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:
3. Requested action:
PADM 6220
lEA
2. Date:
10/27/09
2009
New Course
X
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
Proposed Delivery
Method(s):
X
On-campus (face to face)
Expected
Future Delivery
Method(s):
X
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,
conflicts of interest 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
Revised 09-16-09
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.
105
8. Graduate catalog page number from current (.pdf) graduate catalog:
9. Course credit:
Lecture Hours
3
Weekly
OR
Lab
Weekly
Studio
42
3
Per Term
Credit Hours
s.h.
OR
Per Term
Credit Hours
s.h.
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.
3
Total Credit Hours
10. Anticipated annual student enrollment:
15
11. Affected degrees or academic programs:
Degree(s)/Program(s)
Current Catalog Page
MPA
MA in International
Studies
s.h.
102-106
92-93
Changes in Degree Hours
0
0
12. Overlapping or duplication with affected units or programs:
Not applicable
x
Notification & response from affected units is attached
13. Council for Teacher Education (CTE) approval (for courses affecting teacher education):
Not applicable
x
Applicable and CTE has given their approval.
14. Service-Learning Advisory Committee (SLAC) approval
x
Not applicable
Applicable and SLAC has given their approval.
15. Statements of support:
a. Staff
x Current staff is adequate
Additional staff is needed (describe needs in the box below):
Revised 09-16-09
b. Facilities
x Current facilities are adequate
Additional facilities are needed (describe needs in the box below):
c. Library
x
Initial library resources are adequate
Initial 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 adequate
Additional 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 needed
The 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.
Revised 09-16-09
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.
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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: 6167.
White, Richard D., Jr. (2008) George Tenet and the Last Great Days of the CIA.
Public Administration Review 68, 3: 420-427.
Revised 09-16-09
b. Course objectives for the course (student – centered, behavioral focus)
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Students will 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
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Introduction to Leadership and Ethics in the Public Sector
o 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
Revised 09-16-09
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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.
Revised 09-16-09
“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.
Administrative Profile Analyses: 20% -- The Public Administration Review (PAR), the
journal of the American Society for Public Administration, has a regular article series
focusing on an individual whose career and values represent examples of good, effective
public administrators. The instructor will place a set of these online and each student will be
responsible for analyzing one of these profiles in terms of the concepts and theories
discussed in the course. The analysis should focus both on the individual at the center of
the profile and the profile itself. What are the concepts, theories, or values being articulated
and how to they fit within the broader literature on leadership? It will not be necessary to
repeat all of the details of the individual’s career as everyone is responsible for reading
these profiles. Selection of the final set of profiles to be used in class will be made once
enrollment in the course has been finalized so that a desired variety of subjects will be
covered.
Each person should prepare a brief written (4-5 pages) analysis of the profile that will be
posted on BB by 5:00 pm on June 12th. These profiles will serve as the basis for class
discussion on June 15 & June 17th. Posting them by June 12th will give people time to read
them before class.
Book Analyses: 25% -- The instructor will lend each student a different recent book related
to the topic of leadership. The purpose of this assignment is to help you see how the
concepts and theories studied in class are being discussed and applied in the literature that
is commonly available.
Each student is expected to write an independently prepared, separate analysis of his/her
book. Please note that this is not a book review in the sense of preparing a summary of the
book’s content. The focus should be on placing the book’s key arguments and message in
the context of the research literature studied in the course. What does this person bring
new to the table? Where does he/she fit in the theoretical spectrum? What is the author
trying to accomplish that is relevant to our discussion of leadership?
Your analyses will be shared with one another and should be about 8-10 pages in length.
Revised 09-16-09
These analyses will be the focus of our class discussion on June 22 nd, therefore they
should be submitted to BB by 5:00 pm on June 19th.
Take Home Final Exam: 20% -- A take home exam question will be distributed on June
10th. Each student is expected to write an independently prepared, separate response to
the question. The exam should be submitted to the instructor via email and should be 8-10
pages in length. Tables are encouraged. The purpose of the exam will be for you to
demonstrate your ability to synthesize and integrate the literature considered as well as the
contributions of our guest speakers. The exam will be due via email to the instructor by
6:00 pm on June 24th.
Evaluation:
 Grading Scale: The course grade is based on the following scale:
A = 90-100%
B = 80-89%
C = 70-79%
F = 69.9% or less
 Course Grade: The course grade is based on the following components:
Assignment
Participation
Scenario Analysis & Discussion
Administrative Profile
Book Analysis
Take Home Final
Percentage
20%
15%
20%
25%
20%
Students will be able access their grades throughout the course via Blackboard. Grades for
individual assignments will be posted as soon as they are graded.
Revised 09-16-09