University of Utah
Political Science 630
5 quarter credits.
OFFICE AND PHONE: OSH 212J, 84112; 801-585-7985 E-MAIL: firstname.lastname@example.org
This is considered an important option because many MPA students find themselves working in public agencies during their career. These agencies are created for the public good, but many times public managers have had no direct experience with the disadvantaged and underprivileged of our society. Such direct experience with individuals in need can only enhance one's public management experience, and enrich one's judgment while performing in responsible positions of public trust.
7. Knowledge from the course will help students in their service experience. This course addresses, among other things, the inherent dilemma between the dynamics of public organizations and the needs of individuals. In the administrative theory course we deal with critical issues of the role of government in the lives of individuals. One mark of an effective democracy is the ability and the willingness to represent the interests and well-being of marginalized and voiceless individuals of our society. This is a hallmark of true public service--to act in the interest of others.
8. The in-class discussions will enable others class members to gain from the experiences of those who do the service-learning option, as well as enable all students engaged in service learning to share with each other.
General Approach: Political Science 630 establishes the theory base for the field of public administration. The purpose of this course is to introduce students to a diverse but comprehensive set of historical and current theories, concepts, and approaches in public administration, and relating these theories to the practical and ethical concerns of administrators. Attention is given in this course to the original works in public administration, and the historical development of theory in the field. Students will be expected to make reasoned judgments about the value of various scholars' contributions.
The course emphasizes concepts, issues, conflicts, and dilemmas that are central to organization theory in general and public administrative theory in particular. Heavy emphasis is placed on the issues and debates of the field.
Political Science 630 is in the process of being considered as a service learning course at the University, as designated by the Lowell L. Bennion Community Service Center. Students have the opportunity and the option of engaging in community service as part of their course requirements. This is considered an important option because many WA students find themselves working in public agencies during their career. These agencies are created for the public good, but many times public managers have had no direct experience with the disadvantaged and underprivileged of our society. Such direct experience with individuals in need can only enhance one's public management experience, and enrich one's judgment while performing in responsible positions of public trust. Participation in this is entirely optional.
Bennion, Lowell L. Max Weber's Methodology. Paris: Les Presses Modernes. 1933.
Denhart, Robert B. Theories of Public Organization. Behnont, CA: Wadsworth Publishing Co. 1993.
Shafritz, Jay M. and Albert. C. Hyde. Classics of Public Administration. 3rd edition. Belmont, CA: Wadsworth Publishing Co. 1991.
SUPPLEMENTAL TEXTS.- Choose ONE of the following sets of books:
Ferguson, Kathy E. The Feminist Case Against Bureaucracy. Philadelphia: Temple University Press. 1984.
Goodsell, Charles T. The Case for Bureaucracy: A Public Administration Polemic. 3rd edition. Chatham, NJ: Chatham House Publishers, Inc. 1994.
H. Individual Values and Public Policy Set:
Fritschler, A. Lee and James M. Hoefler. Smoking and Politics: Policy Making and the Federal Bureaucracy. 5th edition. Upper Saddle River, NJ: Prentice-Hall. 1995.
Scott, William G. and David K Hart. Organizational Values in America. New Brunswick, , NJ: Transaction Publishers. 1991.
III. Leadership Set:
Gardner, John W. On Leadership. New York: The Free Press. 1990.
Wheatley, Margaret J. Leadership and the New Science. San Francisco: Berrett-Koehler Publishers. 1992.
FORMAT.- Lectures, discussions, and individual and group exercises and presentations.
Evaluation in this course will be based on the quality of the papers and other written assignments, as well as on the quality of in-class participation. Evaluation of written work includes attention to basic grammar, spelling, and the University's standard of academic integrity.
SERVICE-LEARNING OPTION: Students engaged in the service learning option will be exempted from one of the theory essays and required to do the following:
EVALUATION OF STUDENT PERFORMANCE: Course grades will be computed as follows: Theory essays: 15% each Class Participation: 15% Final Examination: 2 5 %
I sincerely trust and expect that academic dishonesty will not be an issue in this course. Unfortunately it has become a very serious problem on many campuses, and it is not limited to undergraduate students. The purpose of the following statement is to prevent any misunderstandings about what constitutes academic dishonesty and what will be done if such actions are encountered.
Academic honesty is expected. An act of academic dishonesty will result in a course grade of E and a recommendation of additional disciplinary action.
Following are definitions of four common forms of academic dishonesty. Any of these actions will be considered violations and treated as such. These standards are in addition to the University wide guidelines concerning academic honesty which may be in effect.
READING AND ASSIGNMENT SCHEDULE:
Week of- October 3 Denhart, chapter 1; Shafritz and Hyde, Part I October 10 Denhart, chapter 2; Shafritz and Hyde, Part 11 October 17 Bennion (entire)
THEORY ESSAY #1 DUE October 17: Choose two theorists from the Denhart, Bennion, and the Shafritz and Hyde readings assigned thus far, and discuss, in 4-6 pages, which of their contributions you consider to be the most valuable for public administration today, and/or have current applicability to today's public organizations and why.
October 24 Shafritz and Hyde, Part El October 31 Denhart, chapters 3 and 4
THEORY ESSAY #2 DUE October 31: Choose two theorists from Shafritz and Hyde, Part HI, and from Bennion, and discuss, in 4-6 pages, which of their contributions you consider to be the most valuable for public administration today, and/or have current applicability to today's public organizations, and why.
Shafritz and Hyde, Part IV
In Shafritz and Hyde, Part V: all EXCEPT Mosher & others article; Denhart, chapter 5
THEORY ESSAY #3 DUE November 14: Choose two theorists from the Denhart, chapters 3 and 4, and from Shafritz and Hyde, Part IV and discuss, in 4-6 pages, which of their contributions you consider to be the most valuable for public administration today, and/or have current applicability to today's public organizations, and why
In Shafritz and Hyde, Part VI: all EXCEPT Mosher, and Moe
Denhart, chapters 6 and 7
THEORY ESSAY #4 DUE November 28: Looking at the set of books which you have read, how are they relevant to public administration? In what ways do the two books disagree? What are the most valuable contributions of these books to public administration today, and why? Please limit your response to 4-6 pages.
Denhart, chapter 8
FINAL EXAM-- Thursday, December 14th, 5:30-7:30 PM.
In accordance with the Americans with Disabilities Act (Public Law 101-336), I wish to offer any qualified student, with a disability, the opportunity to meet with me privately to discuss receiving reasonable accommodations. Such accommodations will be afforded based on the specific disability and as agreed in writing. This statement in no way asks that students identify themselves as having disabilities; however, a request for reasonable accommodation I can be granted only when a student makes her or his disability known.
Date: Tue, 19 Nov 1996 16:14:12 MST From: Renee Buchanan [RBUCHAN@ssb2.saff.utah.edu]