Mpam Curriculum - Ready

METROPOLITAN INTERNATIONAL UNIVERSITY
School of Research & Graduate Studies

Department Of Public Administration & Management
CURRICULUM FOR THE DEGREE

OF
MASTER OF ARTS IN PUBLIC ADMINISTRATION & MANAGEMENT
Submitted to:
The Accreditation & Quality Assurance Committee

National Council for Higher Education
P.O Box 76,
KYAMBOGO (U)
(May 2020)
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Table of Contents
Table of Contents....................................................................................................................2
1.0Preamble..............................................................................................................................8
1.2 Rationale of Programme.......................................................................................................8
1.2 Programme Objectives.........................................................................................................8
1.3 Expected Programme outcome.............................................................................................9
1.4 Target Population................................................................................................................9
1.5 Admission Requirements.....................................................................................................9
1.6 Duration of the Course........................................................................................................9
1.61 Number and length of semester.......................................................................................10
1.7 Mode of Instruction...........................................................................................................10
1.8 Infrastructure....................................................................................................................10
1.9 Assessment and Examination............................................................................................10
1.91 Grading of courses..........................................................................................................10
Description of Grading.............................................................................................................11
2.0 Progressions......................................................................................................................12
2.1 Minimum Pass Mark.........................................................................................................12
2.2 Graduation Requirements.................................................................................................13
2.3 Degree Classification.........................................................................................................13
Guidelines...............................................................................................................................13
2.4 Course structure for Master of Arts in Public Administration & Management....................14
Teaching staff list for Master of Arts in Public Administration & Management
Programme............................................................................................................................116
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School of Research & Postgraduate Studies
Department of Public Administration and Management
Master of Arts in Public Administration and Management
1.0 Introduction
The Master of Arts in Public Administration & Management (MPAM) Program will
provide a two-year full time weekend programme of intensive study for students
wishing to earn a Public Administration & Management Masters degree from
Metropolitan International University.
MPAM provides a strong background in areas of the management and administration

of public affairs in a Global modern context. The study Programme shall notably cover
key areas of study shall include but not limited to, Public Administration & social
institution, Human resources management, Decentralization, Globalization,
Governance and social sector management and Globalization & Social order among
others
1.2 Rationale of the Programme

Public administration is operational with public management, It needs to be
revitalizing that the public sector is expanding daily and it is becoming more complex.
Due to this, there is need to study and appreciate the multifaceted, appropriate, and
modern-day issues, and challenges in public administration and management if one is
to administer and manage the public affairs properly. This course revolves on public
administrators or managers for the public, private, and corporate domains that need
such technically, ethically and psychologically qualified personnel in their
organizations.
1.2 Programme Objectives

This public administration and management curriculum is purposely designed to
provide participants with strong theoretical and practical knowledge in the field of
public administration and management. The objectives will include:
a) To enable participants acquire knowledge, skills, attitudes and values in public
administration and management;
b) To enable participants critically analyze issues in society and devise means and
practical solutions to challenges that face contemporary societies;
c) To create amongst the participants a spirit of self-motivation and direction in
utilizing knowledge gotten in the delivery of both public goods and services;
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d) To enable scholars become more patriotic, analytical and accountable to all
clientele in the public domain.
1.3 Expected Programme Learning outcome.

At the end of the Programme of Master of Arts in Public Administration &
Management, the graduates shall be able to:-
a) Have acquired knowledge, skills, attitudes and values in public administration

and management that shall enable them manage dynamics in an organization.
b) Enable participants critically analyze issues in society and devise means and
practical solutions to challenges that face contemporary societies;
c) Enhance a spirit of self-motivation and direction in utilizing knowledge gotten
in the delivery of both public goods and services;
1.4 Target Population
The MPA programme is designed to enhance the skills of accomplished senior officials,
who hold key positions within their organizations and those aspiring to have a
specialized career in public administration. These include directors, ministers, and
members of Parliament, chief administrative officers, Commissioners, public service
ministry officials and all the technocrats at the district level. The programme also
targets those who intend to become career academics, thus preparing them
for advancement to PhD Studies.
1.5 Admission Requirements

Applicants to the MPA program must meet the general requirements for admission
to Graduate Programmes set by NCHE and Uganda Management institute.
Specifically, the following will be the requirements
1. Possession of a Bachelor’s Degree in any area of study from an institution of higher

learning recognized or accredited by NCHE.
2. Possession of a professional qualification deemed by NCHE to be equivalent to a

Bachelor’s degree from a recognized professional body.
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1.6 Duration & Options of the Course
Master of Arts in public administration and Management is a two-year course. Thus,
the Programme will be conducted on a semester basis, that is, two semesters per year. However,
the maximum duration is four (4) years, otherwise the student will be deregistered.
The programme shall have two options namely;
1. Plan A- Means Two (2) semesters of class work (coursework) and one (1) year of
Dissertation
2. Plan B- Means three (3) semesters of class work (coursework) and Research project in
the fourth (4th) semester.
It will be incumbent the student to choose the option at the start of the programme.
Students who have completed 70% of their studies but fail to complete the entire programme
shall be awarded a Postgraduate Diploma.
1.61 Number and length of semester

Each academic year of study will have two (2) semesters each covering seventeen (17)
weeks; 15 weeks for teaching and two weeks for examinations hence a total of four (4)
semesters.
1.7 Mode of Instruction

The mode of teaching and learning shall involve, presentations, group discussions,
role plays, guest speakers, debates, etc as need arises.
1.8 Infrastructure.
The university has exclusive lecture rooms/ theatre, computer laboratory, well stocked library
and furniture. The main source of teaching material shall be from the university library and
internet in form electronic resource. There is RENU internet connectivity(12 mbps bandwidth)
that will allow us make use of the internet base or online resource materials as well as we are full
subscribers of CUUL for the e-library resources. Infrastructure specifics are as follows:
Note:
a. The expected number of students are fifteen (15)
b. There are over 200 reference books and 300 library books to supplement on the 135,000
e-resources on the CUUL platform.
c. The Computer laboratory has 40 computers with full time internet.
S/N Infrastructure Quantity Space In Square Meters

1. Lecture Halls 4 220
2. Seminar Hall 1 80
3. Private Study Room 1 60
4. Staff offices 5 75
5. Library 1 60
6. Computer Lab 1 50
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1.9 Assessment and Examination
The Mode of assessment shall include Coursework, Tests, Exams and Dissertation.
This will be realized through course work administered through take home
assignments, group presentations, and mid-semester tests (course work) taking 40%
of the total mark. An end of semester examination shall also be administered taking
60% of the total mark.
At the end of the course students are expected to write a research report/dissertation
within an area that is in line with the student’s interest, so that they are able to
internalize and apply what they have learnt in class.
1.91 Grading of courses

a) That each course shall be graded out a maximum of (100) one hundred marks and
assigned appropriate letter grades point as follows:
Marks Letter grade Grade point Interpretation

90-100 A+ 5.0 Exceptional
80-89 A 5.0 Excellent
75-79 B+ 4.5 Very Good
70-74 B 4.0 Good
65-69 C+ 3.5 Fairly Good
60-64 C 3.0 Marginal Pass
59-and below D+ 2.5 Fail
Description of Grading
i. A+ Exceptional: thorough knowledge of concepts and/or techniques and
exceptional skill or great originality in the use of concepts/techniques in
satisfying the requirements of an assignment or course.
ii. A excellent: through knowledge of concepts and/or techniques together with
a higher degree of skill and/or some elements of originality in satisfying the
requirements of an assignment or course.
iii. B+ Good: thorough knowledge of concepts and/or techniques together with
fairly high degree of skill in the use of those concepts/techniques in
satisfying the requirements of as assignment or course.
iv. B Good: Good level of knowledge of concept and/or techniques together with
consider-able skill in using them to satisfy the requirements of an
assignment or course
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v. C+ Fairly Good: acceptable level of knowledge of concepts and/or techniques
together with considerable skill in using them to satisfy the requirements of
an assignment or course.
vi. C Marginal Pass: minimum knowledge of concepts and/or techniques
needed to satisfy the requirements of an assignment of courses.
a) Calculation of Cumulative Grade Point Average (CGPA)

The CGPA at a given time shall be obtained by:
CGPA = N
∑ (GPi x CUi)
i=0
N
∑ Cui
i=0
Where GPi is the Grade Point score of a particular course i; CUi is the number of
Credit Units of course i; and n is the number of courses so far done.
(b) These additional letter shall be used where appropriate:
W. Withdrawal
I. Incomplete
AUD. Audited courses only
Note: The courses pass grade is 3.0
(d) No credit unit shall be a warded for any course in which a student fails
2.0 Progressions
Progression of a student shall be classified as Normal, probation or discontinuation.
(a) Normal progression (NP) occurs when a student passes each course taken with a
minimum grade point of 3.0.
(b) Probationary progress(PP)
A student who has obtained the cumulative grade point average (CGPA) of less than
3.0 shall be placed on probation. Such a student shall be allowed to progress to next
semester/academic year but shall still retake the course(s) he/she had failed the
assessment in later on and obtain at least the pass mark (60%) in the course (s)
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(c) Certificate of due performance
A student who does not have coursework marks shall be denied certificate of due
performance and will not be allowed to sit the university examinations.
(d) Absence from examination

If the board of a faculty found out that a student has no justifiable reason for having
been absent from a particular examination, such as a student shall receive a fail (F)
Grade for the course (s) he/she had not sat the examination in. the course(s) in which
the fail (F) Grade was/were awarded shall also count in the calculation of the CGPA.
(e) Discontinuation
i. When a student accumulates three consecutive probations based on CGPA
he/she shall be discontinued
ii. A student who has failed to obtain at least the pass mark (60%) during the third
assessment in the same course or courses he/she had retaken shall be
discontinued from his/her studies at the university.
iii. A student who has overstayed in an academic programme by more than two (2)
years shall be discontinued from his/her studies at the university.
2.1 Minimum Pass Mark

A minimum pass grade for each course shall be 3.0 grade points.
Re-taking a Course
1. A student may re-take any course when it is offered again in order to pass if the
student had failed the course.
2. To improve the grade if the first pass grade was low in the opinion of the
student. Improving a grade shall be done once for a particular course.
2.2 Graduation Requirements

To qualify for the award of the degree of Master of Arts in Public Administration &
Management a candidate is required to obtain a minimum of 40 credit units for all the
modules passed
2.3 Degree Classification

The degree awarded shall be UNCLASSIFIED
Guidelines
Definition of some key terms
(i) Contact Hour (CH)
A contact hour shall be equivalent to one hour of lecture/tutorial or two hours of case
study.
(ii) Credit unit (CU)
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A credit unit is one contact hour per week per semester or a series of 15 contact
hours.
(iii) Core Modules
A core module is a module which is essential to a program and gives the programme
for its unique features. All the students who are registered for a particular programme
offer it.
(iv)Elective Modules
An elective is a module offered in order to broaden a programme or allow for
specialization. An elective module is elected from the given groups of modules at the
convenience of the student.
(v) Pre-requisite
A pre-requisite is a condition (either course or classification), which must be satisfied
prior to enrolling to the module in question.
(vi) Pre-requisite module
Therefore this is a module offered in preparation for a higher level module in the same
area
(vii) Programme
It is a set of prescribed modules, which are offered for award of a particular
degree/diploma/certificate
PROGRAMME STRUCTURE FOR MASTER OF ARTS IN PUBLIC

ADMINISTRATION & MANAGEMENT
YEAR 1 SEMESTER 1
COURSE COURSE NAME LH TH PH CH CU
CODE
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PAM7101 Foundation of Public 60 - 60 4
Administration
PAM 7102 Decentralization & Local 60 - - 60 4
Government
MBA 7102 Organizational Behavour 60 - 60 4
MSF 9106 Cooperative Public Administration 30 - 60 60 4
DEV 7202 Ethics And Development 60 - 60 4
PAM 7103 Leadership & Change Management 60 - 60 4
Semester load = 24 CU
YEAR 1 SEMESTER II
PAM 7204 Project Planning and Management 60 - - 60 4
UCC 7100 Research Methods 60 - - 60 4
HRM 7103 Strategic Human Resource 60 - 60 4
Management
EPP 7202 Public Financial Management 60 - - 60 4
MPA 7103 Scholarly Writing & Publication Skills 30 - 30 45 3
Semester Load = 19 CU
(PLAN A)
MBA 7307 Research Seminar Series & Dissertation
450 - 300 600 40
Total load for research seminar series 40 CU
& dissertation
YEAR II SEMESTER I- MANAGEMENT OPTION
PAM 7303 Government And Politics 60 - - 60 4
PAM 7304 Administrative Law 60 - - 60 4
PAM 7301 Managing Non-governmental 60 - - 60 4
Organizations
DEV 7104 Gender And Development 60 - - 60 4
Semester load 16 CU
YEAR II SEMESTER II
PAM 7404 Research Seminar series & 200 - 200 300 20
Research Project (PLAN B)
PPM 7102 Project Planning & Management 60 - - 60 4
PAM 7203 Comparative Public Administration 60 - - 60 4
PAM 7401 Public Procurement Management 60 - - 60 4
PCS 7104 Conflict Management 60 - - 60 4
Semester Load = 36 CU
TOTAL GRADUATION LOAD 135 CU
YEAR ONE SEMESTER ONE
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# CODE COURSE TITLE UNIT STATUS
1 PAM7101 Public Sector Management 4 Core
2 PAM 7102 Decentralisation And Local Government 4 Core
3 MBA 7102 Organizational Behavour 4 Core
4 DEV 7202 Ethics And Development 4 Core
5 PAM 7104 Leadership & Change Management 4 Core
5 MPA 7103 Scholarly Writing & Publication Skills 3 Core
PUBLIC SECTOR MANAGEMENT
COURSE CODE: PAM7101
COURSE CREDIT UNIT: 4
STATUS: Core
PROGRAMME TYPE: Postgraduate
Brief Course Description
The course is to equip students with knowledge about issues relating to the public
sector in developing countries and also under developed countries, theories which are
essential component of public sector to the students since these theories are the factor
that is used by the student to understand the objectives of public sector. The issues
learnt shall be applied into practical experience by the student of Public
Administration.
COURSE OBJECTIVES
The aim of this course is to provide students with critical analysis of developments in
public sector management regarding principles, structures and systems within
national and international contexts. Specifically; the course aims to enable students;
 To explain the public sector in general

 To evaluate the skills of fiscal policy that are still being used today in running
the economy
 Identify the features of public sectors management
 Describe the patterns of operations of public sectors and their management
 Explain the applications of different measures of efficiency, performance and
accountability.
 Explain the challenges facing the development of public sector management.
COURSE LEARNING OUTCOMES
By the end of the course unit students should be able to;
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 Evaluate the skills of fiscal policy that are still being used today in running the
economy.
 Ability to analyze the features of public sector management
 A deep understanding of the patterns of operations of public sectors and their
management
 Ability to apply different measures of efficiency, performance and
accountability.
 Analyze the challenges facing the development of public sector management
and their solutions
Assessment and Method of Evaluation
 Continuous assessment tests 20%

 Group and individual project (course work) 20%
 End-of-Semester Examination 60%
Total 100%
Detailed Course Description
Introduction (6 hours)
 Conceptual Definitions
 Differentiation between the public sector and other sectors
 Role of public sector
Public good and public services (6 hours)
 Emerging free rider problem and its challenges

 Measures to avert challenges for the provision of public good and public
services
Administrative Reforms in Public sector (12 hours)
 Overview
 The old Public Management Characteristics and challenges
 Reforms in 1980s and 1990s
 Structural adjustment programs (SAPS)
 New public management phase (NPM)
 Capacity building phase
 New Public governance
 Alternative Modes of service delivery
Public Sector and Public Policy (6 hours)
 Overview
 Sources of public policy
 Forms of public policy
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 Policy actors and policy Universe
 The policy process
The Government Executives, Structures and Systems (8 hours)
 Arms of government
 Government organs
 Government public services and systems
Planning and Decision Making in Public Sector Management (8 hours)
Overview
 Purpose for planning

 Types of decisions in the public sector
 Decision making theories
 Decision making in practice
 Challenges of decision making
Accountability in the Public Sector (8 hours)
 Overview
 Forms of accountability
 Challenges and measures
Public Private Partnership (PPPs) in Public Sector Management (6 hours)
 Overview
 Forms of partnerships
 Case studies
MODE OF DELIVERY
 Lectures
 Presentations
INSTRUCTIONAL MATERIALS AND / OR EQUIPMENT
 Whiteboard and Markers

 Flip Charts
 LCD Projectors
 CDs, DVDs and Tapes
Required Readings
 Aidan, R and Alan, L. (1999). Public Services Management, Prentice Hall.
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 African Development Bank. (2005). Public Sector Management in Africa,
AfricanDevelopment Report. New York, USA: Oxford university press.
 Akampurira, E., Root,D., Shakantu,S.(2007). Factors Constraining the
implementation of Private-Public Partnerships in the Electricity Sector in
Uganda.
 Basheka, B., Kyohairwe, S.&Karyeija, G.K.(2011). Citizen-Driven Administrative
Accountability through Informal Networks.International Journal of Policy
Studies Vol.2, No.2, 2011
 Brown, W &Hogendern, J. (2002). International economics in the age of
globalization Canada: Broadview press ltd.
 Chabal,P. and Daloz,J.F.(1999). Africa Works: Disorder as a political
instrument. Oxford, UK: James Currey
 Charter for the public service in Africa Adopted by the Third Biennial Pan-
AfricanConference of Ministers of Civil Service Windhoek, Namibia 5 February
2001
 Cohen, Mi, D., James, G. M and Johan, P. O. (1972). A garbage can Model of
organizational Choice.Administrative Science Quarterly. 17, 1-25
 Denhardt, R.B. (2011). Theories of Public Organization, (6thed). Boston:
Wadsworth Cengage Learning.
 Farlam, P. (2005). Working Together: Assessing Private-Public Partnerships in
Africa, Nepad Policy Focus Series. Johannesburg, South Africa: South Africa
Institute of International affairs(SAIIA),
 Freeman, R., Griggs, S. & Boaz, A. (2011). The practice of policy making.
Evidence & Policy: A Journal of Research, Debate and Practice, 7(2), 127-
136.
 GOU-The Leadership Code Act 2002
 GOU (1995). Constitution of Republic of Uganda
 Gupta, A. (2001). Public Finance and Planning. New Delhi: Anmol publishers.
 Howlet and Ramesh (n.d).Studying Public Policy. Public Cycles and Policy
subsystems
 Johnson, C.W.(1992). Public Administration.Policy, Politics and Practice.
Dushkin Publishing Group, Inc.
 Pollitt, C, and Geert, B. (2011). Public Management Reform: A Comparative
Analysis: New Public Management, Governance, and the Neo-Weberian State,
(3rded). New York: Oxford.
 Public Management and Governance, (2nded). London: Routledge.
 Steiner, G.A. and John,F. Steiner (2006). Business, Government and Society: A
Managerial Perspective. Texts and Cases, (6thed).New York: McGraw-Hill, Inc.
 Tripp, A. M. (1997). Changing the rules. The Politics of Liberalisation and the
Urban Informal Economy in Tanzania, Berkeley: California University Press.
 Webber, C and Wildavsky, A. (1986).A History of Taxation and Expenditure
in the Western World, New York: Simon and Schuster.
 World Bank. (1999). World Development Report 1999/2000: Entering the
21st Century: The Changing Development Landscape, London/New
York: Oxford University Press.
DECENTRALISATION AND LOCAL GOVERNMENT
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COURSE CODE: PAM 7102
ACADEMIC PROGRAMME: Master of Arts In Public Administration And Management
STATUS: Core
This course will prepare students to understand the local government orthodox
structures, functions, systems, services, and the local government development. It
enables the students to appreciate the linkages between the center and the local units.
The practical and theoretical knowledge of local governance and decentralization offer
bases for appreciating the related challenges and suggesting future improvements.
COURSE OBJECTIVES
The aim of the course is to prepare students to;
 Have requisite knowledge, skills and attitudes to manage and administer in the
local government.
 Identify and explain the local government orthodox, concepts, theories
 Describe the local government structures and systems at the local , national
and international levels in a comparative perspective ;
 Advise local governments on the sources of finances and other local resources
 Appreciate different types of decentralization and its nexus with democratic
governance.
 Demonstrate understanding of the autonomy and regulation by central
governments
Upon completion of this module, students will be able to:
 Have requisite knowledge, skills and attitudes to manage and administer in the
local government.
 Advise local governments on the sources of finances and other local resources
 Appreciate different types of decentralization and its nexus with democratic
governance.
 Demonstrate understanding of the autonomy and regulation by central
governments

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Total 100%
Overview and Conceptualizing local governance and Decentralization (6 hours)
 The concept of decentralization

 Modes and scope of decentralization
 Purposes for Decentralization
 Decentralization Challenges
 Factors leading to local government Authorities development
Decentralization and Local governance in global, regional and national

Perspectives (15 hours)
 Theories of Local Governments

 Orthodox Debates
 Local Governments and Democracy
 Public Choice Theories
Local government organization: (6 hours)
 Structure and administration

 Implications.
 Selected cases
Local democracy and Political participation in LGs and the feminization of Local
politics (15 hours)
 Local Electoral Politics

 Defining Participation
 Modes of Participation
 Factors Influencing Participation
 Political representation
Local Government Finance (6 hours)
 Fiscal decentralization
 Accountability in LGs
Central-local and Inter governmental relations: (6 hours)
 Complexities of Autonomy and regulation
Re-inventing local governments: (6 hours)
 Challenges
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 Future perspectives
MODE OF DELIVERY
 Lectures
 Practical assignments
 Tutorials & guest lectures

 Flip Charts
 LCD Projectors
Required Readings
 Anwar, S.(2007). Local Governance in Developing Countries (Public Sector

Governance and Accountability)
 Brinkerhoff, D.W & Omar, A. (2006). “Decentralization and Community
Empowerment: Does community empowerment deepen democracy and improve
service delivery?” Paper prepared for the workshop on Decentralization and
Democratic Local Governance, USAID, September 18-19, 2006
 Cheema, G. S and Dennis, R. (2007).Decentralized Governance: Emerging
Concepts and Practice. Washington, DC: Brookings Press.
 Cheema, R. and Rondinelli,D.(1983). “The Concept of Decentralization”, in
Decentralization and Development, Sage Publications, CA.
 Conway, F.J. (2005). Intergovernmental Fiscal Relations in Central and Eastern
Europe: A Source Book and Reference Guide. Washington, DC: World Bank
Institute.
 Daniel, T.(2007). The Architecture of Government: Rethinking Political
Decentralization
 Dennis, A. R and Shabbir C. G. (2003): Reinventing Government for the Twenty-
First Century: State Capacity in a Globalizing Society
 Golola, L. M. (2003). ‘Decentralisation, Local Bureaucracies and Service
Delivery in Uganda’, in Reforming Africa’s Institutions, ed. Kayizzi-
Mugerwa, S., New York: United Nations University Press.
 GOU (1995).The Constitution of the Republic of Uganda, UPPC-Entebbe.
 GOU (1997).The Local Governments Act CAP 243
 GOU (1998), The Local Governments financial and Accounting Regulations,
UPPC-Entebbe.
 Janda, K; Berry, M. F. (2004). The Challenge of democracy, (Brief Edition).
Boston: Houghton Mifflin Company.
 Kyohairwe, S. (2009). Gendering Political Institutions in Uganda: Opportunities,
Significance and Challenges of Women in Local Politics. VDM Verlag Dr. Muller
Aktiengeseells chaft & Co. KG, Germany.
 Merilee, S. G. (2009): Going Local: Decentralization, Democratization, and the
Promise of Good Governance
 PranabBardhan and DilipMookherjee (2006): Decentralization and Local
Governance in Developing Countries: A Comparative Perspective
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 Robin, B and Anwar, S. (2009). Fiscal Federalism: Principles and Practice of
Multi order Governance
 Shabbir, C and Dennis, A. R. (2007): Decentralizing Governance: Emerging
Concepts and Practices
 Stoker,G. and King,D. (1996). Rethinking Local Democracy
 Stoker, G. (1988). Politics of Local Government. London: MacMillan.
 Tulia, G. F. (2010): Decentralization and Subnational Politics in Latin America
ORGANIZATIONAL BEHAVOUR
COURSE CODE: MBA 7102
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CREDIT UNIT: 4
STATUS: Core
This course aims at introducing students to the knowledge and concepts of

organizations. It will cover issues concerned with overview of personality contribution
to organizations, Motivation, leadership, managing change in organizations
management theories, satisfaction, organizational politics, conflict and
communication.
COURSE OBJECTIVES
The course is designed to;
 Introduce students to the knowledge and concepts of organizations, the

behavior of individuals in these organizations among others.
 Enable students identify and explain concepts of organizations
 Enable students discuss the communication process in an organization
 Enable students examine the importance of leadership and conflict resolution
in an organization
By the end of the course, students should be able to:
 Have knowledge on concepts of organizations, the behavior of individuals in

these organizations among others
 Identify and explain concepts of organizations
 Discuss the communication process in an organization
 Assess the importance of leadership and conflict resolution in an organization

Total 100%
Define terms in full (3 hours)
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 Organization and organizational behaviour
 Management, administration and theory
History of organization (9 hours)
 Theories of management
Management of conflicts (3 hours)
Organizational politics (upward mobiles, ambivalent and indifferent) (3 hours)
Managing change in an organization (3 hours)
Leadership and group behaviour (3 hours)
Motivation (3 hours)
Communication (3 hours)
Satisfaction in organization (3 hours)
Decision making (3 hours)
Managing leave (3 hours)
Stress management (3 hours)
MODE OF DELIVERY
 Lectures
 Presentations

Total 100%

 Flip Charts
 LCD Projectors
Required Readings
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 Cole, G.(2004). Management theory and practice, (6thed). London: Gridline
Lyons publishers.
 George, J.M. and Gareth,R.J.(2002). Understanding and managing
organizational Behaviour. New Jersey: Prentice Hall International.
 Jennifer, M. Gand Gareth, R. J. (1998).Understanding and managing
Organization Behaviour (2nded). New York: Addison – Wesley.
 Kreitner, R.& Kinki, R. (1995).Organizational Behaviour (3rded). Arizona: Irwin
publishers.
 Kreitner, R.&Kiniki, R. (2005).Organizational Behaviour (3rded). Arizona:
McGraw Hill publishers.
 Mcshane, S. L.&Glinow von, M. A.(2003). OrganisationalBehaviour (2nded)
emerging Revolution; New York: McGraw Hill Irwin Publishers.
 Mcshane, S. L.&Glinow, Von, M, A. (2005). Organisational Behaviour (3rded).
NewYork: McGraw – Hill Irwin publishers.
 Newstom and Davis, (1997).Organizational Behaviourat work, (10thed).
MacGraw – Hill Cos. Inc. USA.
 Richard, L. D. (2003). Management (6thed). Ohio, Thomson South Western
West.
 Prasaad, L.M. (2002). Principles and Practice of Management, (6thed). New
Delhi;
 Sultanchand and sons publishers.
 Robert, B. (1986). Behavior in Organizations; Understanding and managing the
Human Side of work,(2nded).Allyn& Bacon, Inc., USA.
 Schermerhorn, J. R. J, James, G. Hunt, Richard, N. O. (2000).
Organizational Behaviour 7thed New York: John Willey and sons Inc.
 Stephen, P. R, Nancy, I. (2003). Organizational Behaviour; Concepts
Controversies, Applications; Toronto: Pearson prentice Hall
 Stephen, R. (1998). Organizational Behaviour, Concepts, Controversies,
Applications. (8thed). Prentice – Hall Inc., USA.
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COMPUTER APPLICATIONS IN RESEARCH
COURSE CODE: MSF 9106
STATUS: Core
The course is designed to familiarize students with computer operating systems

and to teach them how to manage databases and how to use common
statistical data analysis programs to process research data. The objective of the
course is to empower students to use computers in analyzing and interpreting
their research data.
OBJECTIVES
 Work effectively with a range of current, standard, Office Productivity

software applications.
 Evaluate, select and use office productivity software appropriate to a
given situation.
 Apply basic adult learning and assessment principles in the design,
development, and presentation of material produced by office
productivity applications.
 Demonstrate employability skills and a commitment to professionalism.
EXPECTED LEARNING OUTCOMES
 By the end of the course students should be able to:

 Ability to Discuss the components of a computer system
 Have knowledge on basic computer software and application packages
 Analyse the role of computer application packages in research
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Statistical package for social scientists
· SPSS data, SPSS screen, Exiting SPSS
SPSS and data processing
Coding data for SPSS, Entering data into SPSS, presenting data using SPSS,
editing data using SPSS, transforming data using SPSS
SPSS and descriptive data analysis
· Analysis of frequencies using SPSS, analysis of central tendency using

SPSS, analysis of dispersion using SPSS
SPSS and comparative data analysis
Comparing two population means for equality, students two sample T-test,
using SPSS, comparing two or more population means for equality, sir Ronald
fishers analysis of variance using SPSS
SPSS and correlative data analysis
Correlating two numerical variables, Pearson’s correlation coefficient test,

using SPSS, correlating two ordinal or ranked variables, spearman’s rank
correlation coefficient test, using SPSS, correlating two categorical variables
SPSS and Predictive Data analysis
Predicting one numerical variable on another numerical variable
Simple linear regression,
Using SPSS
Predicting one numerical variable on several numerical variables
Multiple linear regression, using SPSS
MODE OF DELIVERY
Lectures
Reading assignments
Presentations
Group discussions
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Whiteboard and Markers
Flip Charts
LCD Projectors
CDs, DVDs and Tapes
Explain the use of the Internet in research
Continuous assessments tests 20%
Group and individual project (course work) 20%
End of Semester Examination 60%
Total 100%
Required Readings
 Donald, H. M. (2001). Research Methods. 5th ed. Belmnt CA: Wadsworth

 Ojo, S. O. (1990). Introduction to computer Science. Ibadan: University of
Ibadan press
 Silberschatz, A.; Korth F. H and Sudarshan S.( 2006). Data Base System
 Concepts. 5th ed. Boston: McGraw-Hill
 Amin, M.E.(2005). Social science research; conception, methodology and
analysis, Kampala; makerere university printer.
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ETHICS AND DEVELOPMENT
COURSE CODE: DEV 7202
CREDIT UNIT: 4
ACADEMIC PROGRAMME: Master of Arts in Public Administration And Management
STATUS: Core
The course unit provides a basis for the understanding of ethical values in
development.. It is intended to equip students with ethical values in development
work, ethical dilemmas involved in development practice as well as obstacles to ethical
development with a specific focus on Africa in general and Uganda in particular. The
course begins with an introduction to development ethics, examines the relevance of
ethical theories to development and puts emphasis on ethics and Uganda’s
development policy.
COURSE OBJECTIVES
 The course is designed to;

 Ground students in understanding the relevance of ethical theories to
development
 Enable students know the common approaches to development
 Enable students get the knowledge and understanding of the role of culture in
development
 Enable students establish how ethical development can be realized
 Enable students find out the ethical dilemmas in development work
 Discuss relevance of ethical theories to development

 Identify common approaches to development
 Examine the role of culture in development
 Explain the case that ethical development is one that is sustainable
 Critically examine the ethical dilemmas in development work
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Introduction to development ethics (3 hours)
 Nature
 Scope
 Concept of Ethics
 Concept of Development
Justification of Development Ethics (6 hours)
 Characteristics of Ethical Development

 Goals and strategies of ethical development
Cultureand development (6 hours)
 Definition of culture
 Positive and negative elements of culture
 Role of culture in development
Corruption (6 hours)
 Definition
 Types of corruption
 Causes and effects of corruption
 Role in development
Foreign Aid (3 hours)
 Definition of foreign Aid

 Types of foreign aid
 Role of foreign aid in development
Obstacles to development (9 hours)
 Poverty
 Definition of poverty
 Types of poverty
 Causes, effects, and solutions of poverty
 MDGs and SDGs
 Religion
 Definition of religion
 Types of religions
 Influence of religion on society
Education and Gender (6 hours)
 Definition of Education
 Definition of Gender
 Role of education in development
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 Gender Awareness
 Mainstreaming
Modern Technology (6 hours)
 Role of modern technology in development

 Pros and Cons of modern technology
MODE OF DELIVERY
 Class Presentations
 Lectures
 Discussions

Total 100%

 Flip Charts
 LCD Projectors
Required Readings
 De Revaro, O. (2001). The Myth of development; Non-viable economics of the

21stcentury. London: Zed Books ltd.
 ECA (1993). Survey of economic and social conditions in Africa United Nations,
Addis Ababa.
 Gouret, D. (1995). Development ethics. London: Zed Books ltd.
 World Bank. (1991). World development report. Oxford: Oxford University Press.
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LEADERSHIP AND CHANGE MANAGEMENT
CODE: PAM 7103
CREDIT UNIT: 4
STATUS: Core
The purpose of this module is to emphasize the role of effective leadership in

facilitating organisational change- with focus in the public sector setting. This will be
achieved by linking various leadership perspectives to the diverse frameworks,
concepts and theories of change management. Ultimately students are expected to
appreciate and embrace different skills and approaches on how they can lead a
successful and rewarding organizational change initiative. This takes full cognisance
of the fact that the work of a leader is to constantly look forward and provide the
necessary changes for an organization, being visionary is critical to success in any
organization and a key attribute for any organizational leader.
Course objectives
At the end of this course, the student:
 Can explain the relevance of organizational change in the public sector, and its
central aspects.
 Can describe the characteristics of central change management approaches and
leadership theories.
 Can explain how the particular context of public organizations influences
change management and leadership.
 Is able to apply the key concepts of this course in a systematic analysis of an
organizational change process in a public organization.
 Has developed the ability to stay informed about current leadership
developments and trends through online resources and networks.
 Is able to formulate and effectively communicate a change vision in an
organizational setting.
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Learning Outcomes
At the end of the course, students should be able to:

 Explain change leadership and change management in general.
 Distinguish various leadership theories and evaluate their contemporary
relevance.
 Identify the key models used in planned organisational change and
management.
 Identify the role of culture in leadership and change mainly at group level.
 Discuss leadership and change management in the Malawi public sector.
 Analyse a variety of emerging issues in leadership and change management.

1. Introduction to Leadership and Organisational Change (6hours)
 Different viewpoints of leadership and organisational change
 Organisational power and leadership
 Public sector leadership style in contemporary and historical perspective
 Change leadership verses Change management
 Administrative leadership versus management leadership
 Organizational learning and learning organization
 Strategic leadership verses Strategic management
2. Theories and Styles of Leadership (6hours)
 Traditional Theories of Leadership.
 Contemporary Theories of Leadership.
 Generic styles of Leadership.
 Profile of notable leaders (public and private sector) and their type of style: in
Malawi and other countries.
3.Types of Organisational Change (6hours)
 Frequency and magnitude of organisational change
 Principles of understanding change
 Revolutionary and evolutionary change
 Reflection on type of change (s) in the Malawi public sector
 Institutional arrangement for initiating change in the Malawi public sector

4. Managing Groups and Leading teams in Public Service (6hours)
 Team verses groups in an organisation
 Relevance of teams in public sector setting
 Formal and informal groups- features, advantages and disadvantages
 Group formation, structures and processes
 Managing intra and inter group conflict
 Common intra and inter group conflicts in the Malawi public sector
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 Role and limitations of controlling officers and line managers in managing intra
and inter group conflicts in the public sector
5. Leading and Managing Organisational Change (6hours)
 Rationale of managing the change process
 Diverse models for managing change
 Overcoming resistance and sustaining change
 Relevance of the Malawi government’s Leadership Development Framework
(LDF) to change management
 Leading and Managing organisational change in the Malawi public sector
6. The Role of Culture in Leadership and Change Management (6hours)
 Organisational culture and transformational change
 Changing organisational culture in chaotic and unpredictable environment
 Transformational leadership and cultural change
 Public sector culture, power, politics and conflicts
7. Emerging Issues in Private and Public Sector Leadership and Change
Management (6hours)
 Positional verses Thought Leadership
 ‘Leading above the line’ approach
 Servant leadership approach
 Challenges in applying emerging leadership issues in change management
process.
Assessment
 Continuous assessment: 40 %
 Examinations: 60 %
Teaching and Learning Methods:
 Lectures
 Guest lectures and presentations by practitioners
 Individual and group students’ presentations
Prescribed Texts
Anderson, D and Anderson, L. 2010. Beyond Change Management.Pfieffer
Cummings, T & Worley, C. 2014.Organisation Development and Change

10thEdition.Thomson South-Western.
DuBrin, A. 2012.Leadership: Research Findings, Practice, and Skills. Cengage

Learning.
Kotter, J. 2008. Force For Change: How Leadership Differs from Management. Simon
and Schuster
Teelken, C,Ferlie, E and Dent, M (eds).2012. Leadership in the Public Sector: Promises

and Pitfalls. Routledge Publications.
Van Wart, M. 2012.Leadership in Public Organizations: An Introduction. M.E. Sharpe
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Quinn, R., (2004) Building the Bridge as you walk on it: A Guide for Leading Change.
San Francisco: Jossey-Bass
Rowland, D., and Higgs, M., (2008) Sustaining Change and Leadership that Works.
San Francisco: Jossey-Bass

Recommended texts
DuBrin, A. 2012.Principles of Leadership.South-Western Cengage Learning
Kotter, J and Cohen, D. 2002. The Heart of Change: Real-life Stories of how People
Change Their Organizations. Harvard Business Press.
Pyerson University. 2011. Change Management Leadership Guide. Human Resource

Department
Raffel, J,Leisink, P, and Middlebrooks, A (eds). 2009.Public Sector Leadership:

International Challenges and Perspectives. Edward Elgar Publishing
Tambulasi R. and Kayuni H. 2013. “Public Sector Reform in Malawi”, in Patel N and
Svasand R (eds.), Government and Politics in Malawi, Second Edition, Capital Printing
Press, Lilongwe. Pp 294 – 312
TambulasiR.I.C (ed), 2010. Reforming the Malawian Public Sector: Retrospectives and

Prospectives, CODESRIA: Dakar.

Journal Publications
Ahn, M, Adamson, J, Dornbusch, D. 2004. “From Leaders to Leadership: Managing

Change”. Journal of Leadership & Organizational Studies.Vol. 10.No. 4.Pp112-123.
Gilley, A, MacMillan, H, and Gilley, J.2009. “Organizational Change and

Characteristics of Leadership Effectiveness”.Journal of Leadership and Organizational
Studies.Vol16.Pp 38-47
Kayuni H. 2012. “From Loyal Employees to Fugitives on the ‘Wanted’ list in Malawian
Organizations: Proposing ‘Organizational Culture’ as an Explanatory
Framework”. Management- Journal of Contemporary Management Issues.Vol. 17. No1,
pp 15-31.
McCrimmon, M. 2005. "Thought leadership: a radical departure from traditional,

positional leadership", Management Decision, Vol. 43 Iss: 7 pp. 1064 – 1070
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SCHOLARLY WRITING AND PUBLICATION SKILLS
CREDIT UNIT: 4
ACADEMIC PROGRAMME: Master Of Arts In Public Administration And Management
STATUS: Core
This course is designed to provide candidates with knowledge and practical skills for
advanced academic writing and publication of papers, theses, books and other
academic works. The course covers key aspects in writing and publication of scholarly
works including selecting titles, making outlines, drafting, reviewing and editing. The
course also covers key types of academic writing and referencing styles including
logical argumentation styles, descriptive or narrative styles, citation and referencing
styles and presentation of statistics. Since writing is a skill and a craft, which can be
perfected with continuous practice, this course should provide candidates the
opportunity to develop the skill practically.
COURSE OBJECTIVES
The aim of the course is to enable students learn how to:
 Plan, draft, revise, and edit articles for publication in scholarly journals;
 Adapt writing to different audiences, purposes, and contexts;
 Synthesize and report on the scholarly literature in any research field of
interest;
 Write in a clear, coherent, and direct style appropriate for peer-reviewed
journals;
 Write research proposals, research projects/dissertations, and professional
correspondences.
 Use a computer to access various search engines for literature, data analysis
and presentation
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By the end of this course, students should be able to:
 Demonstrate knowledge on how to plan, draft, revise, and edit articles for
publication in scholarly journals;
 Adapt writing to different audiences, purposes, and contexts;
 Synthesize and report on the scholarly literature in a research field of interest
to the student;
 Write in a clear, coherent, and direct style appropriate for peer-reviewed
journals;
 Write research proposals, research projects/dissertations, and professional
correspondences
 Efficient utilization of the computer in literature search and data analysis
Studying and writing at postgraduate level (6 hours)
 Reading before writing

 How to find appropriate literature
 How to make notes and record excerpts
 Approaches to reading critically
 Recognizing your voice: ontology, epistemology and positionality
 Collaborative writing
 Writing tips and traps
Technical aids to assist in writing assignments (6 hours)
 Reference management tools

 Data analysis tools
 Checking for resources on Web courses
Styles and types of writing (9 hours)
 Key characteristics of academic writing

 Postgraduate standard of writing
 Types of writing
 The basics of written presentation: punctuation, numbers, the apostrophe,
foreign words and phrases with popular abbreviations, footnotes and endnote
 Essential writing skills; summarizing, paraphrasing, structuring, cohesion and
coherence, connecting ideas, sentences and paragraphs
 Developing an argument
 Drafting, editing and proof-reading
 Understanding assessment comments
 Technical documents
 Personal writing
 Common knowledge, plagiarism and copyright
Referencing (6 hours)
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 Bibliographies: Harvard and American Psychological Association (APA)
referencing systems
 Acknowledging sources, and incorporating citations/quotations into your
writing
Dissertation Production at Masters Level (9 hours)
 Organisation of the MA dissertation

 List of preliminary pages
 Chapters/Main body
 Appendices: Title and Sample Title Page, Sample Declaration, Abstract,
Acknowledgement, Table of Contents, Chapters
 Introduction
 Context and Rationale for the Study, Aims and Objectives, Delimitations,
Validity and Reliability, Research Ethics
 Presentation of Findings
 Discussion of Findings
 Conclusions and Recommendations
 References and Bibliography
Publication Skills (9 hours)
 Introduction: What is ‘research’? What is ‘scholarly activity’? What is

‘publishing’?
 Types of articles and papers
 The journal submission process
 What the journal will look for in your submission
 Peer-review criteria
 Success rates from submissions
 How to maximise your chances of publication by writing a good abstract
 Selecting key words
 Structuring the journal article
 What you might do wrong in your first article
 Who might give you good feedback before you submit your article?
 Responding to reviewers’ feedback
 About reacting to feedback and peer reviews
 What Journal editors dislike from authors
 What Journal editors like
 Peer review of conference papers.
MODE OF DELIVERY
Lectures, practical work, tutorials & guest lectures
MODE OD ASSESMENT

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Total 100%

Required Readings
 Anne, M.(2010), Academic Writing and Publishing Matters for the scholar-
researcher.Dublin Institute of Technology.
 American Psychological Association (2010). Publication Manual of the American
Psychological Association (6th ed.). Washington, D.C.: American Psychological
Association.
 Cambridge University Manual on Style (Online)
 Glenn, C. et al. (2013). The Hodges Harbrace Handbook (18thed). New York:
Cengage.
 Levesseur, R. E. Student to Scholar: The Guide for Doctoral Students (Google
Books).
 Menasche, L. (2001). Writing a Research Paper. Ann Arbor, University of
Michigan Press
 Miles, M. & M. Huberman. (1994). Qualitative Data Analysis. Thousand Oaks,
CA: Sage.
 Murphy, A. (2010). Academic Writing and Publishing Matters for the Scholar-
researcher, Dublin Institute of Technology.
 Nakanyike B. Musisi and Edgar C. Taylor III (2010). What is Academic Writing?
Kampala: Fountain Publishers.
 Oshima, A. & Hogue, A. (1999). Writing Academic English (3rd ed.). White
Plains, Longman.
 Strunk, William Jr. (2009). The Elements of Style (5thed.). Boston: Allyn and
Bacon.
 Salkind, N. (2000). Exploring Research. Upper Saddle River, NJ: Prentice Hall.
 Singleton, R. & B. Straits.(1999). Approaches to Social Research. NY: Oxford
Univ. Press.
 Sirkin, M. (1995).Statistics for the Social Sciences. Thousand Oaks, CA: Sage.
 Strunk, William Jr. (2009). The Elements of Style (5thed.). Boston: Allyn and
Bacon.
 The Chicago Manual of Style Online. Chicago: University of Chicago Press
 Turabian, K. L. A Manual for Writers of Research Papers.
 Weissberg, R. &Buker, S. 1990. Writing up Research: Experimental Research
Report Writing for Students of English Englewood Cliffs, Prentice Hall Regents
 Williams, J. (2011). Style: Ten Lessons in Clarity and Grace (10thed.). Boston:
Longman.
 Zemach, D. & Islam, C. (2005). Paragraph writing: From sentence to Paragraph.
Oxford: Macmillan.
35 | P a g e
YEAR ONE
SEMESTER TWO

1 PAM 7204 Organizational Development 3 Core
2 UCC 7100 Research Methods 3 Core
3 HRM 7103 Strategic Human Resource Management 3 Core
4 EPP 7202 Public Financial Management 3 Core
5 UCC 7000 Research Seminar Series & Dissertation 16 Core
(PLAN A)
ORGANIZATIONAL DEVELOPMENT
CREDIT UNIT: 4
STATUS: Core
“Organization Development (OD) is both the field of applied behavioural science

focused on understanding and managing organizational change to increase an
organization’s effectiveness and viability and a field of scientific study and enquiry”
Francis et al 2012. The course shall cover key aspects organization theory, history of
organizational development, theories and models and organizational development
interventions among others.
COURSE OBJECTIVES
 Introduce students to methods of undertaking organizational analysis

 Enable students understand both the theory and practice about OD.
 Discover how to organize an organization around a purpose
 Describe and apply OD interventions and tools using hypothetical case studies.
36 | P a g e
 Examine sensitive issue of power, politics and ethical standards in OD.
COURSE LEARNING OUTCOMES:
At the end of the module, students will be able to;
 Appreciate OD and its changing context both in theory and practice.

 Discover how to organize an organization around purpose
 Describe and apply OD interventions and tools using hypothetical case studies.
 Examine sensitive issue of power, politics and ethical standards in OD.
 Organisations
 Organisation theory
 Types of organisations
 Importance of organisations
 Perspectives on organisations
 Dimensions of organisation design
Organisation Development (9 hours)
 Introduction
 Organisation DevelopmentHistory
Organisation DevelopmentTheories (9 hours)
 Complexity Theory
 Psychoanalytical Theory
 Psychodynamic Theory
 Action Research
 Group Dynamics
 Social Constructionism Theory
 Appreciative Inquiry
 Change Theories
 Systems Theory
 Field Theory
Organisation Development Process (3 hours)
 Entry and contracting. Authenticity, presence and empathy are the vital
components of the entry process
 Sensing and discovery
 Diagnosis and feedback
 Planning interventions and action
 Evaluation and closure.
Organisation Development Interventions (3 hours)
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 Diagnostic activity: This activity involves collection of all the pertinent
information about the state of the organization. ...
 Team building: ...
 Sensitivity training: ...
 Intergroup relationships: ...
 Process consultation:
Organisation Development Models and Techniques (3 hours)
 Problem diagnosis. The organization development process begins by

recognizing problems.
 Feedback and assessment. ...
 Planning.
 Intervention and implementation.
 Evaluation.
 Success.
Organisation Development Phases (9 hours)
 Diagnostic phase
 Intervention phase
 Evaluation phase
Organisation Development Consulting, Power and Politics; Relationships, Ethics and

Relevance of Power in Organisation Development Process (9 hours)
MODE OF DELIVERY
Lectures, group discussions, case studies

Total 100%
Required Readings
 Anderson, M. (2000). Fast Cycle- Organisation Development: A field book for

Organisation Transformation. New York: South Western College Publishing.
 Carter, L, Giber, D, Goldsmith, M. Eds. (2001). Best Practices in Organisation
Development and Change. Jossey –bass/pfeiffer, San Francisco.
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 Cummings, T. G and Worley, C. G (2008). Organisation Development and
Change. South western Cengage learning, United States
 Daft, R.L. (2007). Understanding the theory and Design of Organisations.
Thomson south-western, china
 French, W.L., and Bell, C.H. (1999). Organisation Development; Behavioural
Scientific Interventions for Organisational improvement, (6thed). Prentice Hall,
India
 Jackson, J. C. (2006). Organisation Development: The Human and Social
Dynamics of Organisational Change. New York: University Press of America.
 Mclean, G. N. (2006). Organisation Development: Principles,
Processes performance. San Francisco: Berrett- Koehler publishers Inc.
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RESEARCH METHODS
COURSE CODE: UCC 7100
CREDIT UNIT: 4
STATUS: Core
This course deals with research concepts and essential information that shall guide
the student when he/she goes through an empirical investigation as an academic
requirement. All knowledge and skills gained from this course will enable the student
to embark on researches that will refine and validate existing knowledge phenomenon
and generate new information to upgrade knowledge and skills.
COURSE OBJECTIVES
The objective of the course is to equip students with the ability to:
 Differentiate between various types of research.

 Identify research gaps, design research studies and appropriately undertake
data collection and analyses
 Write a Masters project / dissertation using appropriate research methods
whilst respecting the ethics of research
By the end of the course students should be able to:
 Write a proposal for a specific research problem of interest to the student

 identify and discuss the complex issues inherent in selecting
a research problem, selecting an appropriate research design, and
implementing a research project. identify and discuss the concepts and
procedures of sampling, data collection, analysis and reporting.
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PART I Research Concepts
Introduction and essential information (typology of research) (2 hours)
 Generation of knowledge through research

 Definition of research
 Reasons for conducting research
 Essential information related to research as to:
 Purposes
 Methods
 Settings
 Roles of the researcher
The Research Process (4 hours)
 Conceptual phase
 Design and planning phase
 Empirical phase
 Analytic phase
 Dissemination phase
The Research Problem (3 hours)
 Sources
 How to formulate
 Main types of variables:Independent, Dependent, Extraneous, Intervening, and
Confounding
 Other types of variables:Continuous, Dichotomous, Categorical, Discrete,
Active, Dichotomous and Attribute
Measures for the research variables (Research Instrument) (5 hours)
 Self report techniques

 Questionnaire
 Interview schedule/guide
 Diaries
 Observation
 Logs
 Field notes
 Check list
 Rating scales
 Aids
 Mechanical devices
 Biophysiologic measures
 Psychologic testing
 Achievement test
 Aptitude test
 Personality inventories
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Designing the research instrument (5 hours)
 Standardized
 Researcher devised
Hypothesis
 Alternative (directional, non-directional)

 Null
Research designs
 Experimental
 Non-experimental
Sampling procedures (3 hours)
 Probability
 Non-probability
 Characteristics of a well written research paper
 Conciseness
 Clarity
 Honesty
 Completeness
 Accuracy
 Orderly
 Logical
Ethical context of research (2 hours)
 The principle of beneficence

 The principle of respect for human dignity
 The principle of justice
 Vulnerable subjects
Threats to validity
 History
 Maturation
 Testing
 Instrumentation
 Selection
 Mortality
Part 2 worksheets (3 hours)
 How to develop research titles

 Identifying the variables
 Formulating research objectives and research questions
 Stating the hypothesis
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 Determining research designs
 Determining the appropriate sampling techniques
Part 3: Thesis writing and action research (6 hours)
 Parts of the thesis proposal

 Parts of the final thesis
 Parts of the action research
 Technicalities and style guide in thesis writing
 Abstract guide
Part 4: Computer Applications in Research I (3 hours)
 Introduction to SPSS
 SPSS and Descriptive Statistics
Part 5: Computer Applications in Research II (6 hours)
 SPSS and correlation analysis

 SPSS and regression analysis (Multiple and logistic)
Part 6: Online Literature search engines and literature citation (3hours)
MODE OF DELIVERY
 Lectures
 Practical exercises
 Debates
 Presentations

 Flip Charts
 LCD Projectors

Total 100%
Required Readings
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 Amin, M. E. (2005). Social science research: Conception, methodology and
analysis. Kampala: Makerere University Printery.
 Bakkabulindi, F. E. K. (2009a). Academic Writing with special reference to
American Psychological Association, APA (5thed.) Paper presented as Chapter
Seven of Introduction to Quantitative Research Methods for M. Ed.
 Curriculum, Teaching & Media; Semester Two 2008/ 09, Research,
Measurement
 & Evaluation Unit, E. A. Inst. for Higher Educ. Studies & Dev., School of
Educ.,
 Makerere University, Kampala, Uganda.
 Best, J. W. & Kahn, J. V.(1993). Research in education. Boston: Allyn & Bacon.
 Blaxter, Loraine, Hughes Christina and Tight, Malcolm. (2001). How to
Research.
 Chara, F.N(n.d). Research Methods in the Social Sciences, (4thed).Edward
Arnold.
 Charles, C. M. (1995). Introduction to educational research (2nded.) NY:
Longman.
 Enon, J. C. (1998). Educational research, Statistics and measurement (2nded.)
Kampala: Department of Distance Education, Institute of Adult & Continuing
Education, Makerere University.
 Gay, L. R. &Airasian, P. (2003). Educational research: Competencies for
analysis and application (7thed.) NJ: Merrill/ Prentice-Hall.
 Ghosh, B. N. Chopra, Parvesh, K. (2003). A Dictionary of Research Methods.
 Hancock, D. &Algozzine, B. (2006).Doing Case Study Research. NY: Teachers
College Press.
 Hedstrom, P, and Richard, S.(1998). Social Mechanisms: An Analytical
Approach to Social Theory. Cambridge, MA: Cambridge University Press.
 King, G, Robert, K and Sidney, V.(1994). Designing Social Inquiry: Scientific
Inference in Qualitative Research. Princeton, NJ: Princeton University Press.
 Kothari, C. R. R. Research Methodology: Methods and Techniques. New Delhi,
India: New Age International (P) Limited, Publishers, 2004.
 Lofland, J. & L. (1984). Analyzing Social Settings.Belmont, CA: Wadsworth.
 Lester, J. D. (1987). Writing Research Paper: A Complete Guide
 Salkind, N. (2000). Exploring Research. Upper Saddle River, NJ: Prentice Hall.
 Singleton, R. & B. Straits.(1999). Approaches to Social Research. NY: Oxford
Univ. Press.
 Sirkin, M. (1995).Statistics for the Social Sciences. Thousand Oaks, CA: Sage.
 Yin, R.(2002). Case Study Research: Design and Methods, (3rded). Thousand
Oaks, CA: Sage Publications.
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STRATEGIC HUMAN RESOURCE MANAGEMENT
COURSE CODE: HRM 7103
CREDIT UNIT: 4
STATUS: Core
This course introduces ‘students to human resource management practices and

processes. The course unit will cover aspects of strategic human resource
management generally; the environment of strategic human resource management,
staffing in organizations and enhancing motivation and performance of staff in
organizations for better results among others.
COURSE OBJECTIVES
The course aim is to ;
 Introduce students to the knowledge and concepts of strategic human resource

management.
 Expose students to the overview of styles adopted by human resource manager
from the stability, productivity and maturity of the labour force.
 Expose the students to the environment of strategic human resource
management
 Enable students evaluate and discuss the staffing of the organization
By the end of the course unit, students should be able to:
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 Appreciate knowledge and concepts of strategic human resource management.
 Assess the overview of styles adopted by human resource manager from the
stability, productivity and maturity of the labour force.
 Explain the environment of strategic human resource management
 Evaluate and discuss the staffing of the organization
Overview of strategic Human Resource Management. (9hours)
 Definition of strategic Human Resource Management.

 How strategic human resource differs from Human resource management.
 The nature of Human Resource Management.
The Environment of strategic Human Resource Management(9hours)
 Key features of Strategic Human Resource Management

 Environment trends in strategic human resource management.
 The legal environment
 The global environment
Staffing the Organization(9hours)
 Human resource planning and job analysis

 Recruiting Human Resource.
 Selecting and placing Human Resources
Enhancing motivation and Performance(9hours)
 Performance management
 Training, development and organizational learning
 Transfers and appointments
 Employees record keeping and managing absenteeism
Managing the Existing workforce (9 hours)
 Managing labour relations

 Managing the work environment
 Managing the diverse workforce
 Managing new employment relationships
MODE OF DELIVERY
 Lectures
 Reading assignments
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 Flip Charts
 LCD Projectors

Total 100%
Required Readings
 Armstrong, M. (1999).A Handbook of Human Resource Management

Practice, London: Kogan Page Ltd.
 Cole, G. (2004). Management theory and Practice, (6thed). London: Gerldaline
Lyons Publishers.
 Denis, A., S Griffin, R., W. (2001).Human Resource Management.USA Houghton
Miffin Company.
 George, J. M and Gareth, R. J. (2002).Understanding and Managing
Organizational Behaviour. New Jersey: Prentice Hall International.
 Harris, M. (2000).Human Resource Management, (2nded). USA. Harcourt Brace
and Company.
 Hellriegel, D; Slocum, J.W. & Woodman, R.W. (1995).Organizational Behavior.
New York: West Publishing Company.
 Hersey, P., & Blanchard, K. (1997). Management of Organizational Behaviour:
Utilizing Human Resources. Englewood Cliffs, NJ: Prentice-Hall.
 Maicibi, N.A.(2007). Human resource management success. The Tips for HRM
Theorists and Practitioners. Kampala: Makerere University printery.
 Maicibi, N.A. (2005). Pertinent Issues in Management, Netmedia Publisher Ltd,
 Mejia, G., Balkin, D. B., and Cardy R, L (2001). Managing Human Resource
(3rded). Upper Saddle River, New Jersey: Prentice – Hall.
 Prasaad, L. M. (2002) Principles and Practice of Management. (6thed) New
Delhi: Sultan Chand & Sons publishers.
 Ridgeway, C & Wallace, B. (1994). Empowering Chance: The Role of People
Management. Exeter: Short Run Press.
 Robbins, S.P. (1998). Organizational Behavior, NJ: Prentice Hall Inc.
 Roa, P. S. (1999). Essentials of Human Resource management and Industrial
Relations, Text Cases and Games: New Delhi: Himalya Publishing House.
 Roa, P.S.(2009). Essentials of Human Resource management and
industrial Relations: Text cases and Games, (3rded). New Delhi: Himalaya
Publishing House.
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PUBLIC FINANCIAL MANAGEMENT
COURSE CODE: EPP 7202
STATUS: Core
This course intends to provide public administration graduates an overview of public

agency budgeting and financial management. The goals of the course are to: Achieve
an understanding of the central role that budgets play in the state, local and federal
systems of government. This course also focuses on public finance and the impact of
certain common government activities and their financing policies on the growth and
development of the economy.
COURSE OBJECTIVES
 Expose students to the theoretical and empirical knowledge about the operation
and the importance of various government expenditure and revenue
 Enable students explain the role of the public in influencing resource allocation
in a market economy
 Discuss the various guide on public sector decision making and how activities
of government influence resource allocation
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 Apply the theoretical and empirical knowledge about the operation and the
importance of various government expenditure and revenue
 Appreciate the role of the public in influencing resource allocation in a market
economy
 Contribute to the various guides on public sector decision-making and how
activities of government influence resource allocation
 Meaning of public finance

 Economic optimality
 Pure public goods and natural monopoly
 Externalities and cost benefit analysis
Public expenditure and sources of government revenue (6 hours)
 Sources of government expenditure

 Need for government expenditure
 Sources of government revenue and their impact on the economy
Taxation (9 hours)
 Meaning
 Types
 Purpose
 principles and incidence of taxation
Budget and budgeting techniques (6 hours)
 Meaning, types, objectives and problems
Public debts and its management (6 hours)
 Meaning and types of public debts

 Debt setting
 Causes of public debt
 Public debt sustainability
Economic stabilization policies (6 hours)
 Fiscal policy
 Monetary policy
 Economic growth and fiscal policy
Market failure and the rationale for government intervention (6 hours)
MODE OF DELIVERY
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 Lectures
 Class assignments

 Flip Charts
 LCD Projectors

Total 100%
Required Readings
 Abah, E. (2013). Introduction to Public Finance. Makurdi, Nigeria: Noonday

Publishers.
 Adams, S. (2011). Introduction to public finance.Makurdi: Benue state
university.
 Alika, G. (2001). Public Finance and Tax Planning (1sted). New Delhi:
AnmolPublication Ltd.
 Anthony, B. and Joseph, E. S. (1980). Lectures in Public Economics.McGraw-
Hill Economics Handbook Series.
 Anyafor, N. (2011). Public finance and budgeting. Enugu: University of Nigeria.
 Bahemuka K. P. (2001). Income Tax in Uganda, Fountain Publishers.
 Bhatia H. L (2003). Public Finance, (24thed). New Delhi: Vikaspublishing House
PVT Ltd.
 Blinder, A.S and Robert, M. S. (1974). The Economics of Public
Finance,Brookings Institution.
 Conference paper presented on government finance and planning- a working
guide, in university of Abuja, Nigeria, (20th -25th Dec, 2014)
 Edwin, J. P. (1994). American public finance and financial services, 1700-
1815.pp 324–48. Complete text line free
 Edwin, J. P. (2008). "public finance," The new palgrave dictionary of economics,
(2nded).
 Ferguson, E. J.(1961). The power of the purse: A history of American
public finance, 1776-1790.UNC Press Books.
 Herber, P. B. (1999).Modern Public Finance. New Delhi.
 Greene, J. E. (2011).Public Finance: An International perspective, Hackensack,
New Jersey: World Scientific. p. 500. ISBN:978-981-4365-04-8
 James, M. B., ([1967] 1987).Public Finance in Democratic Process: Fiscal
Institutions and Individual Choice, UNC Press.
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 Jhingan, M.L. (1975). Advanced economic theory, New Delhi: Vikas Publishing
home pvt ltd.
 Joseph, E. S. (2000). Economics of the Public Sector,(3rded). Norton.
 Mankiw, N. G. (2009). Brief principles of macroeconomics. South-
western cengage learning
 Nwankwo, O.(2010). Elements of taxation.Anyigba, Kogi state university, Nigeria
 Odi, N. (2014). Principles of Banking and finance. Enugu: Jones
Communications Ltd.
 Ogbe, O. (2012). Public Financial Management. Otukpo, Nigeria
 Onah, R. C. (2011) Introduction to Public Budgeting, Nsukka, university of
Nigeria
 Richard, M. (1959). The Theory of Public Finance: A Study in Public Economy,
McGraw-Hill. 1st-page reviews of J.M. Buchanan (1) &. C. S.Shoup (2).
 Richard, A. M (1999). Public Finance and Public Choice: Two Contrasting
Visions of the State, MIT Press
 Richard, A.M and Peggy, B. M (1973). Public Finance in Theory and Practice,
McGraw-Hill.
 Richard A. M. and Peacock, A. T., ed. ([1958] (1994). Classics in the Theory of
Public Finance. Palgrave Macmillan.
 Stuart Wall, A. G. (1998). Applied Economics, An introductory course, (7thed),
 London and New York: Longman.
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RESEARCH SEMINAR SERIES & DISSERTATION
COURSE CODE: UCC 7000

The course takes a practical approach. Students are guided through the entire
research process using a step-by-step approach by their research supervisors.
Special emphasis is laid on the reviewed literature, methodology, discussion
and interpretation of the findings, referencing styles and dissertation format
guidelines.
Course Objective
The general objective is to enable the students develop their theses or

dissertations and to have background on research. In any research, the
researcher should be able to identify the concepts, constructs and variable of
interest which at times defined theoretically. The difficulty encountered by
students in identifying the difference between these terms should be explained
and made the students to identify and understand them.
Course Learning Outcomes

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 Explain the research methodology.
 Discuss and interpret research findings.
 Discuss how to disseminate their research findings.
 Critique a research output.
 Develop a dissertation.
 Identify and justify appropriate methodology for a dissertation.
 Detailed Course Content
 1. The preliminaries(16hours)
 (e.g., title page, declaration, copyright statement, dedication,
acknowledgement, table of contents, list of tables, list of figures,
abbreviations, abstract, etc.).
 2. Body of the manuscript
 § Introduction (chapter 1) (08hours)
 § Literature review (chapter 2) (15hours)
 § Methodology/materials and sources (chapter 3) (10hours)
 § Presentation and interpretation of results (chapter 4) (15hours)
 § Discussion, conclusion and recommendations (chapter 5) (12hours)

 3. Citations and Referencing styles (14hours)
 § APA 6th edition preferred
 4. Appendices (8hours)
 § Maps
 § Introductory letters
 § Despondence in the field
 § Approval letters, etc.
 5. Plagiarism, copyright and ethical, gender and environmental
considerations (20hours)
 6. Length of a dissertation (2hours)
 § Not more than 4000 words
 § 3000 – 4000 words [280 – 200 pages]
Teaching and Learning Methods
 § Lectures
 § Demonstrations
 § Tutorials
 § Seminar presentations
Teaching – Learning Materials

 · Whiteboard and markers
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 · Flip charts
 · Projectors
 · CDs, DVDs and Tapes
Assessment
 To pass the thesis the candidate shall satisfy an internal examiner (25%),
the external examiner (50%) and the viva voce committee (25%)
independently.
Reading Materials
Best JW, Kahn JV, (1986).Research in education
Cobb AK, HagemasterJN, (1987). Ten criteria for evaluating qualitative

research proposals. The Journal of nursing education
Creswell JW, (2008). Research design: Qualitative, quantitative, and mixed

methods approaches.
Maguire P, (1987). Doing participatory research: A feminist approach
Marshall C, Rossman GB, (2006).Designing qualitative research
OnwuegbuzieAJ, (1997). Writing a research proposal: The role of library

anxiety, statistics anxiety, and composition.Library and Information
Science Research
Punch K, (2000). Developing effective research proposals
Amin, M.E (2005). Social Science Research, Conception, Methodology and

Analysis, Makerere University Printery, Kampala.
Gay. L.R. (1996). Educational Research: Competencies for Analysis and
Application. (5th Ed). Prentice-Hall, Inc. Upper Saddle River, New Jersey,
USA.
54 | P a g e

Leedy. P.D. (1997). Practical Research: Planning and Designing. McMillan
Publishers. New York. USA.
Meadows. K.A. (2003). So You Want to do Research: An Overview of the
Research Process. British Journal of Community Nursing. Vol 8, No.8,
Page 369 – 375
Mugenda. O.M. &Mugenda A.G. (2003). Research Methods: Quantitative and
Qualitative Approaches. Acts Press, Nairobi, Kenya.
Robson.C. (1995). Real Research: A Resource for Social Scientists and
Practitioner Researchers. Blackwell Publishers; Oxford, United

Kingdom.
Tuckman. B.W. (1994). Conducting Educational Research. Harcout Brace
College. New York; USA.
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YEAR TWO
SEMESTER ONE
1 PAM 7303 Government and Politics 3 Elective
2 PAM 7304 Administrative Law 3 Core
3 PAM 7301 Managing Non-governmental Organizations 3 Elective
4 DEV 7104 Gender and Development 3 Elective
GOVERNMENT AND POLITICS
CREDIT UNIT: 4
STATUS: Core
This Course exposes learners to themes of government and politics, its scope and
features, the choice of governing policies, the practices of policies by the government
for economic, social, political, cultural development. Students shall cultivate their
understanding of comparative government and politics through analysis of data and
text-based sources as they explore topics like power and authority, legitimacy and
stability, democratization, internal and external forces, and methods
of political analysis.
COURSE OBJECTIVES
 Enable students explain the government and practices of politics

 Enable students describe the impact of the practices of politics within the
governments
 Enable students discuss the strength and challenges posed by practice of
government politics
 Enable students explain how politics influence the behaviour of government
activities.
 Explain how the government operates through the prong of politics

 Describe the impact of the practices of politics within the governments
 Know the strength and challenges posed by practice of government politics
 Explain how politics influence the behaviour of government activities.
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Introduction of Government and Politics in Africa, Pre-colonial Period, Colonial Period

and after Independence (3 hours)
 The formation of nation-state and politics

 The challenges facing states in development of Africa.
 Summary of the contribution of politics toward state building
The State (6 hours)
 The governance of state in Africa

 The case study of governance in selected African countries
 The contribution of politics hiring colonialism
 The birth of nation-state in Africa after colonialism
State and Regions (6 hours)
 The practices of democracy in African states.

 State legitimacy and development in Africa
 Comparative politics of changing democratic situation situations in Africa.
Political Culture and Political Legitimacy, Politics (6 hours)
 The contribution of political culture and democracy in Africa

 The practice of political legitimacy in Africa
 Inheritance of colonial culture towards Africa’s future development.
Social Categories and Politics (6 hours)
 Nationalism, Ethnicity and class in Africa.

 National, Ethnicity and Citizenship.
 State versus interethnic cooperation
Political Economy and Development (6 hours)
 The development of political economy and development in Africa

 The practice of politics for economic development in Africa
 Challenges to progress through political economy in Africa
 State formation and governance in selected African countries
Election, Democratization and Political Change (6 hours)
 Democratic Experiments in Africa

 Elections and Democracy in Africa
 Democratic elections contributions towards economic development in Africa
Violence, Civil War and Coup (6 hours)
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 The consequences of violence in African states
 The destruction of Africa through civil wars
 Who benefits from civil wars and coups
MODE OF DELIVERY
 Lectures
 Group work
 Presentation assignments
Whiteboard and Markers
Flip Charts
LCD Projectors
CDs, DVDs and Tapes
Required Readings
 Anyang, N. (1992).30 years of Independence in Africa: The lost Decades,

Academy Science Nairobi, Kenya:Publishers.
 Curtis, B., Brown, K. M., Needler, N.&Semou, R. W.(1990). Introduction to
Comparative Government & Politics. New Delhi. R. Chard &Co. Publisher.
 Hans J. M.(n.d). Evolution of Comparative Politics Among Nations. Eagle
Woodcliffs New Jersey: Prentince Hall Inc. pp 54-73.
 Hoffman, S. (H5U). Contemporary Theory in International relations, Ch. 5,
Prentice Hall, New Jersey, USA.
 Hughes, E. O.(1994). Public management and administration: An introduction;
Ch. 5, Role of government PP. 89 119; New York:St. Martins Press.
 James, H.B.(n.d). Comparative Politics: An Introduction. Alfred Publishing Co.
Inc. Sherman Oaks, California.
 John, S. R.&, James, D.& Seymour, S. W.(n.d). Introduction to Comparative
Government.
 Khana,V.N.(2000). Comparative Study of Government Politics CR. Chand & Co
Publishers
 Leys, C.(1996). The Rise and Fall of Development Theory. Indian University
Press, Bloomington, Indianapolis
 Meehan, E, J, Roche P. J, Stedman, S; Murray J.R.(n.d).The Dynamics
ModernGovernment. New York: McGraw Hill Book Company.
 Ndegwa, P. and Green, R. (1994).Africa to 2000 and Beyond: Imperative Political
and Economic Agenda,Nairobi: East African Educational Publishers.
 Randal, V and Theo Bald, R.(1998). Political Change and Underdevelopment,
CF:Towards a Politics of Modernization and Development, pg. 7 Ch:
4Dependency Theory and Study of politics pp: 121-165. London: Macmillan
Press Ltd.
 Randall, V. and Theo Bald, R. (1998).Political Change and Underdevelopment:
Acritical introduction to Third World Politics, (2nd ed.), Ms. Millan Press Ltd.
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 Rod, H and Martin, H. (1982).Political Science, A comprehensive Introduction,
(3rded).New York: Palgrave MacMillan.
 Rodney, W.(2001). How Europe Undeveloped Africa, Nairobi: East African
Educational Publishers.
 Sam, C., Sarkesian and James, F. B.(1979). Comparative Politics: An
Introduction. Alfred Publishing Co, Inc.
 Wagona, M.The Role of Africa’s culture in Economic Development’ in Majaju, A.
B. (ed), (1997).Kampala: Makerere University Political Science Review, Volume 1
Number 2
 Wunsch, S. J.& Ann, O. D. (n.d). The failure of Centralized State Institutions
andSelf-Governancein Africa, San Francisco, California, ICS Press.
59 | P a g e
ADMINISTRATIVE LAW
STATUS: Core
The course introduces students to the administrative laws of Uganda. The students
will learn the nature, purpose and kinds of laws in the country including the law of
persons, contracts, torts and negotiable instruments.
COURSE OBJECTIVES
The course has been designed to:
 Introduce students the administration of law in Uganda

 Elucidate the principles and concepts in law
 Explain the law of persons, contracts, torts and negotiable instruments.
By the end of this course students should be able to:
 Describe the administration of law in Uganda;

 Comprehend the principles and concepts in law;
 Describe the law of persons, contracts, torts and negotiable instruments.
Introduction to Administrative Law (6 hours)
 The nature, purpose and

 Relevancy of administrative law to constitutional law
Basic Principles and Concepts Related to Administrative law(6 hours)
 Rule of law
 Separation of powers,
 Human rights, democracy, social justice
Sources of Law in Uganda (6 hours)
 Structure of law in Uganda

 Types of law in Uganda
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 Principles and concepts of law
Subsidiary Legislation (6 hours)
 Types of legislation
 Tribunal
 Law persons
Uganda’s Legal System and Legal Sector (6 hours)
 Institutions
 Key players in implementation of legal system
Legislative Functions of Local Governments (6 hours)
 Ordinances & by-laws

 Local council courts
Administrative Law Remedies (3 hours)
The public service (6 hours)
 Functions of the public service commission

 Ethics and accountability in the public services
MODE OF DELIVERY
 Lectures
 Debates
 Case studies
 Group presentations

 Flip Charts
 LCD Projectors
Required Readings
 Bradley, A.W and Ewing, E. (2007).Constitutional and Administrative Law

(14thed). London: Longman.
 Craig, P.P. (2003). Administrative Law, London: Sweet & Maxwell.
 De Smith, S. (1998).Constitutional & Administrative Law, (8thed). New York:
Penguin Books.
 Foulkes, D.(1995). Administrative Law, New York: Butter Worths.
 Government of Uganda, 1995 Constitution of the Republic of Uganda.
 Griffith and Street (2004). Principles of Administrative Law, (5thed). New York:
Penguin Books.
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 Hugh, C and Linda, V. (2002).Realizing Administrative Justice, London: Sweet
&Maxwell
 Hugh, C and T, M.(1996). Administrative Justice in Southern Africa
 John, F and Daniel, J. H. (2008). Constitutional Values: Governmental Powers
and Individual Freedoms, Prentice Hall,
 Nsereko, D. (2001). Police Powers & The rights of the individual in
Uganda, Kampala: Fountain Publishers.
 Ministry of Local Government, Local Government Act 1997.
 Oluyede (n.d).Administrative Law in East Africa.
 Saleemi, A. N.(2007). Elements of Law Simplified, (Revised Edition)
MANAGING NON-GOVERNMENTAL ORGANIZATIONS
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CREDIT UNIT: 4
STATUS: Core
The last 30 years have witnessed an extraordinary growth in non-governmental

organisations (NGOs) in almost all parts of the globe, and in all spheres of human
activity. NGOs have become a highly visible component of civil society and are now
significant players in the fields of human rights, the environment and social
development at local, national and international levels.
Despite some deep historical roots, the emergence of NGOs as formalized, structured
institutions has been relatively recent. Although they share some characteristics with
state and private sector organisations, NGOs are in a category of their own; they have
particular organisational features, maintain relationships with a broad range of
different actors, and face a number of special challenges. NGO management has
therefore evolved as a distinctive practice and field of study that differs in content and
perspective from business management and public sector administration.
This course provides a critical overview of the major issues involved in NGO
management. It draws on the growing body of theoretical work and practical
experiences to provide an outline of the most significant management challenges
facing NGOs today and the tools and approaches that managers use.
COURSE OBJECTIVES
This course has been designed to:
 Introduce students to the frameworks for understanding NGOs

 Brainstorm the range of resources available to NGOs
 Discuss mechanisms to enhance financial sustainability of NGOs
LEARNING OUTCOMES
On successful completion of this course, students will be able to:
 Use a variety of frameworks to understand the organisational characteristics of

NGOs.
 Analyse and understand the key issues and challenges facing NGOs as
development organisations.
 Apply a range of tools and approaches to the development of NGO structure,
systems and strategy.
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 Definition of NGOs
 Frameworks for understanding NGOs
 Types of NGOs
 Range of NGOs activities
Development of NGOs (3 hours)
 Concept of Volunteerism, Charity, Welfare and Development

 Historical perspective of Volunteerism
Formation of an NGO (3 hours)
 Board establishment, functions, mandate

 Setting up NGOs by-laws
 Role of the NGO Board in Uganda
 Legal framework
Theories related to NGOs(3 hours)
 The Law of Unintended Consequences

 Civil Society
 Stakeholder Theory
Administration of NGOs(3 hours)
 National NGO Policy

 Legal Aspects of NGOs
 Office Procedure and Documentation
Marketing NGOs(3 hours)
 Principles of Marketing
 Social Marketing
 Information, Education and Communication
Communication, Leadership Development and Human Resource Management (6

hours)
 Communication
 Principles of good communication
 Successful negotiations
 Leadership Development
 Building and leading a team
 Conflict resolution
 Human Resource Management
 Human resources policy, staffing and salaries
 Staff development
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NGO Management (9 hours)
 Identifying strategic challenges facing NGOs

 Using strategy and strategic thinking for NGO management
 Strategic Planning: Achieving NGO Vision
 Identifying the key elements of a strategic plan (Vision, Mission, Objectives, etc.)
 Prerequisites for successful strategic planning
 Selecting appropriate strategy frameworks and strategic planning tools
 Formulating a strategic plan
 Operational Planning: Translating Strategy into Action
 Identifying strategic challenges facing NGOs
Mobilising and Managing Financial Resources (3 hours)
 Overview of the major sources of income for NGOs

 NGO financial sustainability
 Financial information available to NGO managers and its interpretation
 Non-financial resources
Monitoring and evaluating NGO work(3 hours)
 Approaches to measuring impact

 Role of NGO managers in supporting learning and managing change
MODE OF DELIVERY
Lectures, group discussions, case studies
Required Readings
 Capacity Development Strategy for Civil Society Organizations in Uganda;

Building the capacity of CSOs for effective oversight (Uganda National NGO
Forum Publication, Dec 2013)
 Clark,J.(1991).Democratizing development; The Role of Voluntary
Organizations. London: Earthscan Publications.
 Civil Society Handbook, Uganda 2014. Cradle Communications.
 Civil Society Sustainability Report for Sub Sahara Africa, 2016, USAID
Publication
 Chandan,J.S.(1988). Management Theory &Practice, New Delhi: Hindustan
Offset Printers.
 DENIVA (2009). NGOs and capacity Building; A study into the available
capacity building resources & needs for DENIVA.
 Directory of Civil Society Organizations in Uganda, 2014
 Galirao, E.(1987). “Indigenous NGOs as Strategic Institutions; managing the
Relationship with Government and Resource Agencies”. World Development
No.15, Supplementary.
 Jenny, P. (2000).Development of NGOs and Civil Society.
 Korten, D.C.(1990). Voluntary Action and the Global Agenda, Connecticut,
USA:Kumarian Press.
 National Developmental Plan 2015-2020. The Republic of Uganda.
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 NGOs Policy, 2010, Republic of Uganda.
 NGOs Act 2016, Republic of Uganda
 Muir, A. (1992). Evaluating the Impact of NGOs in Rural Poverty Alleviation,
Zimbabwe, Country Study of ODI Working Paper 52
 Nuwamanya,R.B.(2013).Non-governmental Organizations Quest for
Development. Kampala Uganda: Xypro
 Phillip, K. (1991). Strategic Marketing for Non Profit Organizations, New Jersey:
Prentice Hall, Englewood Cliffs
 Uganda NGO Forum; compendium of Papers Presented at the Training on
poverty and Policy analysis, Lobbying and Advocacy. April-August 2005
 UNESCO Encyclopedia Article 1.44.3.7 Non-governmental Organizations.
 Rondinelli (1996).Relations between Government and Nongovernmental
Organizations and Promotion of autonomous Development,Oegsteest.
GENDER AND DEVELOPMENT
COURSE CODE: DEV 7104
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STATUS: Core
The course is an introduction to the field of gender and development. As such, it will
survey a range of issues faced by women in Third World nations, including: the
political economy of underdevelopment, feminist analysis of development issues, the
sexual division of labour, women’s survival strategies, population issues, and women’s
relationship with the environment.
COURSE OBJECTIVES
The course is intended to;
 To guide students to understand the unique challenges faced by women in

impoverished countries.
 Enable students understand the link between gender and development
 Enable students be able to evaluate “progress” that society has been made
toward achieving development goals that specifically benefit women
 Identify and explain the unique challenges faced by women in the third world
 Identify and explain the commonalities that women around the world share
 distinguish the multiple approaches to understanding gender and development
assess the “progress” that society has made toward achieving development goals
that specifically benefit women
 Introduction to gender and development studies: Definition of gender and its

correlation to development (8hrs).
 Gendering Development Perspectives and Praxis: A review of international
treaties and conventions on women’s rights and related issues CEDAW, WID,
WAD, GAD and beyond (8hrs).
 Logics Of Empowerment: Analysis of the impact of mainstreaming gender,
Population Policies, Reproductive and Sexual Rights (8hrs).
 Towards Sustainable Futures: A review and debate on the concept of
Ecofeminism, Feminist Environmentalism and Development (8hrs).
 Gender, Violence and Development: A review of media violence against women.
Analysis of how culture affects violence against women. Review of barriers to
women employment in the Global Economy (8hrs).
 Gender, Education and Development: Women education and how they affect
(5hrs).
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MODE OF DELIVERY
 Lectures
 Group presentations

 Flip Charts
 LCD Projectors
Required Readings
 Andrea Cornwall (2007). Feminisms in Development: Contradictions,

Contestations and Challenges, London: Zed Books
 Braun, Y and Traore, A. (2015). “Plastic Bags, Pollution, and Identity: Women
and the Gendering of Globalization and Environmental Responsibility in Mali.”
Gender and Society 29(6): 863-887.
 Catherine, C, (1994). African women; a modern history
 Cecile, J & Ruth, P. (1998): Feminist Visions of Development: Gender Analysis
and Policy, London: Routledge
 Chant, S and Sweetman, C. (2012). “Fixing women or fixing the world? ‘Smart
economics’, efficiency approaches, and gender equality in development.” Gender
and Development, 20(3): 517-529.
 Julia, C. M. (1993). An introduction to gender and development, Oxfam
publications
 Kabeer, N (2005). “Gender Equality and Women’s Empowerment: A Critical
Analysis of the Third Millennium Development Goal 1.” Gender & Development
13(1): 13-24.
 Naila, K. (1994). Reversed Realities: Gender Hierarchies in Development
Thought, London: Routledge
 Nickie, C., (1993). Gender divisions and social change
 Valeria, B. (1992). Feminist political theory
SEMESTER TWO

1 PAM 7404 Research Seminar series & Research 20 Core
Project (PLAN B)
2 PPM 7102 Project Planning & Management 4 Core
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3 PAM 7203 Comparative Public Administration 4 Elective
4 PAM 7401 Public Procurement Management 4 Core
5 PCS 7104 Conflict Management 4 Elective
TOTAL CREDITS 36
SEMINAR SERIES & RESEARCH PROJECT

CREDIT UNIT: 20
ASTATUS: Core
A student pursuing a Plan B shall be required to write a project report. The project
report will involve the writing of a project covering research undertaken. The report
shall be in form of a publishable journal article and shall carry twenty credit units.
The report is expected to be written in a clear and coherent prose and the body shall
be in the range of twenty to forty pages. The project report may not be based on
primary data but may be based on secondary data or it may be a report on an
internship undertaken by the candidate. It may also be a report arising out of a
critical review of literature relating to a particular research topic.
Students are guided through the entire research process using a step-by-step
approach by the course coordinator. Special emphasis is focused on
constructs, concepts, variables, research topics, questions/hypothesis and
designs. Other concepts include populations, sample research reports and
seminar presentations. The course takes a practical approach.
Course Objective
The objective of this programme is to enable students develop research

proposals appropriately for their dissertations.
Course Learning Outcomes
 Explain research methodology.

 Discuss how to disseminate their research findings using their common
ideas and skills at a research seminar.
 Critique a research output and contemporary issues with a view of
developing and evaluation of a research proposal.
 Develop a research proposal for their dissertations.
 Identify and justify appropriate methodology for their dissertations.
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 Meaningfully and constructively critique each other’s’ research
proposals.
Detailed Course Content
 1. The problem (8 hours)

 · Selecting a research problem
 · Methods of identifying research problems
 · Perspectives in the problem
 · Formulating hypotheses and objectives
 · Mistakes often made in planning research
 2. Review of related studies/works (10 hours)
 · Nature/type of literature
 · Importance of the review
 · Scope of the review
 · Conducting review of the literature
 · Mistakes often made in reviewing research literature
 3. Research design, methods, and procedures (methodology)
 (11 hours)
 · Type and nature of research design and the justification for the
design
 · Defining population
 · Sampling size
 · Instruments used for collection of data and their suitability for the
study
 · Methods of data analysis
 · Mistakes often made in sampling
 4. Analysis and presentation of research findings (8 hours)
 5. Discussion, conclusion and recommendation (8 hours)
 · Introduction
 · Summary of findings
 · Discussion
 · Conclusions
 · Recommendations
 · Suggestions for further study

 Teaching and Learning Methods
 § Lecture
 § Demonstrations
 § Tutorials
 § Written and oral exercises
 § Seminar presentations
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 Teaching – Learning Materials

 · Whiteboard and markers
 · Flip charts
 · Projectors
 · CDs, DVDs and Tapes
Assessment
 Learning experience on this course will be assessed by coursework,

marked out of 40%, and written dissertation, marked out of 60%.
Reading Materials
Best JW, Kahn JV, (1986). Research in education

Cobb AK, HagemasterJN, (1987). Ten criteria for evaluating qualitative
research proposals.The Journal of nursing education
Creswell JW, (2008). Research design: Qualitative, quantitative, and mixed

methods approaches
Maguire P, (1987). Doing participatory research: A feminist approach
Marshall C, Rossman GB, (2006). Designing qualitative research
OnwuegbuzieAJ, (1997). Writing a research proposal: The role of library

anxiety, statistics anxiety, and composition:Library and Information
Science Research
Punch K, (2000). Developing effective research proposals
Amin, M.E (2005). Social Science Research, Conception, Methodology and

Analysis, Makerere University Printery, Kampala.

Gay. L.R. (1996). Educational Research: Competencies for Analysis and
Application.(5th Ed). Prentice-Hall, Inc. Upper Saddle River, New
Jersey,
USA.
Leedy. P.D. (1997). Practical Research: Planning and Designing. McMillan
Publishers. New York. USA.
Meadows. K.A. (2003). So You Want to do Research: An Overview of the
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Research Process. British Journal of Community Nursing. Vol 8,
No.8,
Page 369 – 375
Mugenda. O.M. &Mugenda A.G. (2003). Research Methods: Quantitative
and
Qualitative Approaches. Acts Press, Nairobi, Kenya.
Robson.C. (1995). Real Research: A Resource for Social Scientists and
Practitioner Researchers. Blackwell Publishers; Oxford, United
Kingdom.
Tuckman. B.W. (1994). Conducting Educational Research. Harcout Brace
 College. New York; USA.
PROJECT PLANNING & MANAGEMENT
COURSE CODE: PPM 7102
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CREDIT UNIT: 4
STATUS: Core
The course gives a theoretical introduction and approach to essential planning and
management tools of projects with emphasis on Developing countries. It highlights the
important steps needed for initiating projects and how they eventually emerge from
plans into activities that tackle people’s socio-economic goals. Special interest is on
the integrated project management cycle and the underlying challenges of identifying
and implementing successful projects despite the limited resource base in most
economies. A detailed analysis and application of project tools and methodologies like
Logical Framework Approach, Ghantt charts, bar charts, and problem analysis will be
made to explain project operations.
COURSE OBJECTIVES
The objectives of this course are to:
 Equip students with the concepts in project planning and management.

 Give students the knowledge to identify viable projects in the work place
 Equip students with the skills and abilities to plan, design and implement
Projects
 Know the various project management tools and techniques that are used to
develop models
 Apply the different concepts in the effective management of projects

 Demonstrate critical understanding between project management and
operational work; and
 Design and implement good projects
 Describe the key project management tools and techniques and develop models
Introduction to project planning and management (6 hours)
 Concept of projects, types, characteristics and project cycle.

 Role and importance of projects in development.
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Project Cycle management (12 hours)
 Identification and analysis of phases of project cycle.

 Project appraisal dimensions, including initiation, feasibility study and reports;
understand when to do and use feasibility studies;
 Market, technical, economic, financial, social and environmental
appraisal/analysis of projects.
Project Planning (9 hours)
 Introduction and definitions

 Scheduling simple projects-time scheduling
 Planning tools and techniques
 SWOT analysis,
 Dependencies
 Critical path analysis
 Gantt Charts
Principles of Project management and implementation (9 hours)
 Introduction to project management and leadership

 Principles of project management
 Role of project managers
Project team and stakeholders
Project monitoring and evaluation (6 hours)
 Quality management, control and auditing of projects

 Elements of project sustainability; cross-cutting issues of gender, HIV and
environment.
Project proposal Recap (3 hours)
 Types and parts of project proposals

 Preparation of business and research proposals
 Recap
MODE OF DELIVERY
 Lectures
 Group/Individual presentations

 Flip Charts
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 LCD Projectors
Required Readings
 Brown, M. (1998). Successful Project Management in a week. (2nded). London:

 Holder &Stonghton.
 Burton, C and Norman, M. (1992). A practical guide to project management.
London: Kogan Page
 Chandan, J. S. (1997). Management concepts and strategies.New Delhi: Vikas
Publishing House
 Cusworth, J. W. F. (1993).Managing projects in Developing countries
 Gittinger, J. P. (1982).Economic analysis of Agricultural process, (2nded).
Washington.
 Dennis,A.R. (1983). Development Projects as policy experiments-an adaptive
approach to development administration
 Jack, R. M and Samuel, J. M. (2003). USA Project Management: Managerial
Approach (5thed).
 John, D. T. (1990). The Business of farming, (2nded). London
 Lewis P. J. (1995). The project manager’s desk reference. A comprehensive
guide to project planning, scheduling, Evaluation. McGraw-Hill USA
 Maylor H. (1999). Project management,(2nded), Financial Times. London:
Pitman Publishing
 Ralph, L. K; Irwin, S. L. (1999). Tools and Tips for today’s Project Manager
 Shlomo G.(1994).Project management, Engineering, Technology
and implementation. International Inc. Prentice Hall
 Shrivastava, O. S. (1999).Economies of growth, development and planning
 Young, T.(1998).Implementing projects. Sterling publishers
 Valadez, J and Bamberger, M. (2000).Monitoring and evaluating social
programs in developing countries. A hand book for managers and
Researchers. Washington DC: World Bank,
 World Bank. (2004).Monitoring and evaluation: Some tools, methodologies
andapproaches. Washington DC, USA: World Bank.
COMPARATIVE PUBLIC ADMINISTRATION
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CREDIT UNIT: 4
STATUS: Core
This course is designed for students who would later work in public organizations and
private organizations.The course centers on the operation of the Public sector. In
particular, the course shall tackle issues such as the conceptual definitions of Public
Administration; Comparative Public Administration; principles of Public
Administration, the development of bureaucracy among others. The course shall
further span and draw cases from the public sectors of the ‘more developing’ and the
least developing nations of the world; the conduct of the affairs of the public sector.
COURSE OBJECTIVES
This course intends to:
 Enable students gain knowledge of administration for organizational efficiency

and effectiveness
 Equip students with the applicability of public administration practices across
the globe
 Explain the practice of public administration in developed countries compared
to developing countries
 Explain the trends of development of public administration
 Equip students with best practices of administration and management that is
needed for development in today’s competitive business environment
 Apply analytical skills in public administration

 Gain knowledge of administration for organizational efficiency and effectiveness
 Explain the practice of public administration in developed countries compared
to developing countries
 Explain the trends of development of public administration
 Apply Equip students with best practices of administration and management
that is needed for development in today’s competitive business environment
Introduction to comparative public administration (6 hours)
 Historical development of administration

 Comparison in public administration
 Models of comparative public administration
 Administration in developed nations
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 Bureaucratic prominent political regimes
 Party prominent political regimes
Introduction to Public Administration (6 hours)
 What is Public Administration?

 Historical background of Public Administration
 Features of Public Administration
 Applicability of Public Administration
Principals of Public Administration (6 hours)
 Introduction
 The key principles of Public Administration
 Recent interpretation
 Responses to incrimination
 Public Policy approach
 Education and training
Tanzania Civil Services: A case Study (6 hours)
 Introduction
 Establishment of Public Administration
 The practice of Public Administration during Mwalimu Nyerere ‘s period 1961-
1985
 The practice of Public Administration during presidents Mwinyi and Mkapa
 The practice of Public Administration during President Kikwete’s period 2005-
2010
 Summary of comparative analysis
British Civil Service: A Case Study (6 hours)
 Establishment
 Lord Fulton’s Committee Report
 Margaret Thatcher’s Government
 The citizen’s charter
 Political neutrality
 Code of ethics
 Grading schemes
The Development of Bureaucracy (6 hours)
 Introduction
 Karl Marx and bureaucracy
 Max Weber and bureaucracy
 Austrian school of bureaucracy
 Current debates
 Red tape reduction
 Promoting open government
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The Challenges of Governance, Public Sector reform and Public Administration
in Africa (3 hours)
 Introduction
 Challenges of governance at the state societal level
 Challenges of promoting human development and consolidating democracy
 Challenges of governance and the bureaucracy
Comparative Public Administration (6 hours)
 Introduction
 Compare the practice of PA in Tanzania and that of UK
 Compare religious states versus secular states
 Compare authoritarian states versus democratic states
 The future of public administration practices in the world
MODE OF DELIVERY
 Lectures
 Presentations
 Debates

 Flip Charts
 LCD Projectors
Required Readings
 Adamolekun, L. (1999). Public Administration in Africa: Main Issues and

Selected Country Studies, Oxford: Westview Press.
 Adomolekun, L. (1986). Public Administration: A Nigerian and Comparative
Perspective, London: Longman
 Bluementritt, T. (2006). Integrating Strategic Management and Budgeting,
Journal of Business Strategy
 Chandler,J.A. (2009). Comparative public administration
 Elock, H. (1991). Change and Decay? Public Administration in the 1990s, New
York: Longman
 Guy, P. (1989). The Politics of Bureaucracy, New York: Longman
 Heady, F.(1996). Public Administration: A Comparative Perspective, New York:
Englewood
 Harris,J. And Hunter,J. and Lewis,C.M. (Eds.) (1995). The New Institutional
Economics and Third World Development. London: Routledge.
 Huddleston, M.W & Boyer, W.W. (1996). The Higher Civil Service in the United
States: Quest for Reform. University of Pittsburgh Press.
 Local Government. Research Journal of Management, Vol. 4/ No.1 January,
2016.
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 Maloka, E and Le Roux, E. (2000).Problematising the African Renaissance,
Pretoria: Africa Institute of South Africa.
 McLennan,A and FitzGerald, P. (Eds.) (2000). The New Public
Administration Initiative and the Mount Grace Consultation, Graduate School
of Public and Development Management. Johannesburg: University of the
Witwatersrand.
 Mukandala, R. (Ed). (2000). African Public Administration: A reader. Harare:
AAPS Books.
 Oketch, C. (2016). Ethical Governance and Political Accountability in Bushenyi
District.
PUBLIC PROCUREMENT MANAGEMENT
CREDIT UNIT: 4
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STATUS: Core
This course provides the fundamental principles and practices of government

procurement. This course provides the fundamental principles and practices of
government procurement. This course has been designed to; Expose to students the
methods of procurement. This course will Enable students know the contribution
of public procurement to national development.
COURSE OBJECTIVES
This course has been designed to:
 Expose to students the methods of procurement

 Discuss the legal framework pertaining procurement in Uganda
 Enable students know the contribution of public procurement to national
development
By the end of the course students will be able to:
 Differentiate public from private procurement

 Describe the scope and nature of the public sector in which procurement takes
place
 Describe the contribution of public procurement to national development
Introduction to Public Procurement (6 hours)
 The scope and nature of public sector

 Meaning of public procurement
 Differences between public and private procurement
 The goals and objectives of public procurement
 The principles of public procurement
Public Procurement Reforms (6 hours)
 The background to public procurement reforms

 Drivers of public procurement reforms in Uganda
 Implementation of public procurement reforms in Uganda
 Challenges to the public procurement reform process
Public Procurement Process (3 hours)
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 Procurement planning
 Solicitation
 Evaluation,
 Contracting management
Public Procurement Institutional Framework (6 hours)
 Central and local government procurement institutional framework

 The link between MOFPED, PPDA Authority, Accounting officers, Contracts
Committee, Procurement and Disposal Units, User Departments and Evaluation
Committees
 Roles and responsibilities of stakeholder
Public Procurement Methods (9 hours)
 Selection of procurement method

 Open Domestic and International methods
 Restricted Domestic and International methods
 RFQ/RFP
 Micro procurement
 Direct Procurement
 Community procurement
 Force account
 Consortium buying
Contracting in Government (3 hours)
 The process of contracting in government

 Stakeholders in government contracting
Public Disposal Process (6 hours)
 Meaning of disposal
 Purpose of disposal
 Disposal process
 Disposal methods
Procurement Legal Framework in Uganda (3 hours)
 Legal and institutional framework for procurement and disposal of public assets
 International procurement legal framework applicable to Uganda
Sale and Supply of Goods and Services (3 hours)
 Breaches of conditions and warranties

 Transfer of property, risk and title, Limiting risk, indemnity, exclusion and
insurance,
 The rules in nemodat quod non habet
 Delivery, Supply of goods and services
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MODE OF DELIVERY
 Lectures,
 Group discussions
 Case studies
Required Readings
 Lome, C. and Schoenherr, T.(2011). Supply chain risk management in financial

crises—A multiple case-study approach. International journal of production
economics, 134(1), pp.43-57.
 Chopra, S. and Sodhi, M.S.(2012).Managing risk to avoid supply-chain
breakdown.MIT Sloan Management Review (Fall 2004).
 Cox, A. and Townsend, M. (2009).Strategic procurement in construction.
Thomas Telford Limited.
 Giannakis, M. and Louis, M.(2011). A multi-agent based framework for supply
chain risk management. Journal of Purchasing and Supply Management, 17(1),
pp.23-31.
 Pfohl, H.C., Köhler, H. and Thomas, D.(2010). State of the art in supply chain
risk management research: empirical and conceptual findings and a roadmap
for the implementation in practice. Logistics Research, 2(1), pp.33-44.
 Phillips, J.(2009). PMP® Project Management Professional Study Guide.
McGraw-Hill Ltd., UK.
 Tang, O. and Musa, S.N.(2011). Identifying risk issues and research
advancements in supply chain risk management. International Journal of
Production Economics, 133(1), pp.25-34.
 Waters, D.(2011). Supply chain risk management: vulnerability and resilience
in logistics. Kogan Page Publishers.
CONFLICT MANAGEMENT
COURSE CODE: PCS 7104
CREDIT UNIT: 4
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STATUS: Core
The purpose of the course is to explore the notion, language and approaches to
conflict management while understanding the theoretical perspectives and strategies
commonly used in the analysis. Cases studies will be useful in the analysis
particularly the continental and regional organisations in Africa.
COURSE OBJECTIVES
The course is intended to;
 Enable students to understand and be able to explain the critical issues in

conflict from Internal to International conflict.
 Provide students with tools required in analysing all types of conflicts
 Enable students understand the challenges posed by conflict
 know the nature and causes of modern conflicts
 Explain the causes of conflict in African societies

 Identify the case studies in African where conflict management has been
successful
 Discuss the Problems in managing ethnic conflict,
 Examine the changing nature of Conflict management in the contemporary
world.
 Aspects involved in the process of conflict management (9 hours)

 Negotiations, mediation, third party, intervention, good offices, humanitarian
intervention, and peace-keeping as a peaceful methods in managing conflict (12
hours)
 The role of civil society in managing conflicts (12 hours)
 Role of Institutional conflicts management in Africa - AU , ECOMOG, SADC,
ICGLR, IGAD and East Africa Community (12 hours)
MODE OF DELIVERY
 Lectures
 Presentations
 Group discussions
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 Flip Charts
 LCD Projectors
Required Readings
 Krishman, K. (1997). Rebuilding societies After Civil Wars: Critical Roles for
International Assistance.
 Mitchell, C.R. and M. Banks.(1996). Handbook of Conflict Resolution. The
Analytical Problem- Solving Approach .London: A Cassell Imprint.
 Moore, C.W. (1986). The Mediation Process: Practical Strategies for Resolving
Conflict.San Francisco: Jossey Bass.
 Nicole, B and Tammy, H (1996). Making peace Work: The Role of the
International Development Community, Policy Essay No. 18.
 Sandole, D.J.D, (1987). Conflict Management: Elements of Generic Theory and
Practice, in D.J.D. Sandole and I. Sandole- Staroste (eds), Conflict Management
and Problem Solving: Interpersonal to International Applications. New York:
University Press.
 Sandole, D.J.D, (1988). Paradigms, Movements, and Shifts: Indicators of a
Social Invention in C.R. Mitchell and K. Webb (eds), New Approaches to
International Mediation. New York: Greenwood Press.
 Sandole, D.J.D, (1993). Paradigms, Theories, and Metaphors in Conflict
Resolution: Coherence or Confusion? In D.J.D. Sandole and H.van der
Merwe (eds), Conflict Resolution Theory and Practice: Integration and
Application. Manchester: Manchester University Press.
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METROPOLITAN INTERNATIONAL UNIVERSITY
S/N Name Position Key Qualifications Key areas of teaching Gender&
tenure
1. Otim John Lecturer 2017 MPLM,Nkumba Public procurement and Male, part
William University supplies management time
2013 PGD-Financial-
Mgt,UMI
2008 BPLM, Nkumba
University
2. Irumba Alex Lecturer 2019 MBA, Makerere Finance, management and Male, part
University accounting time.
2016 BBA, Ndejje University
3. Namakuba Lecturer 2018 CIPS-UK, Procurement Female, full
Gloria 2017 MBA-Procurement time
Coventry University UK
2014 BPLM(UCU)
4. Talugende Lecturer 2017 MHRM(Mak), Human Resource, Business Male, full
Moses 2013 ACCA, Related Disciplines time
2007 PGD Financial
Accounting (Mak)
2005 B.COM (Mak),
5. Akiror Susan Lecturer 2018 MA-PAM, Uganda Humanities and Female, full
Iren Management Institute development time
2013 BDS, UCU
6. Kirwisa Senior 2016 MPA, IUIU, Humanities, Social Sciences Male , Part
Matovu Lecturer 2011 PGD-PPME, UMI and development time
2011 BSWSA, IUIU
7. Dr. Senior 2016 Phd-Int’ Peace, Conflict Humanities, Social Sciences Male, Full
Chidiebere C. Lecturer & Devt studies, Universitat and development, Business time
Ogbonna Jaume I, Spain Management , research
2013 MA Philosophy,
Universitat Jaume I, Spain
86 | P a g e
2011 Msc Int’ Mgt,Gotland
University, Sweden
2010 BBA, Central
Ostrobothnia University,
Finland
2004 Bsc-BM, University of
Calabar, Nigeria
8. Dr. Julius Senior 2013 PhD-educational Business, Economics, Male, Full
Arinaitwe Lecturer Management (KIU), research time
2009 MA (Kabale University),
2007 PGDE (UCU),
1998 CPA(K),
1992 Bcom (Mak)
9. Professor Professor 1996 BSc(Hons)-, Master of Research, business related Female, full
Jacinta Health Education (University time
Opara of Ibadan) Nigeria,
1998 Post Graduate Diploma
Business Management,River
state University, Nigeria,
2001 MBA-
Management,Universidad
Catolica-Spain
2007 M.Sc-Environmental
Sciences,Universidad Central
de Nicaragua-Nicaragua
2009 Doctor of Philosophy
(PhD) Distinction-
Environmental Sciences
2017 Doctor of Business
Administration, Universdad
Azteca, Chalco-Mexico
10. Professor. Professor 2006 MBA/ PhD in Research, business related Male, full
Nosike Management, West Coast time
Austine University–Panama.
2007Postgraduate/Fellowshi
p Budapest-Hungary,
87 | P a g e
1999 (MBA) Marketing,River
state University-Nigeria
1997 Bsc-Geography-
University of Nigeria.
11. Dr. Jude Senior 2019 PhD Business Admin, Research, Business, Male, Full
Thaddeus Lecturer Stelleboach University-South Procurement time
Mugarura Africa
2014PGD-Procurement,
Uganda Management
Institute,
2010 Msc-Procurement-
Makerere University,
2016 CIPS-UK
2006 BBA, Makerere
University
12. Dr. Abeera Senior 2017 PhD Public Research, Public Female, Full
Odetha Lecturer Administration (KIU), Administration specialist time
Kturamu 2005 MA International
Relations(Mak),
2003 BA,SS (Mak)
13. Twinomujuni Lecturer 2017 MPAM(Ndejje Public Admin, Social Work Female , full
Rosebell University) time
2015 BSWSA(Ndejje
Univrsity)
Teaching Staff
88 | P a g e

Mpam Curriculum - Ready

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METROPOLITAN INTERNATIONAL UNIVERSITY

School of Research & Graduate Studies

CURRICULUM FOR THE DEGREE

The Accreditation & Quality Assurance Committee

1.2 Rationale of Programme.......................................................................................................8

1.2 Programme Objectives.........................................................................................................8

1.3 Expected Programme outcome.............................................................................................9

1.4 Target Population................................................................................................................9

1.5 Admission Requirements.....................................................................................................9

1.6 Duration of the Course........................................................................................................9

1.61 Number and length of semester.......................................................................................10

1.7 Mode of Instruction...........................................................................................................10

1.9 Assessment and Examination............................................................................................10

1.91 Grading of courses..........................................................................................................10

2.1 Minimum Pass Mark.........................................................................................................12

2.2 Graduation Requirements.................................................................................................13

2.3 Degree Classification.........................................................................................................13

MPAM provides a strong background in areas of the management and administration

1.2 Rationale of the Programme

1.2 Programme Objectives

1.3 Expected Programme Learning outcome.

a) Have acquired knowledge, skills, attitudes and values in public administration

1.4 Target Population

1.5 Admission Requirements

1. Possession of a Bachelor’s Degree in any area of study from an institution of higher

2. Possession of a professional qualification deemed by NCHE to be equivalent to a

1.61 Number and length of semester

1.7 Mode of Instruction

S/N Infrastructure Quantity Space In Square Meters

1.91 Grading of courses

Marks Letter grade Grade point Interpretation

a) Calculation of Cumulative Grade Point Average (CGPA)

(b) These additional letter shall be used where appropriate:

AUD. Audited courses only

Note: The courses pass grade is 3.0

(b) Probationary progress(PP)

(d) Absence from examination

2.1 Minimum Pass Mark

2.2 Graduation Requirements

2.3 Degree Classification

PROGRAMME STRUCTURE FOR MASTER OF ARTS IN PUBLIC

YEAR ONE SEMESTER ONE

PUBLIC SECTOR MANAGEMENT

COURSE CREDIT UNIT: 4

Brief Course Description

 To explain the public sector in general

COURSE LEARNING OUTCOMES

By the end of the course unit students should be able to;

Assessment and Method of Evaluation

 Continuous assessment tests 20%

Total 100%

Detailed Course Description

Public good and public services (6 hours)

 Emerging free rider problem and its challenges

Administrative Reforms in Public sector (12 hours)

Public Sector and Public Policy (6 hours)

The Government Executives, Structures and Systems (8 hours)

Planning and Decision Making in Public Sector Management (8 hours)

 Purpose for planning

Accountability in the Public Sector (8 hours)

Public Private Partnership (PPPs) in Public Sector Management (6 hours)

INSTRUCTIONAL MATERIALS AND / OR EQUIPMENT

 Whiteboard and Markers