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Session: 2022/23

Last modified: 25/04/2022 16:39:40

Title of Module: Comparative Governance & Public Admin

Code: SSPG11011 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:M  Arnott

Summary of Module

This module provides students with an understanding of the models, theories, structures and processes of governance and public administration in a comparative context.  Students will gain an understanding of the structures and functions of public administration at national, regional and local levels. It explores dimensions such as culture, executive and non-executive power, accountability and governance. The module draws on contemporary case studies to illuminate the issues and dimensions of organisational theory and how these are relevant to the study of the internal and external organisation of public administration.   Although the case studies are contemporary, they are considered within a historical context in order for students to understand the patterns of administrative reform at multiple levels of governance.  Students will consider, amongst other debates, the extent to which we are now living in an era of ‘post-New Public Management’ and how such debates are relevant within different state contexts. The syllabus includes:

  • Undertaking comparative analysis in governance and public administration
  • Politics and the bureaucracy
  • Administrative reform in a global context: New Public Management and beyond
  • Public administration in developed and developing countries
  • Patterns of governance and authority
  • Aspects of accountability and control
  • Public administration and multi-levels of governance

Regulation, deregulation and regulatory reform


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critical knowledge and understanding of the conceptual and theoretical dimensions of comparative public administration and governance issues.

L2. Adeptly apply complex conceptual knowledge and the tools of research practice to comparative public administration and governance issues.

L3. An ability to critically analyse and evaluate differences and similarities in the systems and organisation of public administration between countries and at administrative levels.

L4. An ability to marshal evidence from a range of sources in order to effectively communicate for range of different audiences within varied formats (including in-class presentations, extended essays and seminar papers).

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

A critical understanding of a range of theories that underpin our understanding of the policy environment in a range of contexts.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Applying a range of evaluative tools to understand the dynamics and impacts of governance approaches.

Generic Cognitive skills SCQF Level 11.

Demonstrate the ability to apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments emerging within comparative public policy.

Communication, ICT and Numeracy Skills SCQF Level 11.

Demonstrate the ability to communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.

Autonomy, Accountability and Working with others SCQF Level 11.

Exercise substantial autonomy and initiative in carrying out learning activities.

Take responsibility for own work and contribute to the collective learning activities of the group in ways which support and develop critical reflection

Demonstrate the ability to practice in ways which draw on critical reflection on own and others’ roles and responsibilities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Independent Study140
Tutorial/Synchronous Support Activity12
Lecture/Core Content Delivery12
Asynchronous Class Activity36
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Massey, A., & Johnston, K. (Eds.). (2015). The International Handbook of Public Administration and Governance. Edward Elgar Publishing.

Moran, M., Rein, M. and Goodin, R.E., 2008. The Oxford handbook of public policy. Oxford University Press.

Perry, J.L. and Christensen, R.K., 2015. Handbook of public administration. John Wiley & Sons.

Public Administration (journal) Wiley


Public Policy and Administration (journal) SAGE

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

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Supplemental Information

Programme BoardSocial Sciences
Assessment Results (Pass/Fail) No
Subject PanelPG Social Sciences
ModeratorA van der Zwet
External ExaminerK O'Connor
Accreditation Details
Version Number

1.05

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Assessment: (also refer to Assessment Outcomes Grids below)
Essay
Case study
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case studycheck markcheck markcheck markcheck mark600
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/



Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.