Graduate Curriculum Committee Course Proposal Form
For Courses Numbered 6000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number: 2. Date:
3. Requested action:
New CourseX / Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or Expected
Proposed Delivery Future Delivery
Method(s): Method(s):
X / On-campus (face to face)Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online) / X
5. Justification (must cite accreditation and/or assessment by the graduate faculty) for new course or course revision or course renumbering:
In response to our accrediting body’s recent change in its accreditation standards, the MPA faculty would like to make this change in title and course description as a means of indicating our compliance with the new standards. The change reflects more of a change in labeling than in terms of course substance. It will also permit us to incorporate a more current theoretical description of the course’s content.6. Course description exactly as it should appear in the next catalog:
PADM 6220. Leadership and Ethics in the Public Sector (3) Study of leadership and ethical issues facing policy makers and public administrators, including leadership and management skills, ethical dilemmas and challenges, conflict of interests and values, and professionalism.7. If this is a course revision, briefly describe the requested change:
Title change for PADM 6220, Leadership in the Public Sector to Leadership and Ethics in the Public Sector.Course description change from “Techniques involved in leadership of public sector organizations. Focus on direct supervision of employees. Emphasis on use of power and authority to accomplish publicly determined goals and objectives”
To: “Study of leadership and ethical issues facing policy makers and public administrators, including leadership and management skills, ethical dilemmas and challenges, conflict of interests and values, and professionalism.
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours / 3 / Weekly / OR / Per Term / Credit Hours / 3 / s.h.Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.
15
10. Anticipated annual student enrollment:
11. Affected degrees or academic programs:
Degree(s)/Program(s) / Current Catalog Page / Changes in Degree HoursMPA / 102-106 / 0
12. Overlapping or duplication with affected units or programs:
x / Not applicableNotification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
x / Not applicableApplicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
x / Not applicableApplicable and SLAC has given their approval.
15. Statements of support:
a. Staff
x / Current staff is adequateAdditional staff is needed (describe needs in the box below):
b. Facilities
x / Current facilities are adequateAdditional facilities are needed (describe needs in the box below):
c. Library
x / Initial library resources are adequateInitial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):
d. Unit computer resources
x / Unit computer resources are adequateAdditional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):
e. ITCS resources
x / ITCS resources are not neededThe following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
16. Course information (see: Graduate Curriculum and Program Development Manual for instructions):
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and city/state/country
Van Wart, Montgomery (2008) Leadership in Public Organizations. Armonk, NY: M.E. Sharpe.Morse, Ricardo S., Terry F. Buss, and C. Morgan Kinghorn, eds. (2007) Transforming Public Leadership for the 21st Century. Armonk, NY: M.E. Sharpe.
Collins, Jim (2005) Good to Great and the Social Sectors. New York: Harper Collins Publishers.
These additional required readings will be placed online.
Couto, Richard A. (1998) To Give Their Gifts: the Innovative, Transforming Leadership of Adaptive Work Meeting of the Minds – between those who study leadership and those who practice it. Selected Proceedings 1998 Annual Meeting: Leaders/Scholars Association. The James MacGregor Burns Academy of Leadership.
Heifetz, Ronald A., John V. Kania, & Mark R. Kramer (2004) Leading Boldly: foundations can move past traditional approaches to create social change through imaginative – and even controversial – leadership. Stanford Social Innovation Review (Winter):21-31. www.ssireview.com
Hicks, Douglas A. & Terry L. Price. (1998) An Ethical Challenge for Leaders and Scholars: What Do People Really Need? Meeting of the Minds – between those who study leadership and those who practice it. Selected Proceedings 1998 Annual Meeting: Leaders/Scholars Association. The James MacGregor Burns Academy of Leadership.
Kiel, L. Douglas, Karabi Bezoruah, and Gerel Oyun (2009) Developing Leaders in Public Affairs and Administration: Incorporating Emotional Intelligence Training into the Core Doctoral Leadership Course. Journal of Public Affairs Education 15, 1: 87-105.
Keohane, Nannerl O. (2005) On Leadership. Perspectives on Politics. 3, 4: 705-722.
Kettl, Donald F. (2006) Managing Boundaries in American Administration: The Collaboration Imperative. Public Administration Review 66, s1:10-19.
Scarbrough, Heather (2008) Collaborative Leadership in Sampson County. Popular Government 73, 2: 36-40.
Thompson, Ann Marie and James L. Perry (2006) Collaboration Processes: Inside the Black Box. Public Administration Review 66, s1: 20-32.
Administrative Profiles, Public Administration Review. PAR has a regular article series focusing on an individual whose career and values represent examples of good, effective public administrators. I have selected some of the more recent ones for our use.
· Callahan, Kathe (2006) Elmer Boyd Staats and the Pursuit of Good Government. Public Administration Review 66, 2: 159-166.
· Cooper, Terry L and Thomas A. Bryer (2007) William Robertson: Exemplar of Politics and Public Management Rightly Understood. Public Administration Review 67 5: 816-823.
· Getha-Taylor, Heather (2009) Managing the “New Normalcy” with Values-Based Leadership: Lessons from Admiral James Loy. Public Administration Review 69, 1: 200-206.
· Hutchinson, Janet R. Deidre M. Condit (2009) Being There Matters—Redefining the Model Public Servant: Viola O. Baskerville in Profile. Public Administration Review 69, 1: 29-38.
· King, Cheryl Simrell and Megan Beeby (2008) Colleen Jollie: State Tribal Liaison: A Study of Transformational Change. Public Administration Review 68, 6: 1142-1150
· Lambright, W. Henry (2008) Leadership and Change at NASA; Sean O’Keefe as Administrator. Public Administration Review 68, 2: 230=240.
· Naff, Katherine C. (2009) Nancy Alfaro as an Exemplary Collaborative Public Manager: How Customer Service Was Aligned with Customer Needs. Public Administration Review 69, 3: 487-493.
· Radin, Beryl A. (2007) Qualified to Learn the Job: Donna Shalala. Public Administration Review 67, 3: 504-510.
· Rainey, Hal G. and James Thompson (2006) Leadership and the Transformation of a Major Institution: Charles Rossotti and the Internal Revenue Service. Public Administration Review 66, 4: 596-604.
· Schachter, Hindy Lauer (2008) Lillian Barrone: Weaving a Web to Revitalize Port Commerce in New York and New Jersey. Public Administration Review 68, 1: 61-67.
· White, Richard D., Jr. (2008) George Tenet and the Last Great Days of the CIA. Public Administration Review 68, 3: 420-427.
b. Course objectives for the course (student – centered, behavioral focus)
· Be able to analyze, synthesize, and explain:o the major roles of concepts and theories about leadership, as well as why and how they were created and applied
o the primary differences between the concepts of management and leadership within contemporary organizations
o the key organizational theory models and how they see the definition and roles of management and leadership
o the implications of the differences between private and public organizations and the significance of those differences for management and leadership in the public sector
· Be able to interpret and summarize different organizational cultures and their implications for the exercise of management and leadership
· Be able to analyze the impacts of organizational structure, situations, and issues on the ability of individuals to exercise effective management and leadership and formulate ways of interacting in these settings
· Be able to evaluate critically the concepts behind one’s own and other people’s interpretations and expectations of leaders
· Be able to interpret the professional and ethical demands of differing situations and behave appropriately
· Be able to develop and apply his/her own managerial and leadership skills so that he/she will function better as a manager and leader in the public sector
c. Course topic outline
· Introduction to Leadership and Ethics in the Public Sectoro History of Study of Organizational Leadership
o Persistent Issues
o Factors in Changing Conceptualizations of Leadership
o The Varying Roles of Leaders in the Public Sector
o Differences Between the Public and Private Sector
· Underlying Concepts and Theories
o Management and Leadership
o Major Types of Leadership
o Contingency Factors
o Classical Management Theory
o Trait Theory
o Transactional Approaches
o Charismatic Approaches
· The Next Generation of Theories
o Transformational Approaches
o Comparisons of Transactional and Transformational Approaches
o Distributed Leadership Approaches
o Specialized Approaches
· Focus on Leadership Traits and Skills
o Personal Traits and Skills
o Development of Personal Traits and Skills
o Communication and Analysis Skills
o Skills and Leadership Effectiveness
o Self and Organizational Assessment
o Goal Selection
· Focus on Task and People
o Monitoring and Assessing Tasks and Performance
o Clarification of Roles and Objectives
o Informing and Delegating
o Managing Innovation and Creativity
o Problem Solving
· Leading People
o Consulting
o Planning
o Organizing
o Staff Development
o Building and Managing Teams
o Managing Personnel Conflicts
· Leading Organizations
o Organizational Planning
§ Scanning
§ Strategic Planning
§ Articulating Mission and Vision
§ Networking and Partnering
o Decision Making
o Managing Organizational Change
o Leading in Different Settings
· Ethical Issues and Leading in the Public Sector
o Professional Codes of Ethics
o Conflicts of Interest
o Role of Values in Public Policy Making and Implementation
o Resolving Conflicts
· Leadership Development and Evaluation
o Self Assessment
o Personal Development Planning and Training
o Organizational Development of Leadership Skills
o Differences Between the Public and Private Sector
o The Changing Roles of Leaders in the Public Sector
d. List of course assignment, weighting of each assignment, and grading/evaluation system for determining a grade
Assignments and Expectations:Participation and Expectations: 20% -- This course is intended to be conversation about leadership, management, organizational theory, organizational culture, bureaucracies, professionalism, decision-making, organizational change and the factors affecting these concepts positively and negatively in the public sector. Throughout our discussions we will focus on the differences between private and public organizations as well as the differences between management and leadership.
The readings will serve as guides for our discussion. A successful conversation requires each of us to be active, consistent participants. Therefore, I expect that each member of this class will be fully prepared for each class session, will share his/her thoughts on the topics at hand, and will comment on one another’s work. All comments and questions should be done in a professional manner, as our intention is to enhance each member’s thinking about leadership in the public sector.
All written work with the exception of the final exam will be shared with each member of the class using a Blackboard (BB) Discussion Board sites that will be established. All written work is expected to be well written, grammatically proper, and thoughtfully prepared. Each work is also expected to make appropriate application of the theoretical concepts and research literature.
Guest Speakers: Seven individuals have been invited to speak to us in this class. The first, Mr. Bruce Flye, will lead us in an analysis of how we think about leadership as we start this course. The other six individuals have been invited to participate in an interview session set up along the lines of the “Inside the Actors’ Studio” TV program. Below is part of the message the instructor sent them.
“You may be familiar with a program on the A&E Channel called “Inside the Actors’ Studio”. It is a program where various actors are interviewed using the same basic questions and then the session is opened up to student questions. I am asking six different individuals who have leadership positions to participate in this same basic idea around their personal leadership experiences, each on a different evening. My goal is for the students to get a fuller understanding of how the theories and concepts they learn in class mesh with the applied world.”
During our first class sessions, we will jointly develop a set of questions that we will ask each of these guests. All of us are expected to be active participants in these sessions.
Leading Class Discussion of Van Wart Scenarios: 15% -- The Van Wart text contains a very useful set of scenarios at the end of each chapter designed to help us apply the concepts discussed in the reading in a simulated manner. The instructor will lead the first several discussions of these scenarios, but each student will be responsible for taking the lead in the discussion and analysis of one scenario.
When it is your turn to lead, you should also prepare a brief written (4-5 pages) response to the scenario’s problems and issues that will be posted on BB 24 hours prior to class. This will serve as the basis for your in-class discussion.
In class, you should briefly summarize the primary issues of the scenario for the assigned week, focusing primarily on the new concepts that have been introduced. Your part of the in-class discussion should lead to a class analysis of the issues and alternatives that might be applied to the problems of the scenario without closing off broader involvement. The discussion should indicate what you found useful, confusing, enlightening, and why.