PAMANTASAN NG LUNGSOD NG MARIKINA

College of Science of Arts, Sciences, Education and Criminology

Bachelor of Public Administration Program |
1st Semester , S.Y. 2018-2019

COURSE CODE & TITLE : PAD 101 Introduction to Public Administration

CREDIT UNITS : 3 units
PRE-REQUISITE COURSES : None
PROFESSOR/INSTRUCTOR : Arman Lopez Jacinto, MPA

E-mail address: aljacinto2000@yahoo.com

Class Schedule:
Consultation Hours:

I. COURSE DESCRIPTION:

This course is a basic introduction to public administration for students. Topics to be covered include
the role of bureaucracy in the political process, theories of public organizations, bureaucratic discretion and
accountability, policy implementation, and the changing nature of public administration. This course is designed
as a “hybrid” course that will involve lectures, student presentations, group discussion, research and virtual
assignments.

Our goal is to develop a solid understanding of public administration theory and concepts—with an
emphasis on important dimensions of policy formulation and implementation.

During our consideration of assigned readings, we want to maintain a critical attitude. That involves looking
for shortcomings in theory, logic, and evidence in the materials, but it also involves asking how the materials
can be extended in new directions to further enhance our knowledge of administrative processes.

A central objective of the course is to introduce students to major research dealing with public administration so
that you will know and understand some of the most important and best work that is being done in the field. A
second objective is to encourage you to develop your own research interests and skills. Which is concerned with the
development, testing, and application of theory.

II. LEARNING OUTCOMES:

In this introductory course we will discuss the basic issues and concepts of public administration, such as:

1. The characteristics of public administration;

2. The policy cycle and the factors that influence the effectiveness and transparency of public policy
programs;
3. The leadership styles of public administrators and the legal, political, social and administrative
4. The accountability of public administrators and the possibility of administrative ethics

KNOWEDGE

1. Students should acquire knowledge of the basic concepts of public administration regarding the policy
cycle, public management and public organizations.
2. Students should acquire a profound understanding of the most important doctrines of public administration
3. Students should acquire knowledge of the most important public institutions in our government

SKILLS

1. Students must be able to apply the concepts of public administration to analyze current policy issues and
the performing of public organizations.
2. Students must be able to reflect on the ethical issues of public administration.
 AFFECT AND ATTITUDES

1. Challenges and issues encountered by the different actors in governance e.g. the issue on corruption and
the efforts to fight it at the supranational level.
2. Students must be able to reflect on the ethical issues of public administration

III. EVIDENCE OF LEARNING

At the end of the semester, students are able to familiarize with the accountability, policy implementation and the
changing nature of public administration in the role of bureaucracy in political process.

IV. RUBRICS FOR ASSESSMENT: Introduction to Public Administration

Written Report (60%)

Criteria 4-Excellent 3-Good 2-Fair 1-Needs

Improvement

Introduction 10% Topic is introduced Topic is introduced Some key concepts Overly simplistic
through correct definition through definition of were not defined definition of key
of key concepts. key concepts. well. concepts.

Arguments are logical. Rationale, research Rationale, research No rationale for

question, and question, and study. No logical
Rationale is presented hypothesis are hypothesis are only argument for
logically and well- presented logically partially supported research question
supported by literature and supported by the by the literature and hypothesis.
review. literature review. review. Experimental Incorrect
Appropriate design is acceptable experimental design.
Introduction leads to
experimental design. but another design is
research question and
appropriate.
hypothesis in a logical
manner. Presents
thoughtful, original, and
critical analysis of the
concepts being studied.
Appropriate experimental
design.

Review of Related Presents a critical review
Literature 15% of studies directly related
to topic, and not just a
summary of previous
studies. The review is
integrated and coherent.
All studies reviewed are
appropriate and related to
topic. No references from
unscientific or
unconventional sources.
Studies reviewed are
current. Reviewed an
appropriate number of
studies that support
hypothesis and refute
Presents a critical One or more sources Only one or two
and integrated came from studies are cited.
review of studies unscientific sources. Presents only a short
directly related to the Presents only summary of previous
topic or concepts summaries of studies. Some studies
studies, and not just a previous studies are not relevant to
summary of previous related to the topic. the topic. Most
studies. No Not enough studies studies are not
references from reviewed. Some current.
unscientific or studies are not
unconventional current.
sources.
 hypothesis.
Method 25% All pertinent subsections
are included. All
necessary details about
the conduct of the
experiment are
mentioned.
Method is written in such
a way that other
researchers can replicate
experiment. No
unnecessary details are
mentioned.
Data analysis and Reported descriptive
Results 25% statistics and all data
processing. Correct
statistical analyses. Uses
tables and graphs
correctly. Explains results
in straightforward manner.
No unnecessary discussion
or interpretation of results.
Discussion and Logical interpretation of
Conclusion 15% results. Answers the
research question(s) in a
straightforward manner.
Links the results and
interpretation to the
literature review. Provides
recommendations and
addresses limitations.
Discussion is concise,
critical, and analytical.
Adherence to APA APA format for empirical
style 5% paper is followed in all
sections of the paper.
All pertinent One missing More than one
subsections are subsection. Not all missing subsection.
included. All necessary details are Method section lacks
necessary details included. many details.
about the conduct of
the experiment are
mentioned.
Method is written in
such a way that other
researchers can
replicate experiment.
Some unnecessary
details are included.
Reported descriptive Reports descriptive Incorrect statistical
statistics and all data statistics but not all analysis. Incorrect
processing. Correct data processing. tables and graphs.
statistical analyses. Correct statistical
Uses tables and analysis. Lacks
graphs correctly. tables or graphs.
Logical interpretation Interpretation of Incorrect
of results. Answers result is incomplete. interpretation of
the research Research question is results. There is no
question(s) in a only partially answer to the
straightforward answered. There is research question.
manner. Links the no clear linking back No link to literature
results and to the literature review.
interpretation to the review. No
literature review. limitations provided.
Provides limitations
of the study.
Except for one or two Some minor errors in Many errors in APA
omissions or errors, formatting based on style formatting
APA format for APA style. throughout the
empirical paper is paper.
followed in all
sections of the paper.
Grammar, editing, There is continuity or
and formatting 5% logical link between
paragraphs.
Each paragraph discusses
only one topic or
argument. Sentences are
clear and concise. There is
appropriate use of
psychological terms.
Appropriate use of figures
and graphs.
No grammatical errors.
No editing errors.
Cover page formatting is
correct.
Criteria 4-Excellent
Organization Introduces the purpose
and topic of the
25% presentation clearly and
creatively. Effectively
uses smooth transitions
between slides. Logical
order in presentation of
information. Ends with
accurate conclusion
showing thoughtful
evaluation of evidence.
Content Group provides an
accurate and complete
25% explanation of key
concepts. Provides
evidence of well-
designed and executed
experiment. Information
completely accurate.
There is continuity or Some paragraphs do No links between
logical link between not link. Each paragraphs.
paragraphs. paragraph discusses Sentences are
more than one topic. constructed
Each paragraph Some sentences are incorrectly. Incorrect
discusses only one constructed paraphrasing of
topic or argument. incorrectly. Incorrect many sources. Many
Sentences are clear paraphrasing of some grammatical errors
and concise. There is sources. Some and editing errors.
appropriate use of grammatical, editing, Many errors in cover
psychological terms. or formatting errors. page and formatting.
Appropriate use of Some errors on cover
figures and graphs. page format.
One or two editing,
formatting, and/or
grammatical errors.
Oral Report 40%
3-Good 2-Fair 1-Needs
Improvement
Introduces the Introduced purpose Does not clearly
purpose of the of presentation. introduce purpose or
presentation clearly. Includes some topic. Uses
Effectively uses transition between ineffective
smooth transitions slides. Group jumps transitions.
between slides. around topics or Presentation is
Logical order in areas of presentation. choppy or disjointed.
presentation of Ends with a No conclusion.
information. Ends conclusion.
with correct
conclusion. One or
two minor points are
lacking or confusing.
For most of the Explanations of No reference is
presentation, concepts are made to existing
explanation of incomplete. Presents literature.
concepts are accurate evidence of research Information
and complete. but some information included does not
Presents evidence of is lacking. support the research
correctly executed study. Shows little
experiment. No evidence of
significant errors are research, or
made. inaccurate or
incomplete
information about
study.
 Use of Graphics are designed to While graphics relate Occasional use of Use of superfluous
communication reinforce thesis of and aid presentation graphics that rarely graphics, no
aids presentation and audience thesis, these media are support presentation graphics, or poor
understanding. Visual not as varied nor as thesis. Choppy, time- graphics that detract
25% aids are large enough to well connected to the wasting use of from presentation.
be seen from the back of thesis or topic. Font multimedia. Font is
the room. Media are size is appropriate for too small or too
prepared in a professional reading. Some large.
manner. material not supported Communication aids
by visual aid. were poorly
prepared.

Ability to answer Demonstrates extensive Demonstrates Demonstrates some Demonstrates

questions knowledge of the topic by extensive knowledge knowledge of inaccurate or
responding confidently, of the topic by rudimentary incomplete
25% precisely, and responding questions by knowledge of topic
appropriately to all confidently, precisely, responding to most by responding
audience questions. and appropriately to questions. No incorrectly to
Encourages audience all audience questions. elaboration of questions or not
interaction or queries. At ease with answers answers. responding at all.
but fails to elaborate.

V. LEARNING PLAN

Weeks Topics Learning Experience / Assessments /

1 to 3 I Understanding Public Administration
1. Phases in the Evolution of Public
Administration
2. What is Public Administration
3. Why Public Administration is
Important?
4. Importance of Public Administration
5. 3 Branches of the Government
6. Scope of Public Administration
7. Difference Between Public and Private
Administration
8. Peculiarities of Public Administration
Resources
Learning Experience: (LO, 1,2,5)
 Explain the context of Public
Administration as a practice and other
field of study.
 Formative and /or Summative/Graded
Assessment:
Quiz, Group Activities and random
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities

4 to 5 II The study of Public Administration Learning Experience: (LO, 1,2,5)

1. Distinct Functions of the Government  Explain the context of Public
2. Is there a Philippine Public Administration as a practice and other
Administration? field of study.
3. Overview of Public Administration in the  Formative and /or Summative/Graded
Philippines Assessment:
4. Quiz, Group Activities and random
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities

Learning Experience: (LO 1,2,5)

6 to 8 III Government and Bureaucracy  Explain profound understanding of the
1. Concept of Bureaucracy system of administration based upon
2. Characteristics of Public organization into bureaus, divisions of
Administration labor, hierarchy of authority, design to
3. Characteristics of Bureaucracy in the dispose of a large body of work in a
Philippines routine manner.
4. Regulating and controlling Bureaucracy
 Formative and /or Summative/Graded
Assessment:
 Quiz, Group Activities and random

****** MIDTERM ******
9 to 11 IV Local Government, Autonomy and
Decentralization
1. Understanding Local Government
2. What is Local Governance?
3. Conceptual Perspectives on Local
Governance
4. Evolution of Local Government in
the Philippines
5. Policy Making in the Local
Government Units
6. Decentralization and Local
Autonomy in the Philippines
12 to V Personnel Administration in the
14 Government in the Government
1. Definition of Personnel
Administration
2. Responsibility of Personnel
Administration
3. Salient Features of civil Service
4. Why the Study of Public Personnel
Administration is important?
5. Scope of Personnel Administration
6. The Civil Service Commission
7. Characteristics of Civil Service
Commission
8. Classifications of Positions
9. Levels of Positions in the Career
Service
15 to VI. The Future of Public Administration
17 1. The Present Day Public
Administration
2. Divergent Views on the Future
Direction of Public Administration
VI. COURSE REQUIREMENTS [Be as detailed as possible in enumerating all the requirements for the course]
Requirement Points
Attendance 100 points Attendance will be monitored every meeting
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities
Learning Experience: (LO 1,2,5)
 Explain profound understanding of the
Local Government, Autonomy and
Decentralization
Formative and /or Summative/Graded
Assessment:
 Quiz, Group Activities and random
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities
Learning Experience: (LO 1,2,5)
 Explain profound understanding of the
Personnel Administration in the
Government
Formative and /or Summative/Graded
Assessment:
 Quiz, Group Activities and random
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities
Learning Experience: (LO 1,2,5)
Explain profound understanding the Future of
Public Administration
Formative and /or Summative/Graded
Assessment:
 Quiz, Group Activities and random
recitation.
Learning Activities and Resources:
 Lecture, Assignments, Video
Presentation and Group Activities
Description %
10%
 Over the course of the semester, there will be activities, both in and out
of class, and demonstrations in which active participation is expected.
Group Participation in, and completion of any written work associated with
Activities 100 points these activities is worth 10 to 20 points each. Group activities will be 20%
on a psychological theory/topic shown in an applied and creative
manner. Guidelines for the activities shall be provided.
There will be announced quizzes. worth 10 points each which will 30%
Quizzes, 100 points cover the previous meeting's lecture as well the assigned chapter of the
Assignments day.
and Projects
In the assignments and projects Students will be asked to research on a
particular phenomenon about the Philippines or the Filipinos, and
explain these in terms of psychological theories and concepts using
various scientific methods. The objective of the assignment and
project is to foster self-reflection, critical thinking and writing skills,
and practical application of psychological theories to real life
experiences.

Recitations shall also be graded and students shall be asked to recite in

class also from the previous meeting’s lectures and/or assigned topics
for the day.
Class 100 points 40%
Participation

Total 100%

VII. GRADING SYSTEM

MIDTERMS (50%) FINALS (50%) Grading Scale

Attendance 10% Attendance 10%
Quizzes 30% Quizzes 30% 1.00 ----- 96 - above
Assignment 30% Assignment 30% 1.25 ----- 93 - 95
1.50 ----- 90 - 92
Exam 30% Project 30%
1.75 ----- 87 - 89
TOTAL 100% TOTAL 100% 2.00 ----- 84 - 86
*The breakdown of percentages for both 2.25 ----- 81 - 83
midterm and final grades is only a 2.50 ----- 78 - 80
sample. Instructors are free to change 2.75 ----- 76 - 77
how each 50% is broken down. 3.00 ----- 75
5.00 ----- Below 75
INC ----- Incomplete
WP ----- Withdrawal from a
course with permission
UD ----- Unofficially Dropped

Notes:
* Minimum grade for Major Subject is 2.00 = 84 (indicate if applicable)
* Transmutation Formula
(Score/Highest possible score) x 50+50
VIII. POLICIES:
(Policies found in the latest Student Handbook are hereby adopted)

1. Attendance: Students are expected to attend class regularly. Students are responsible for all assignments or
announcements given in class. It is expected that all students will be present for all exams and quizzes. Make-up
exams are not given (because these are announced) and missed classroom activities cannot be made up, unless there
is compelling reason to have an excused absence authorized and recognized by the school. Please take note of the
following:
a. Maximum number of cuts (stated in student handbook) + 1 more cut = Failure due to Absence
b. 1 late = arriving 15 minutes after class starts
c. 3 Lates = 1 cut
It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise
wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of
allowable cuts.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submis sion will be accepted but shall incur 10% deduction for every day the submitted requirement is late.

IX. REFERENCES

Readings
Introduction to Public Administration by Carmelo Rico S. Bihasa
Public Administration Dynamics, Processes and Issues in the Philippines
Introduction to Public Administration in the Philippines De Guzman, Raul 2013
The State of Public Bureaucracy - Wamsley

Mandated Laws
Article IX-B of the 1987 Philippine Constitution
Section 3, Article IX, Letter B of the Philippine Constitution
RA 7160 Local Government Code in the Philippines

Journal
Philippine Journal of Public Administration

Electronic Sources
http://ncpag.upd.edu.ph/book-shop/introduction-to-public-administration-in-the-philippines-a-reader-volume-2/

Prepared By:

________________ ____________________ _________________ _______________________

Arman L. Jacinto, MPA Zara Jane Ballesteros, MPA Arman L. Jacinto, MPA Ma. Rasario M. Quejado, Ed D
Faculty in Charge Industry Practitioner Program Coordinator Dean CASEC