The Individual, Civil Society and the State Module Syllabus

Transcription

1 Module description Module Syllabus This introductory module is designed to introduce students to the three main elements that constitute the world of public administration: the individual citizen, civil society and the state. The module will examine theories and debates surrounding individual action and collective organization, and will explore the different forms of relationship which exist between individuals, that body of organizations which occupy civil society and the governing organs of the state. In the course of the module, students will engage in debate and discussion on the nature and evolution of public administration, the roles and responsibilities of individuals, civil society and the state. Differing manifestations of public administration, public management and public governance will also be introduced and examined. The first four weeks of the module are designed to provide an introduction to the programme as a whole. In these initial weeks, students will be introduced to the learning environment within which they will work as students of the University of Liverpool. They will gain a better understanding of themselves as learners, individuals, team members and as potential managers within governmental or public service contexts. Learning outcomes 1. Demonstrate a critical understanding of the key governance paradigms. 2. Critically evaluate the relationship between individual, civil society and the state. 3. Analyse different systems of administration in an historical and comparative context 4. Critically evaluate alternative models in a comparative framework. Required Texts There is no required text for this module. Software The Everything DiSC Workplace Assessment Note: You will receive an containing the link and access code to the website where you can complete and save the assessment.

2 Schedule Note that the week starts with Thursday Day Thu Fri Sat Sun Mon Tue Wed Day # Week Deadline Day Assignment Formally Graded 1 - Beginning Your Study of Public Administration 3 Seminar: initial response 7 Seminar: participation 2 - What Is Public Administration? 3 Seminar: initial response 7 Seminar: participation 7 Individual Assignment: readiness skills, academic writing 3 - Learning in a Global Community 3 Seminar: initial response 7 Seminar: participation 4 - Careers in Public Service 3 Seminar: initial response 7 Seminar: participation 7 Individual Assignment: Using University of Liverpool s online library to source peer-reviewed articles 5 - : An Introduction 3 Seminar: initial response x 7 Seminar: participation 6 - Structure and Agency: The Roles and Responsibilities of the Individual, Part I 4 Seminar: initial response x 7 Seminar: participation x in Week 7 7 PDP: part 1, inventory 7 - Structure and Agency: The Roles and Responsibilities of the Individual, Part II 4 Seminar: participation (continued) x 7 Seminar: individual summary x 7 Module project: part 1, critical analysis 8 - The State: An Introduction to the Nature and Scope of the State 4 Seminar: initial response x 7 Seminar: participation x in Week 9 7 PDP: part 2, personal statement x 9 - The State: The Policy Making and Administrative Apparatus 4 Seminar: participation (continued) x 7 Seminar: individual summary x 7 Module project: part 2, literature review x

3 Week Deadline Day Assignment Formally Graded 10 - What Is Civil Society? 4 Seminar: initial response x 7 Seminar: participation x in Week Civil Society: Nature, Role and Legitimacy 4 Seminar: participation (continued) x 7 Seminar: individual summary x 7 PDP: part 3, goals and progress review and final submission x 12 - From Public Administration to Public Management and Public Governance: An Introduction 3 Seminar: initial response 7 Seminar: participation x 7 Module project: part 3, final submission x Syllabus by week Week 1: Beginning Your Study of Public Administration Learning objectives Students will: Analyse the connection between career goals and the mission of the University of Liverpool Management School (ULMS) Analyse the experience of being a University of Liverpool student and its impact on the realisation of personal, professional and educational goals Required resources Media Laureate Education (2013). Welcome to Liverpool [Video, Online]. (Accessed: 6 June 2014). Laureate Education (2014). Introduction to UoL MPA Programme [Video, Online]. (Accessed: 15 August 2014). Web sites University of Liverpool (n.d.) Liverpool s Management School [Online]. Available from: (Accessed: 6 June 2014). University of Liverpool Management School (n.d.) Mission statement [Online]. Available from: (Accessed: 6 June 2014).

4 University of Liverpool (n.d.) University Library [Online]. Available from: (Accessed: 6 June 2014). Handouts Registering for the University of Liverpool s Online Library (PDF) Masters Study Cycle (PDF) Sample Online Discussion Interaction (PDF) Optional resources University of Liverpool Online (n.d.) Study online, graduate on campus [Online]. Available from: (Accessed: 6 June 2014). Seminar Post your initial response to the Seminar Forum by Saturday (Day 3) Respond to classmates by Wednesday (Day 7)

5 Week 2: What Is Public Administration? Learning objectives Students will: Discuss the nature and scope of public administration, and the relationship between public policy and its implementation Summarise an academic journal article by demonstrating appropriate paraphrasing and acknowledgement of sources Required resources Readings Dahl, R.A. (1947), The Science of Public Administration: Three Problems, Public Administration Review, 7, 1, pp Hughes, O. (2012), Public Management and Administration: an Introduction, 4 th edition, Palgrave Macmillan o Chapter 1, An Era of Change Peters, B. Guy and Pierre, J. (2012), The Role of Public Administration in Governing, in Peers, B. Guy and Pierre, J., The Sage Handbook of Public Administration, 2 nd edition, Sage, pp Media Laureate Education (2014). What is public administration? [Video, Online]. (Accessed: 5 June 2014). Laureate Education (2013). Turnitin tutorial [Video, Online]. (Accessed: 6 June 2014). Web sites Purdue Online Writing Lab (n.d.) Quoting, paraphrasing, and summarizing [Online]. Available from: (Accessed: 6 June 2014). University of Liverpool (2013) Academic Integrity Policy: guidelines for students and staff [Online]. Available from: (Accessed: 6 June 2014). University of Liverpool (n.d.) LibGuides: library for online programs: referencing [Online]. Available from: (Accessed: 6 June 2014). University of Liverpool (n.d.) Plagiarism using the work of others as your own writing [Online]. Available from: 1.amazonaws.com/docs/1531/339169/Plagiarism_and_how_to_avoid_it.pdf (Accessed: 6 June 2014).

6 Handouts Tips for Avoiding Plagiarism (PDF) The Originality Report (PDF) About the Turnitin Draft Link (PDF) Seminar Initial response due Saturday (Day 3) Response to classmates due Wednesday (Day 7) Individual Assignment Due Wednesday (Day 7)

7 Week 3: Learning in a Global Community Learning objectives Students will: Analyse the benefits and challenges of global online learning Evaluate the personal values and strengths needed to succeed in a University of Liverpool s online Master s programme Required resources Readings Media Ridley, F. F. (1996), The new public management in comparative perspective, Public Policy and Administration, Spring Riggs, FW (2010 [1962]), Trends in the comparative study of public administration, International Review of Administrative Sciences, 76, 4, pp Lessons (2004). Communicating across cultures [Video, Online]. (Accessed: 5 June 2014). 50 Lessons (2010). Understanding cultural differences [Video, Online]. (Accessed: 5 June 2014). Laureate Education (2011). Intercultural communication and collaboration [Video, Online]. (Accessed: 5 June 2014). Optional resources Halligan, J. (2012), Leadership and the senior service from a comparative perspective, in Peters, B. Guy and Pierre, J., The Sage Handbook of Public Administration, Sage, pp Mitchell Evans, B. and Shields, J. (2001), The poverty of comparative public administration in a Neo-liberal era: a commentary on Subramaniam, International Review of Administrative Sciences, 67, pp Riggs, F.W. (2001), Comments on V. Subramaniam, Comparative Public Administration, International Review of Administrative Sciences, 67, pp Subramaniam, V. (2000), Comparative public administration: from failed universal theory to raw empiricism a frank analysis and guidelines towards a realistic perspective, International Review of Administrative Sciences, 66, pp Subramaniam, V. (2001), Comparative Public Administration: the prismatic approach versus the political economy approach, International Review of Administrative Sciences, 67, pp

8 Seminar Initial response due Saturday (Day 3) Response to classmates due Wednesday (Day 7)

9 Week 4: Careers in Public Service Learning objectives Students will: Describe the diverse range of possible careers available, as well as the leadership and people management skills required, in the field of public administration and public service Compare and contrast personal values, strengths and aspirations to appropriate career opportunities following the successful completion of the MPA programme Required resources Readings Hughes, O. (2012), Public Management and Administration: an Introduction, 4 th edition, Basingstokew, Palgrave Macmillan. o Chapter 11, 'Leadership and Managing People' Naff, K.C. and Crum, J. (1999), Working for America: does public service motivation make a difference?, Review of Public Personnel Administration, 19, 5, pp Perry, J.R. and Wise, L.R. (1990), The motivational bases of public service, Public Administration Review, 50, 3, pp Web sites Media DISC Profile Assessment (2010) Available from: (Accessed: 6 June 2014). University of Liverpool Library (2013) Library for online programmes [Online]. Available from: (Accessed: 6 June 2014). University of Liverpool Library (2013) Harvard referencing [Online]. Available from (Accessed: 6 June 2014). Note: Please refer to the Harvard Referencing System link in the Module Tools on the module menu navigation. There are many referencing resources, including specific guides located here. Laureate Education (2010). Being a Leader: Personality and sense-making [Multimedia, Online]. (Accessed: 6 June 2014). Laureate Education (n.d.). In conversation with Dr. Meredith Belbin, management theorist [Video, Online]. (Accessed: 5 June 2014).

10 Optional resources Personal diagnostic tools: o Condon, D.M. (n.d.) The SAPA Project [Online]. Available from: (Accessed: 6 June 2014). o HumanMetrics (n.d.) Jung Typology Test [Online]. Available from: (Accessed: 6 June 2014). o John, O.D. (2000) The Big Five Personality Test [Online]. Available from: (Accessed: 6 June 2014). Seminar Initial response due Saturday (Day 3) Response to classmates due Wednesday (Day 7) Individual assignment Due Wednesday (Day 7)

11 Week 5: : An Introduction Learning objectives Students will: Debate via substantive discussions with peers the importance of the public in public administration, and the inter-connections between individual citizens as members of the public and the spheres of public policy and public service delivery Analyse the relationships between the individual citizen, civil society and the state through an engagement with the concept of publicness Required resources Readings Hughes, O. (2012), Public Management and Administration: an Introduction, 4 th edition, Palgrave Macmillan. o Chapter 5: Public Policy Newman, J. and Clarke, J. (2009), Publics, Politics and Power, Sage. o Introduction and Chapter 1: Contesting Publicness: Decline and Proliferation Web sites Media University of Liverpool Library (2013) Libguide: research skills [Online]. Available from: (Accessed: 6 June 2014). In this Online Library guide, focus on the media presentations, Introduction to Information Sources and Finding Information Effectively. Laureate Education (2014). The individual citizen, [Video, Online]. (Accessed: 4 June 2014). Laureate Education (2014). The civil society, [Video, Online]. (Accessed: 4 June 2014). Laureate Education (2014). The state, [Video, Online]. (Accessed: 4 June 2014). Seminar Initial response due Saturday (Day 3) Response to classmates due Wednesday (Day 7) Module Project Submit your Assignment to the Turnitin link provided by Week 7

12 Week 6: Structure and Agency: the Roles and Responsibilities of the Individual, Part 1 Learning objectives Students will: Analyse the concepts of structure and agency and their importance to the study of the individual citizen and his or her locus in the field of public policy and administration Analyse the extent to which individuals are responsible for their own actions relative to the institutions of the state Describe their personal leadership philosophy, what they hope to accomplish as an effective public administrator and how leadership relates to other aspects of their life goals Required resources Readings Lipsky, M. (2010), Street Level Bureaucracy: Dilemmas of the Individual in Public Services, Russell Sage Foundation. o Chapter 1, The Critical Role of Street-Level Bureaucrats Maynard-Moody, S. and Musheno, M. (2000), State agent or citizen agent: two narratives of discretion, Journal of Public Administration Research and Theory, 10, 2, pp Skinner, Q. and Strath, B. eds. (2003), States and Citizens: History, Theory, Prospects, Cambridge, Cambridge University Press. o Chapter 1, States and the Freedom of Citizens o Chapter 3, 'Citizens and the State: Retrospect and Prospect' Media Laureate Education (2014). The roles and responsibilities of the individual, part 1, [Video, Online]. (Accessed: 4 June 2014). Web sites A2Revision101, Rosenhan (1973): Study in detail: Rosenhan s 1973 study On being sane in insane places, pdf (Accessed: 6 June 2014). McLeod, S. (2007), The Milgram Experiment, SimplyPsychology.org, Retrieved from: (Accessed: 6 June 2014). Zimbardo, P. (2014), The Standford Prison Experiment: A Simulation Study of the Psychology of Imprisonment, (Accessed: 6 June 2014).

13 Handouts SWOT Analysis Template (Word document) Optional Media Leithead, A. (2011), Stanford prison experiment continues to shock. San Fransico, CA: BBC News, online video file, (Accessed: 6 June 2014). Livesey, C. and Lawson, T. (2009), Crime and Deviance, online classroom.tv, document/ (Accessed: 6 June 2014). The Rosenhan Experiment (2012), BBC World Service, online episode, (Accessed: 6 June 2014). The Stanford Prison Experiment (2011), SchoolTubevideo file, Experiment (Accessed: 6 June 2014). Seminar Initial response due Sunday (Day 4) Response to classmates due Wednesday (Day 7) Personal Development Portfolio Due Wednesday (Day 7)

14 Week 7: Structure and Agency: the Roles and Responsibilities of the Individual, Part 2 Learning objectives Students will: Evaluate public policy and the policy making process Compare and contrast a range of different areas of public policy and how they impact the lives of the individual citizen Discuss via substantive posts and responses the role and status of the individual citizen within the context of a particular policy issues, namely crime and deviance Required resources Readings Media Hogwood, B. and Gunn, L. (1984), Policy Analysis for the Real World, Oxford University Press. o Chapter 2, 'Analysing Public Policy' o Chapter 4, 'Models of Policy-Making' Hughes, O. (2012), Public management and Administration: an Introduction, 4 th edition, Palgrave Macmillan. o Chapter 5, Public Policy Laureate Education (2014). The roles and responsibilities of the individual, part 2, [Video, Online]. (Accessed 6 June 2014). Web sites Powercube (n.d) Scott: resistance [Online]. Available from: (Accessed: 6 June 2014). Theory Talks (2012) Theory talk #38: James Scott [Online]. Available from: (Accessed: 6 June 2014). Optional resources Rose, R. (1989), Ordinary People in Public Policy, Sage, Chapters 1 4.

15 Seminar Continue Seminar participation until Sunday (Day 4) Final Reflection due Monday (Day 7) Module Project Due Wednesday (Day 7)

16 Week 8: The State: An Introduction to the Nature and Scope of the State Learning objectives Students will: Apply the concept of bureaucracy and its meaning and importance to the study of public administration, with specific reference to important contemporary issues surrounding the questions of why and in what ways the populations in different countries are changing Evaluate Weber s model of authority and its importance in regard to the relationship between government and the governed Describe personal purpose and learning goals of this programme, setting learning and development expectations based on reflection of unique experience, capabilities and preferences. Required resources Readings Beetham, D. (1996), Bureaucracy, 2 nd edition, Open University Press. o Part 1, 'Models of Bureaucracy' Schon, D. (1983) The Reflective Practitioner, Basic Books. o Chapter 1, 'The Crisis of Confidence in Professional Knowledge' o Chapter 2, 'From Technical Rationality to Reflection-in-Action' Handouts Sample Goals Templates (Word document) Optional resources Corley, A. and Eades, E. (2004), Becoming critically reflective practitioners; academics and students reflections on the issues involved, Human Resource Development International, 7, 1, pp Hart, P. and Wille, A. (2012), Bureaucratic politics: opening the black box of executive government, in Peter, B. Guy and Pierre, J. (2012), The Sage Handbook of Public Administration, 2nd edition, Sage, pp Holman, D., Pavlica, K. and Thorpe, R. (1997), Rethinking Kolb s theory of experiential learning in management education, Management Learning, 28, 2, pp Lawthom, R. (2011), Developing learning communities: using communities of practice within community psychology, International Journal of Inclusive Education, 15, 1, pp Meier, K.J. and Capers, J. (2012), Representative bureaucracy: four questions, in Peter, B. Guy and Pierre, J. (2012), The Sage Handbook of Public Administration, 2nd edition, Sage, pp

17 Meyers, M. and Lehman Nielson, V. (2012), Street-level bureaucrats and the implementation of public policy, in Peter, B. Guy and Pierre, J. (2012), The Sage Handbook of Public Administration, 2nd edition, Sage, pp Reynolds, M. (1998), Reflection and critical reflection in management learning, Management Learning, 29, 2, pp Smith, S.R. (2012), Street-level bureaucracy and public policy, in Peter, B. Guy and Pierre, J. (2012), The Sage Handbook of Public Administration, 2nd edition, Sage, pp Wenger, E. (2000), Learning as social participation: why we must change our assumptions about how we learn and share knowledge, Knowledge Management Review, Melcrum Publishing Ltd. Whimster, K. Sam (2013), Economy and Society by Max Weber: the Final Version, Routledge. Williams, D., Max Weber: Traditional, Legal-Rational and Charismatic Authority, available at (Accessed: 6 June 2014). Seminar Initial response due Sunday (Day 4) Response to classmates due Wednesday (Day 7) Personal Development Portfolio Due Wednesday (Day 7)

18 Week 9: The State: The Policy Making and Administrative Apparatus Learning objectives Students will: Analyse the legitimate role of the state for addressing the challenges to society that arise, such as population change, in terms of its nature, scope and its importance Analyse the role of government in regard to the policy making process Evaluate debates surrounding the legitimate role of the state as either interventionist (social democratic) or minimal (neo-liberal) Required resources Readings Dryzek, J. and Dunleavy, P. (2009), Theories of the Democratic State, Palgrave Macmillan. o Chapter 1, 'The State and Liberal Democratic Politics' o Chapter 2, 'Pluralism' o Chapter 3, 'Elite Theory' o Chapter 4, 'Marxism' o Chapter 5, 'Market Liberalism' Optional resources Feldman, D. (2012, The Limits of Law: Can Laws regulate Public Administration?, in Peters, B. Guy and Pierre, J., The Sage Handbook of Public Administration, 2 nd edition, pp May, P. (2012), Policy Design and Implementation, in Peters, B. Guy and Pierre, J., The Sage Handbook of Public Administration, 2 nd edition, pp Seminar Continue Seminar participation until Sunday (Day 4) Final Reflection due Wednesday (Day 7) Module Project Due Wednesday (Day 7)

19 Week 10: What Is Civil Society? Learning objectives Students will: Compare and contrast the nature and scope of civil society in generative dialogue with peers Analyse the importance of civil society and particular civil society organizations within the context of an important contemporary issue via substantive discussion posts Create a personal statement that represents both academic and career interests, as well as purpose for completing the MPA programme Required resources Readings Carothers, T. and Brandt, W. (1999), Civil Society, Foreign Policy, Kumar, K. (1993), Civil Society: an Inquiry into the Usefulness of an Historical Term, British Journal of Sociology, 44, 3, Taylor, C. (1990), Modes of Civil Society, Public Culture, 3, 1, Walzer, M. (1991), The Idea of Civil Society, Dissent, 38, 2: Optional resources Edwards, E. (2009), Civil Society, 3 rd edition, Polity Press. o Chapters 1-3 A large number of civil society organizations are heavily involved in the effort to secure supplies of clean water for people in many parts of the world. All of these organizations have interesting and informative web sites which provide a wealth of information on their activities in this regard. You may wish to access these sites in order to gain an appreciation of what certain organizations are actually doing. Examples include: Seminar Initial response due Sunday (Day 4) Response to classmates due Wednesday (Day 7)

20 Week 11: Civil Society: Nature, Role and Legitimacy Learning objectives Students will: Appraise the various roles played by civil society organizations Evaluate the role played by civil society in relation to the individual citizen and the state Analyse the question of legitimacy in relation to the role and scope of civil society Describe three learning goals that reflect your desired personal and professional growth and development as an outcome of completing the MPA programme and reflect on your progress Required resources Readings Cox, R.W. (1999), Civil Society at the Turn of the Millennium: Prospects for an Alternative World Order, Review of International Studies, 25, 1: Foley, M.W. and Edwards, B. (1996), The Paradox of Civil Society, Journal of Democracy, 7, 2: Salamon, L.M. and Anheier, H.K. (1998), Social Origins of Civil Society: Explaining the Non- Profit Sector Cross-Nationally, Voluntas, 9, 3: Optional resources Edwards, M. (2009), Civil Society, 3 rd edition, Polity Press. o Chapters 4-6 Chambers, S. and Kopstein, J. (2009), Civil society and the state, in Phillips, A. ed., The Oxford Handbook of Political Theory, Oxford University Press, Chapter 20. Civicus (2013), 2013 State of Civil Society Report, Civicus World Alliance for Citizen Participation. Available from: (Accessed: 6 June 2014). Hodgkinson, V. and Foley, M. (2003), The Civil Society Reader, Lebanon, N.H., University Press of New England, Chapter 13 (Antonio Gramsci). Seminar Continue Seminar participation until Sunday (Day 4) Final Reflection due Wednesday (Day 7) Personal Development Portfolio Due Wednesday (Day 7)

21 Week 12: From Public Administration to Public Management and Public Governance: An Introduction Learning objectives Students will: Appraise the driving forces that brought about the shift from traditional public administration to public management and public governance Evaluate the core components of recent shifts from traditional public administration paradigms toward new public management Analyse public administration challenges arising from a policy, law, or governmental change by providing recommendations for leading and managing the change process Required resources Reading Hughes, O. (2012), Public Management and Administration: an Introduction, 4 th edition, Palgrave Macmillan. o Chapter 3, 'The Traditional Model of Public Administration' o Chapter 4, 'Public Management' o Chapter 6, 'Governance' Osborne, S. (2006), The New Public Governance?, Public Management Review, 8, 3, pp Optional resources Dunleavy, P. and Hood, C. (1994), From old public administration to new public management, Public Money and Management, July-September, pp Hood, C. (1991), A public management for all seasons?, Public Administration, 69, Spring, pp Osborne, S. (2013), Public governance and public services: a Brave New World or new wine in old bottles, in Christensen, T. and Laegreid, P., The Ashgate Research Companion to New Public Management, Farnham, Ashgate, p Seminar Initial response due Saturday (Day 3) Response to classmates due Wednesday (Day 7) Module Project Due Wednesday (Day 7)

22 Assessment Seminar: initial response Seminar: participation Seminar: individual summary Individual Assignment Module project Personal development portfolio (PDP) Total Assessment Points Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9 Wk 10 Wk 11 Wk 12 Weight (X) (X) (X) (X) 5% 5% 5% 5% (X) 50% (X) (X) (X) (X) (X) (X) 5% (X) 5% (X) 5% 6% (X) (X) 3% 3% 3% (X) 15% 20% 35% (X) 5% 10% 15% /100% Key: (X) submission required, not graded (feedback provided) X submission required, graded Note that some activities and assignments are graded, while others are submitted for feedback only. This is intended to give you the opportunity to learn from feedback and improve your work, further developing your knowledge and skills and helping you get the most from the module. Please take advantage of this opportunity to learn from your Instructor s feedback give the assignment your full effort and ask for clarification on any feedback you do not understand. For general information on assessment and grading, please consult the Student Handbook section pertaining to Grading at General Information Learning in the University of Liverpool online programmes The University of Liverpool online programmes employ a unique learning model that is designed to provide a flexible, collaborative and meaningful learning experience. Your learning in this module is through self-study using the resources provided, library research and online interactions with other students and your Instructor. The wide variety of learning activities and assignments help you develop your understanding of theoretical concepts and practice skills required for success in your field.

23 Each week consists of Learning Objectives, Learning Resources and learning activities, including collaboration activities and various types of assignments. The learning activities are designed to enable you to synthesise, evaluate and apply the principles covered in this module to your own field of interest. Seminars Seminars are simply extended assignments that contain both individual writing and group discussion of the assignment in the discussion forum. One of the strengths of an online learning programme such as this is the high level of student interaction, whereby students are encouraged to share their perspectives on module concepts, critical assessment of readings and resources, and their own experiences for the benefit of the others. Seminars allow you to learn from and with your peers and your Instructor. Your contribution to the online learning community, primarily through Seminar, represents a significant portion of your final module grade as the results of your Seminar participation are paired with either your Individual Assignment or your Personal Development Portfolio 1-week Seminars In weeks 1 through 5, and week 12 of this module, the Seminar discussion only spans a single week, and the whole class works together. You will submit an initial response to a prompt by Saturday (Day 3), and then engage in a discussion until the Wednesday (Day 7). 2-week Seminar (often referred to simply as Seminar) For the Weeks 6 through 11, the collaborative discussions follow a two-week cycle. Collaboration Cycle Given the asynchronous nature of this course, we use a common structure to effectively collaborate. However, be aware that the paramount goal is to have an organic content-driven discussion with your peers. As far as engaging your peers go, in general, more is better! Seminars have two parts that correspond to the first and second week of each Seminar: Part 1 and Part 2. In the Part 1 of every two-week Seminar, you have until Sunday (Day 4) to post an initial individual (approx. 300 word) response to the discussion prompt; as informed by the readings and your prior knowledge. Then, you engage in a dialogue with your class to develop your thinking as best as possible until Wednesday (Day 7). You should use the forum in any way that enhances your learning: share analyses, external resources, personal experiences, notes on the module content, etc. After the Part 1 is over, your instructor will provide you with feedback on the way you have interacted with your peers.

24 In Part 2 of each Seminar, you will be provided with a new prompt to extend the discussion until Sunday (Day 4). Then, you have until Monday (Day 5) to write up and post a final individual summary reflecting on what you have learned. Module project The purpose of the Module project is to apply the concepts and techniques of the module to the analysis of real-world situations or problems, and to critically evaluate different approaches to addressing such problems. Throughout this module, you will complete a Module project in which you will pose as a public administration consultant and propose a new policy and approach to a governmental or nongovernmental public organization. There will be three submissions: a critical analysis of the role of public administration, due in Week 7; a critical literature review, due in Week 9; a final report, due in Week 12. Personal Development Portfolio The Personal Development Portfolio is an on-going graded portfolio that is included in several weeks within a module. The portfolio is meant to help you reflect on your learning in relation to the module content as well as your evolving perspectives about your role and your potential future within your field of study. At times, the portfolio has specific prompts that integrate learning from readings, media, Seminars and Assignments.