Economic issues in Public Administration
Course Number:
Syllabus, Spring 2015
School of Public Affairs and Administration (SPAA)
Rutgers University- Newark
* This syllabus is subject to change
Instructor: Rick Thigpen, VP for State Government Affairs, PSEG
Regular Meeting Dates: Tuesday,
Final Exam Week:
Class Hours and Location: Tuesdays, 5:30-8:10pm
Office Hours: By appointment only
E-mail: [email protected]
Course Description
This course introduces students to an in depth examination of the forces that influence the
behavior of public administrators engaged in the public sector decision-making process on
economic issues. This course will not emphasize the quantitative aspects of analyzing economic
issues instead it will focus on the qualitative social, legal and political forces that influence
economic policies. This class will also explore the meaning of public service and the
responsibilities that come with public sector decision-making. It will use current events in the
news and case studies to assist in a comprehensive analysis of the many dimensions of
decision-making in the public sector context and the political challenges of policy
implementation.
The lecture begins with the search for the answer to one simple question: What role should
elections play in the making of public policy? We will explore the question in theory and apply
subsequently proposed answers to real public policy scenarios. Political economy refers to the
use of an interdisciplinary approach, drawing upon law, political science and economics, to
analyze public sector decision making in the context of existing social, political and economic
realities. Public administration is concerned with the implementation of government policy and
the management of public organizations, including government agencies and nonprofit
organizations. By applying the principles of political economy to public administration, this
lecture intends to provide students with comprehensive and practical tools to analyze complex
public policy issues and public management tasks. This course differs from other courses in
economics and political science because it will primarily focus on real world examples to place
public sector challenges in a political and policy context and will challenge the student to better
understand many of the powerful forces that influence the decisions of public policy makers.
Students will apply the lessons learned from this course to their own particular interests of
expertise including most areas of foreign and domestic policy. The course will cover the basic
political and electoral principles that influence public sector activities. The course will also
recognize the basic legal forces, especially the 14th amendment to the U.S. Constitution that
shape government behavior. Additionally, the course will explore the benefits for public
administrators of using a cost-benefit analysis, how to manage the ever-present issue of scarcity
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and the choices it forces, and whether to embrace the philosophy of privatization, and
market-based strategies for public organizations.
Learning Objectives
After the completion of this course, students will be able to:
1. Develop and/or enhance core skills as public servants including critical thinking, oral
presentation, and creative problem solving.
2. Better understand the possibilities and limits of government policies and the potential for
unintended consequences.
3. Apply political economy concepts and tools in order to understand public policy choices
and the behaviors of elected and appointed government officials.
4. Appreciate the jurisdictional distinctions between local, state and federal government
entities and their respective strengths and weaknesses.
5. Understand the limitations of applying economic principles to public administration.
6. Understand how market based tools can be applied to the public sector to bring market
like forces to bear on the production of public goods and services.
7. Use a cost-benefit analysis to compare and evaluate public policy alternatives.
Student Learning Outcomes:
 To be able to better comprehend the challenges of public governance.
 To participate in and contribute to the public policy making process.
 To gain a greater understanding of the political process and government functions.
 To analyze, synthesize, think critically, solve problems, and make decisions.
 To articulate and apply a public service perspective.
 To communicate and interact productively with a diverse and changing workforce and
citizenship.
Course Readings
There is no required textbook in this course. The reading materials can be downloaded from the
Blackboard course site.
Course Requirements
1. Class Participation (30%)
Active participation in class discussions will be a very important part of the collective learning
experience. Students will be expected to come to class prepared to discuss current events in the
news and assigned readings and actively explore the public policy issues that they raise. They
will be expected to share their opinions and their thoughts and to defend their positions. It is
essential to be present in class and to be on time. The Instructor will check attendance at the
beginning of class. No excuses will be accepted regarding class absence unless a student notifies
the Instructor prior to the class and submits formal documentation, if requested.
2. Mid-term Paper (20%)
Each student will write a 5-page policy brief analyzing an important public policy topic selected by
the student and approved by the Professor. This paper is due the 7th week of the course. Students
will assume that they are a policy advisor to the director of a specifically identified department or
agency of the federal, state or local government. Each student will analyze a public policy issue that
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this identified agency has jurisdiction over that needs special attention, conduct a cost-benefit
analysis and provide a policy recommendation(s) that includes an implementation strategy.
3. Final Paper and Presentation
(a) Team Oral Presentation (10%)
Students will participate in a group oral presentation on the topic covered in their final paper
during weeks 12-14 of the course. The presentation will be made with a one-page outline of the
term paper.
(b) Term Paper (40%)
Students will submit a 10-page term paper due the 14th week of the course. In this paper, students
will describe an actual public policy problem and why it is of significant importance, analyze
root causes of the problem based on the political economy concepts covered in the course and
present suggested policy options to the problem, the issues that are raised by the implementation
process and identify some of the main political issues that are involved.
Grading Policy:
A
90 – 100
B+ 85 – 89
B
80 – 84
C+ 75 - 79
C
70 – 74
F
Below 70
Academic Integrity Policy:
Students must follow the school’s academic integrity policy
(http://academicintegrity.rutgers.edu/ ):
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Properly acknowledge and cite all use of the ideas, results, or words of others;
Properly acknowledge all contributors to a given piece of work;
Make sure that all work submitted as his or her own in a course or other academic activity is
produced without the aid of unsanctioned materials or unsanctioned collaboration;
 Obtain all data or results by ethical means and report them accurately without suppressing any
results inconsistent with his or her interpretation or conclusions;
 Treat all other students in an ethical manner, respecting their integrity and right to pursue their
educational goals without interference. This requires that a student neither facilitate academic
dishonesty by others nor obstruct their academic progress;
 Uphold the canons of the ethical or professional code of the profession for which he or she is
preparing.
Please note that plagiarism and cheating will never be excused under any circumstances.
Violation of these policies leads to immediate failure of the course. Be advised that all
assignments will be checked for plagiarism using the online software.
Disability Services
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Accommodations, Auxiliary Aids, and Services enable qualified students with disabilities to
receive the same information and opportunities presented to a student without disabilities. They
allow students who have disabilities to learn and convey knowledge of course materials in
alternate formats. These aids and services make classroom, courses, labs, and programs
accessible and must not compromise the academic standards or essential requirements of the
course or the program. Following list gives some examples of accommodations, auxiliary aids,
and service provided in post-secondary settings:
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Scheduling classes in physically accessible locations
Extended time on exam
A reduced distraction testing location
Books on Tape
Interpreters
Students should apply at https://disabilityservices.rutgers.edu/ and provide the Instructor with a
copy of the Accommodation Authorization Form. Accommodations are not provided
retroactively.
Expectations
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Arrive on time
Attend all classes
Be prepared for class
Participate in class discussions
Pay attention to current events in the news
Actively listen
Critically think
Ask questions
Form opinions
Complete all assignments
Be respectful, observe the golden rule – Adhere to University Ethics and
Academic Integrity Policies and Guidelines
http://studentconduct.rutgers.edu/academic-integrity
Keep cell phones off or on a quiet vibrate
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