

4) Use the discussion questions provided at the end of the case to help guide your analysis. While

you are not answering these questions directly, they can provide guidance for the write-up.

5) Write a concluding paragraph



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A case analysis is not a description of the case. It is a critical analysis of the major issues of concern in

the case. A summary of the case is not sufficient for this assignment. A grading rubric is available on

Blackboard.

NOTE:

If you choose not to turn in a written case analysis in a given week, you must still read the case and beprepared to discuss the questions at the end of the case. Case studies cannot be turned in late without

a documented emergency (emergencies may include a death in the immediate family, unannounced

military deployment, or hospitalization)—to be decided by the professor on a case-by-case basis.

FOR BOTH THE RESEARCH PAPER AND CASE STUDIES:

Assignment Format:

All assignments should be typed in 12-point Times New Roman font. They should be double-spaced

with 1-inch margins. All pages must be stapled together.

Assignment Submission Instructions:

Assignments are due on the date listed on the syllabus, in hard copy format, at the beginning of the classmeeting. In addition, all assignments (except for exam corrections) must be uploaded to SafeAssign via

Blackboard (you have two days after the due date to upload the assignment without penalty). Hard

copies must be turned in on time to avoid a late penalty unless you have a documented emergency.

If you have technical difficulties with uploading to SafeAssign, contact ITS. Technical difficulties are not a

legitimate excuse for not uploading the assignments. Assignments must be submitted in both hard copy

and SafeAssign formats to receive credit toward your course grade. All late assignments will receive a

one-letter grade deduction per school day late. Contact me as soon as possible if you miss an

assignment or have questions or concerns about an assignment.

IV. Extra Credit :

A Preamble Regarding Attendance

Undergraduate students are adults and have purchased (in some manner) the opportunity to take this

class. Therefore, they are responsible to gain the necessary knowledge to complete the course

requirements, but can do so in whatever manner they choose. In addition, it is my experience that

students who do not wish to be in the classroom detract from the overall learning environment in terms

of sleeping, using phones/laptops/iPods etc, doing other work, etc. Therefore, attendance is not required

and is not incorporated into the grade requirements, with one exception.2 Attendance will, however, be

recorded to meet university recordkeeping requirements.

NOTE: Material not included in the books or included in the posted PowerPoint presentations may stillbe presented as part of the class and find their way onto the midterm and final examinations, so

students are still responsible for ALL material presented in the course.

2 If a student is within 10 pts of the achieving a higher grade (e.g., 590-599, 690-699, 790-799, 890-899 pts), class

attendance and utilization of extra credit opportunities will be the basis to decide whether the higher grade will be

awarded

http://www.its.niu.edu/its/index.asp






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In return for not requiring class attendance, it is my expectation that attending students be engaged in

the classroom lecture, discussion, and/or group work (it is my obligation to provide the engaging

material). Any student that detracts from the classroom environment (by sleeping, using

phones/laptops/iPods etc, doing other work, etc.) may be asked to leave by the instructor.

Overview of Extra Credit Opportunities

To recognize the efforts of students that do wish to participate in course dialogue and to move beyond

traditional evaluation means, students can earn a maximum of 100 points of extra credit through: 1)

classroom performance, 2) exam study guides, and 3) social media participation. Each opportunity is

detailed below.

Classroom Performance

Each class session, the instructor will identify up to three students who made particularly insightful

contribution to the class through comments, questions, and/or leadership in group activities and reward

them with two extra credit points. There is no limit to the number of classes that a student can receive

extra credit points. Students can track their scores via the BlackBoard gradebook. Since it may take a few

class sessions for the instructor to identify students by name, students should say their name before

making a comment or asking a question. Eventually, the instructor will call on students by name,eliminating the need for the students to say their own name. This exercise will build familiarity for

instructor and amongst the students.

Study Guides

Each student has the opportunity to prepare written study guides for the mid-term and final exams.

Students will receive up to fifteen extra credit points for each exam they prepared the study guide. The

study guides should be well-organized and typewritten. The instructor will compile the study guides and

make a single guide available to the class to help students prepare for the exams. The study guides are

due on September 19 for the midterm and October 10 for the final exam.

Social Media Participation

The course has its own designated Facebook page (https://www.facebook.com/niupols331mitchell ). The

Facebook page will serve as the social media hub for the course. The page is designed for online

discussion or relevant public administration topics—defined as those that are found as topics in the class

schedule and/or the textbook that are currently in the news (2011 or 2012). Each student that posts a

140-character or less message containing: 1) a webpage link regarding a relevant public administration

topic and 2) some thoughtful explanation/viewpoint/analysis will receive three extra credit points. Each

student that makes a thoughtful comment to a posted story will receive one extra credit point. The

instructor will determine if each posting and comment will receive credit. Student can track their scores

via the BlackBoard gradebook. If a student does not have access to Facebook, he or she may post

articles with comments to the course’s BlackBoard discussion board. These articles will be reposted to

the Facebook page by the instructor. You may even find students from previous semesters engaging in

discussion of your articles!

Other Opportunities

The instructor may provide additional opportunities for extra credit throughout the semester.

https://www.facebook.com/niupols331mitchell






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Academic Integrity: Students are required to adhere to NIU’s code of student conduct for academic

integrity. Violations will result in a failed grade on the assignment and possibly the class. In addition,

the professor may choose to submit your offense to the office of judicial affairs.

You are expected to ensure that all assignments submitted for a grade reflect substantially your own

work, that work submitted under your name is substantially original, and that you have understood and

learned the competencies in each assignment and not relied primarily on the knowledge of others.

Students whose work is substantially plagiarized from others will receive an F on that assignment or

exam. If you are unclear of what actions constitute plagiarism, please see me.

For further reference, refer to the web resource from the Department of Political Science on plagiarism:

http://polisci.niu.edu/polisci/audience/plagiarism.shtml .

The English Department also has an informative webpage on plagiarism; it can be found here:

http://www.engl.niu.edu/composition/guidelines/plag.shtml .

Accommodations for Students with Disabilities

A student who believes that reasonable accommodations with respect to course work or other academicrequirements may be appropriate in consideration of a disability must (1) provide the required

verification of the disability to the Center for Access-Ability Resources, (2) meet with the Center for

Access-Ability Resources to determine appropriate accommodations, and (3) inform the faculty in

charge of the academic activity of the need for accommodation. Students are encouraged to inform the

faculty of their requests for accommodations as early as possible in the semester, but must make the

requests in a timely enough manner for accommodations to be appropriately considered and reviewed

by the university. If contacted by the faculty member, the staff of the Center for Access-Ability

Resources will provide advice about accommodations that may be indicated in the particular case.

Students who make requests for reasonable accommodations are expected to follow the policies and

procedures of the Center for Access-Ability Resources in this process, including but not limited to the

Student Handbook.

A wide range of services can be obtained by students with disabilities, including housing, transportation,

adaptation of printed materials, and advocacy with faculty and staff. Students with disabilities who need

such services or want more information should contact the Center for Access-Ability Resources at 815-

753-1303.

Classroom Decorum

Students are to arrive at class on time. Students are to remain for the entire session unless excused by

the professor beforehand or confronted with a serious personal emergency. For instance, it is not

acceptable to students to walk in and out of class to answer cell phones, take casual bathroom and

smoking breaks, or attend to other personal matters. Cell phones, pagers, or any electronic devices

that make noise must be turned off during class unless the instructor has been notified beforehand of a

special circumstance (e.g., sick family member, pregnant wife, special childcare situation, etc.). No one

should talk while someone else is talking; this includes comments meant for a classmate rather than the

entire group. What may seem like a whisper or a harmless remark to one person can be a distraction to

someone else, particularly in a small room. Overall, classroom dialogue and behavior should always be

courteous, respectful of others, and consistent with the expectations set forth by the university.

Disruptive or disengaged students may be asked to leave the classroom by the instructor.

http://www.niu.edu/judicial/24430jo(body).pdf



http://polisci.niu.edu/polisci/audience/plagiarism.shtml


http://www.engl.niu.edu/composition/guidelines/plag.shtml


http://www.niu.edu/caar/









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Class Schedule:

This schedule is subject to change. Some web addresses may have changed since preparation of this syllabus.

DATE TOPIC ASSIGNMENT DUE

8/29

Intro and American Govt. Primer

- Introduction, Syllabus Review

- Structural and legal basis of PA- Federalism

- Public Policymaking

- Johnson – p. 23-42, 49-61, 127-140, 286-293

- Federal Laws Prohibiting Discrimination:

http://www.eeoc.gov/facts/qanda.html- Environmental justice (EPA):

http://www.epa.gov/environmentaljustice/

- Disparate impact:

http://www.eeoc.gov/policy/docs/factemployment

_procedures.html

9/5

Public Administration as a Field

- What is PA?

- Context of PA

- PA Values and Ethics

Writing and researching in public

administration

Case study 1 due

- Johnson – p. 1-10, 280-286, 317-320, 329-353

- “Muckrakers and Reformers to the Rescue” (Blackboard)

- ICMA Code of Ethics:

http://icma.org/en/icma/ethics/code_of_ethics

- Chapter 1, Writing for the Government (Blackboard)

- Curriculum and Case Notes, Boehrer (Blackboard)

- Researching Academic Sources (Blackboard)

9/12

Organizations and Employees

- Organization Theory

- Human Resources Management

Research Paper Outlines and Bibliographies due

- Johnson – p. 99-124, 227-252

- Read the Collective Bargaining exercise (Blackboard)

9/19

Public Money

- Budgeting

- Finance

- Financial Management

Exam Review

Case Study 2 due

- Johnson – p. 199-226

9/26

EXAM #1

Public Management—Part I

- Power- Management

- Leadership

- Decisionmaking

- Johnson – p. 140-146, 149-165, 188-194

10/3

Public Management—Part II

- Performance Management

- Strategic Management

Case Study 3 due

- Johnson – p. 303-327

- Poister and Streib article (Blackboard)

10/10

Building External Relationships

- Intergovernmental Mgmt

- Privatization

- Govt as Economic Actor

- Civil Society

- Community Participation

Exam Review

Research Paper due

Corrected exams due

- Johnson – p. 62-66, 71-97, 253-260

- Bowling Alone Summary

http://www.beyondintractability.org/bksum/putna

m-bowling

10/17

EXAM #2

GUEST SPEAKER

administracao publica - programa curso

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