Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Rizal

GRADUATE SCHOOL
Second Semester, AY 2020-2021

COURSE TITLE: Administration of Political Development COURSE CODE: PA 505

CONTACT HOURS: 54 CREDIT UNITS: 3 CO-REQUISITES:
0
PRE-REQUISITES: PA 501 GOOGLE CLASSROOM CODE: 3kelagn

I Vision: The leading University in human resource development, knowledge and technology generation, and environmental
stewardship.

II Mission: The University of Rizal System is committed to nurture and produce upright and competent graduates and empowered
community
through relevant and sustainable higher professional and technical instruction, research, extension and production services.

III Goals:

National: To train the nation’s manpower in the skills required for the national development for the quality of human life.

Regional: To train the nation’s manpower with the skills required for the regional development.

University: To develop the full potential of an individual in academic and technological discipline for an empowered, productive and
morally
upright citizenry.

IV Core Values: Responsiveness, Integrity, Service, Excellence, Social Responsibility

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V Graduate Attributes: Globally Competitive, Innovative, Adaptive, Nationalistic, Trustworthy, Service Oriented

VI Program: Master in Public Administration

VII Program Outcomes:

The minimum standards for the DPA program are expressed in the following minimum set of learning outcomes:

A. Common to the Discipline (DPA):

1. Encourage and develop an inquisitive mind through research, which is one of the functions of graduate education.
2. Pursue lifelong learning for personal and professional growth.
3. Encourage the analysis of value which confronts people in decision making through actual class work and maximization of motivation
techniques.
4. Develop flexibility and pragmatic adjustment to varied and changing social realities - social, economic and political - be it in the personal
and professional dimension of living through community service and fieldwork.
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
6. Practice professional and ethical standards to respond to the demands of the community.
7. Instill the values of participation, accountability, responsiveness, transparency and integrity.

B. Program Outcomes for DPA:

1. Develop high quality leadership and expertise in the field of Public Administration.
2. Enhance conceptual, analytical and research skills in the field of Public Administration.
3. Provide advanced knowledge and skills in instruction, research and extension services to meet global concerns.
4. Strengthen research capabilities towards national growth and development
5. Cultivate a culture of scholarship, mentoring, professionalism, ethical and social responsibility, and humanism

VIII. Course Outcomes:

1. Possess the verbal and writing skills needed to communicate clearly and effectively, make persuasive, professional presentations and
convey information essential to the discipline in an orderly and understandable manner.

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 2. Understand the various forms of structure in government and relate specific governmental forms to political and policy outcomes.
3. Identify the sources and uses of power and its relationship to political events, outcomes and processes.
4. Apply the principles of the rule of law and analyze its effects on political relationships, actors, institutions and policy.
5. Appreciate the role of public policy, the policy-making process, the political and environmental factors that affect its development and its
effects on political events, actors, and institutions.
6. Explore the various types of political ideology and the relationship of specific ideologies to political processes and policy development.
7. Understand the general types of political behaviors and the factors that cause them and relate those behaviors to specific political actions
and outcomes.
8. Be able to effectively apply critical thinking and problem solving skills to political issues.

IX Course Description:

This course provide students with foundational knowledge, tools, and best practices of thinking about both classical and emerging administrative
and managerial problems. Upon completion of the course, they will be able to apply key frameworks to real-life practices. Case studies and class
discussions throughout the course will ensure to link research insights and frameworks to practice. This covers key topics such as the role of
government; public and private sector relations and dynamics; political administrative relations; collaboration and networks; performance
management; stakeholder management; and ethics and anti-corruption strategies.

X Course Outline:

WEEK/TIME TEACHING AND

INTENDED LEARNING OUTCOME-BASED LEARNING
ALLOTMENT CONTENT LEARNING ACTIVITIES REFERENCES
OUTCOMES (ILO) ASSESSMENT (OBA) RESOURCES
(TLA)

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 Levelling off of expectations Self-introduction Manuals and
Syllabus Professional Expertise
Re-orientation on the URS
Synchronous via Google Meet
Vision, Mission, Core Values,
and URS Brand
Lectures:
Reflect the Vision and
Mission, Core Values of Significance of the subject Socratic Discussions Powerpoint
the university matter on the attainment of the Presentation will be
Week 1-2 University VMGO provided by the
(6 Hours) Discuss development and professor in pdf format.
how such concept Module 1: Trends in Synchronous Mulltimedia/Podcasts Please see the
changed. Development Studies via Google Meet uploaded materials
Unit 1: Introduction after end of class
Bio-sketch Unit 2: Conceptualizing Asynchronous via LMS meeting in this link:
Development
Forum No. 1 https://drive.google.com
/drive/folders/0B-
XNE1c45cx0fmQ3NXd
abXdRd0d1VGxod2xKa
Implications of different Dc3VlZ3VnF5eHFZbTk
perspectives of the Unit 3: Historical Influences Socratic Discussions via Google Meet 2LWszeHlTMzRVUVE?
conception of Unit 4: Development Models Synchronous Mulltimedia/Podcasts usp=sharing
development to policy and 2 Praxis Paper:
for research. *Management and Org
Theory or Org Behavior Asynchronous via LMS Other:
Explore the various or Managerialism (Topics Videos Play lists:
Week 3-6 perspectives on the role from Module 1) https://docs.google.com
(12 Hours) of the state in /spreadsheets/d/1iGqql
development. Case Digests/Studies LmSp01x7hwyTMFsxh
Kh1gzQvEIZXV4pkhd0
Provide ideal/practical FXQ/htmlview?
timeline of the policy fbclid=IwAR3nN_PJCx
Xn3PzHcQ4RdhsyKizB
consensus around the
T8dQb2h0eHiHUY4MO
best approaches to
o-ljrPLDV_7k0c#gid=0
development.
Week 7-8 Explain good governance Socratic Discussions via Google Meet
(6 Hours) and the conditions where Synchronous Mulltimedia/Podcasts
policies or states can
achieve the same.

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 Research Titles Asynchronous via LMS
Distinguish democracy Research Capsule Unit 5: Governance
from development and the Unit 6: Democracy and
role of actors (citizens, Development
states or international
actors) who wanted to
encourage development
support policies to
promote democracy.
Citations: (Subject to change)

Module 1:

Commanding Heights Videos – available on YouTube, Episodes 1, 2 & 3.

Rostow, W. W. (1959). The Stages of Economic Growth. The Economic History Review, 12(1), 1–16.

Lerner, D. (1958). The Passing of Traditional Society: Modernizing the Middle East: Macmillan Pub Co, pages 1-42.

Valenzuela, J. S., & Valenzuela, A. (1978). Modernization and Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment. Comparative Politics, 10(4), 535–
557.

Sen, A. (1999). Development as Freedom (1 edition). New York: Knopf, Chapters 1-2.

Banerjee, A. V., Banerjee, A., & Duflo, E. (2011). Poor Economics: A Radical Rethinking of the Way to Fight Global Poverty. Public Affairs. [Ch 3, 10 and Conclusion].

Skim: Human Development Report (2010), [Ch 3&5].

Mahoney, J. (2010) Colonialism and Postcolonial Development: Spanish America in Comparative Perspective. [Ch 1-5].

Guardado, J. (2018). Office-Selling, Corruption, and Long-Term Development in Peru. American Political Science Review, 112(4), 971–995.

Nunn, N. (2012). Culture and the Historical Process. Economic History of Developing Regions, 27(S1), 108–126.

Acemoglu, D., Johnson, S., & Robinson, J. A. (2001). The Colonial Origins of Comparative Development: An Empirical Investigation. The American Economic Review, 91(5), 1369–
1401.

Krueger, A. (1990). Government Failures in Development. Journal of Economic Perspectives, 4(3), 9-23.

Evans, P. (1992) “The State as Problem and Solution: Predation, Embedded Autonomy, and Structural Change”: In Haggard & Kaufman, eds. The Politics of Economic Adjustment:

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International Constraints, Distributive Conflicts and the State. [Chapter 3].

Scott, J. C. (1998). Seeing like a state: how certain schemes to improve the human condition have failed: New Haven: Yale University Press. [Introduction, and chapters 7 & 9].

Amsden, A. H. (2001). The Rise of “The Rest”: Challenges to the West from LateIndustrializing Economies. Oxford: Oxford University Press.

Bates, R. H. (2014). Markets and States in Tropical Africa: The Political Basis of Agricultural Policies: Berkeley: University of California Press [part 1 of book, pg 1-77].

Grindle, M. S. (2004). Good Enough Governance: Poverty Reduction and Reform in Developing Countries. Governance: An International Journal of Policy, Administration, and
Institutions, 17(4), 525–548.

Hetherington, K. (2011). Guerrilla Auditors: The Politics of Transparency in Neoliberal Paraguay. Durham: Duke University Press Books. Introduction and Chapter 4.

North, D. C. (1991). Institutions. Journal of Economic Perspectives, 5(1), 97–112.

Przeworski, A. (2004). Institutions Matter? Government and Opposition, 39(4), 527–540.

Gerring, J., Bond, P., Barndt, W. T., & Moreno, C. (2005). Democracy and Economic Growth: A Historical Perspective. World Politics, 57(3), 323–364.

Harding, R., & Stasavage, D. (2014). What Democracy Does (and Doesn’t Do) for Basic Services: School Fees, School Inputs, and African Elections. The Journal of Politics, 76(1),
229–245.

Kroth, V., Larcinese, V., & Wehner, J. (2016). A Better Life for All? Democratization and Electrification in Post-Apartheid South Africa. The Journal of Politics, 78(3), 774–791.

Truex, R. (2017). The Myth of the Democratic Advantage. Studies in Comparative International Development, 52(3), 261–277.

MIDTERM EXAMINATION via Exam Portal

Discuss the conditions

where information and Socratic Discussions via Google Meet Professional Expertise
Week 9-12 accountability affect Module 2: Distributive Politics Synchronous Mulltimedia/Podcasts
(12 Hours) poverty alleviation, and Unit 1: Information,
how political incentives Forum Accountability and Asynchronous via LMS Lectures:
shape inequality. Development
Case Digests/Studies Unit 2: Ethnicity, Politics Powerpoint
Determine the conditions and Development Presentation will be
where ethnicities or provided by the
political identities more professor in pdf format.
generally undermine Please see the

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 Development. uploaded materials
Explain the conditions after end of class
where electoral processes 2 Praxis Paper: Unit 3: Elections and Socratic Discussions via Google Meet meeting in this link:
exacerbate poverty. *Management and Org Poverty Alleviation Synchronous Mulltimedia/Podcasts
Theory or Org Behavior Unit 4: Party Systems and https://drive.google.com
Week 13-14 or Managerialism (Topics Development Asynchronous via LMS /drive/folders/0B-
(6 Hours) Discuss the type of party from Module 2) XNE1c45cx0fmQ3NXd
system which could be abXdRd0d1VGxod2xKa
best to support poverty Research Proposal (1-3) Dc3VlZ3VnF5eHFZbTk
alleviation or 2LWszeHlTMzRVUVE?
development. usp=sharing
Illustrate how states
shape citizens’ demand
for services. Unit 5: State Socratic Discussions via Google Meet
Responsiveness Synchronous Mulltimedia/Podcasts
Week 15-16 Unit 6: Civil Society, Social
(6 Hours) Explain the ways how Organizations and Other:
does the organization of Full Blown Research Redistributive Politics Asynchronous via LMS Videos Play lists:
interests matter for the Paper https://docs.google.com
poor, and the role of civil /spreadsheets/d/1iGqql
society for development. LmSp01x7hwyTMFsxh
Kh1gzQvEIZXV4pkhd0
Discuss the conditions FXQ/htmlview?
where decentralization fbclid=IwAR3nN_PJCx
encourage human Unit 7: Decentralization Synchronous via Google Meet
Unit 8: Special Topics and Collaborative Session Xn3PzHcQ4RdhsyKizB
development. T8dQb2h0eHiHUY4MO
Issues
o-ljrPLDV_7k0c#gid=0
Appraise public opinion Asynchronous Google Survey
and discuss relevant Collaboration Webinar
Week 17-18 issues on political
(6 hours) change

Apply the attained

objectives in an scholarly
activity that offers the
speaker or presenter-
student an opportunity of
intellectual interaction
with peer students.

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Citations: (Subject to change)

Module 2:

Mani, A., & Mukand, S. (2007). Democracy, visibility and public good provision. Journal of Development Economics, 83(2), 506–529.

Kramon, E., & Posner, D. N. (2013). Who Benefits from Distributive Politics? How the Outcome One Studies Affects the Answer One Gets. Perspectives on Politics, 11(2), 461–
474.

Fox, J. A. (2015). Social Accountability: What Does the Evidence Really Say? World Development, 72, 346–361.

Bauhr, M., & Grimes, M. (2014). Indignation or Resignation: The Implications of Transparency for Societal Accountability. Governance, 27(2), 291–320.

Corbacho, A., Gingerich, D. W., Oliveros, V., & Ruiz‐Vega, M. (2016). Corruption as a SelfFulfilling Prophecy: Evidence from a Survey Experiment in Costa Rica. American Journal of
Political Science, 60(4), 1077–1092.

Banerjee, A. V. B., Rukmini Duflo, Esther Glennerster, Rachel Khemani, Stuti. (2008).

Pitfalls of Participatory Programs: Evidence from A Randomized Evaluation in Education in India. The World Bank.

Habyarimana, J., Humphreys, M., Posner, D. N., & Weinstein, J. M. (2007). Why Does Ethnic Diversity Undermine Public Goods Provision? American Political Science Review,
101(4), 709–725.

Singh, P. (2017). How Solidarity Works for Welfare: Sub-nationalism and Social Development in India: Cambridge University Press.

Lee, A. (2018). Ethnic Diversity and Ethnic Discrimination: Explaining Local Public Goods Provision. Comparative Political Studies, 51(10), 1351–1383.

Kasara, K. (2007). Tax Me If You Can: Ethnic Geography, Democracy, and the Taxation of Agriculture in Africa. American Political Science Review, 101(1), 159–172.

Cammett, M., & Issar, S. (2010). Bricks and Mortar Clientelism: Sectarianism and the Logics of Welfare Allocation in Lebanon. World Politics, 62(3), 381–421.

Putnam, R. D. (2007). E Pluribus Unum: Diversity and Community in the Twenty-first Century The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies, 30(2), 137–174.

Boone, C. (2014). Property and Political Order in Africa. New York: Cambridge University Press.

Diaz-Cayeros, A., Estévez, F., & Magaloni, B. (2016). The Political Logic of Poverty Relief: Electoral Strategies and Social Policy in Mexico, New York, NY: Cambridge University
Press. [Intro, Chapters 1-3 & 8].

Touchton, M., Sugiyama, N. B., & Wampler, B. (2017). Democracy at Work: Moving Beyond Elections to Improve Well-Being. American Political Science Review, 111(1), 68–82.

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Cruz, C. (2018). Social Networks and the Targeting of Vote Buying. Comparative Political Studies.

Holland, A. C., & Palmer-Rubin, B. (2015). Beyond the Machine: Clientelist Brokers and Interest Organizations in Latin America. Comparative Political Studies, 48(9), 1186–1223.

Wantchekon, L. (2003). Clientelism and Voting Behavior: Evidence from a Field Experiment in Benin. World Politics, 55(3), 399–422.

Thachil, T. (2014). Elite Parties and Poor Voters: Theory and Evidence from India. American Political Science Review, 108(2), 454–477.

Calvo, E., & Murillo, M. V. (2013). When Parties Meet Voters: Assessing Political Linkages Through Partisan Networks and Distributive Expectations in Argentina and Chile.
Comparative Political Studies, 46(7), 851–882.

Morgan, J., & Kelly, N. J. (2016). Social Patterns of Inequality, Partisan Competition, and Latin American Support for Redistribution. The Journal of Politics, 79(1), 193–209.

Cruz, C., & Keefer, P. (2015). Political Parties, Clientelism, and Bureaucratic Reform. Comparative Political Studies, 48(14), 1942–1973.

Suryanarayan, P. (2019). When Do the Poor Vote for the Right Wing and Why: Status Hierarchy and Vote Choice in the Indian States. Comparative Political Studies, 52(2), 209–
245.

Pribble, P. J. (2013). Welfare and Party Politics in Latin America. Cambridge; New York: Cambpridge University Press.

Auyero, J. (2012). Patients of the State: The Politics of Waiting in Argentina. Durham: Duke University Press Books. [Intro, chapters 1-3].

Holland, A C. (2017). Forbearance as Redistribution: The Politics of Informal Welfare in Latin America. Cambridge Studies in Comparative Politics. Cambridge University Press.
[Chapters 1-3, 6 and 8].

Hummel, C. (2017). Disobedient Markets: Street Vendors, Enforcement, and State Intervention in Collective Action. Comparative Political Studies, 50(11), 1524–1555

Baldwin, K. (2018). Elected MPs, Traditional Chiefs, and Local Public Goods: Evidence on the Role of Leaders in Co-Production from Rural Zambia. Comparative Political Studies
Grossman, S., Phillips, J., & Rosenzweig, L. R. (2018). Opportunistic Accountability: State–Society Bargaining Over Shared Interests. Comparative Political Studies, 51(8), 979–1011.

Bueno, N. S. (2018). Bypassing the Enemy: Distributive Politics, Credit Claiming, and Nonstate Organizations in Brazil. Comparative Political Studies, 51(3), 304–340.

MacLean, L.M. Exhaustion and Exclusion in the African Village: The Non-State Social Welfare of Informal Reciprocity in Rural Ghana and Cote d’Ivoire. Studies in Comparative
International Development 46.1 (2011): 118-136.

Thachil, T. "Embedded mobilization: nonstate service provision as electoral strategy in India." World Politics 63.3 (2011): 434-469.

Bardhan, P. (2002). Decentralization of Governance and Development. Journal of Economic Perspectives, 16(4), 185–205.

Gibson, E. L. (2005). Boundary Control: Subnational Authoritarianism in Democratic Countries. World Politics, 58(1), 101–132.

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 Niedzwiecki, S. (2016). Social Policies, Attribution of Responsibility, and Political Alignments: A Subnational Analysis of Argentina and Brazil. Comparative Political Studies,
49(4), 457–498.

Hiskey, J. T., & Moseley, M. W. (2018). Severed Linkages: Distorted Accountability in Uneven Regimes. Comparative Political Studies, 51(10), 1314–1350.

Eaton, K. (2014). Recentralization and the Left Turn in Latin America: Diverging Outcomes in Bolivia, Ecuador, and Venezuela. Comparative Political Studies, 47(8), 1130–1157.

Boone, C. (2003). Decentralization as Political Strategy In West Africa. Comparative Political Studies, 36(4), 355–380.

Synchronous and
FINAL EXAM (3 hours) Asynchronous Rubrics are provided to
(50% - Written Exam; 50% Research Defense) via Email the students
via Google Meet

XII Course Policies: These class policies are applicable to both synchronous and asynchronous classes:
1. Attendance. You are permitted a maximum of 2 excused absences from class in the entire semester. Though points will not be
deducted in any requirements, attendance will be the basis of the undersigned in exercising academic discretion in giving
considerations. Excused absences include those taken for legitimate academic or school activities participation (conferences,
competitions, etc.) or due to illness. Family milestones and gatherings are not excusable. Written notice to the professor must be
provided in a timely manner. Unauthorized absences of 3 consecutive or 5 accumulated meetings in a semester will automatically drop
the students from the roll.
2. Punctuality. Students are strongly encouraged to show respect for fellow students and the instructor by arriving for class on time. Late
arrivals disturb fellow students and disrupt the learning process.
3. E-mail, Other Online Apps (as may be required). Students need an e-mail account (preferably Gmail) for communication with their classmates
and the professor. Other online platforms may be provided to facilitate the submission of course requirements.
4. Decorum. Strictly no text messaging or entertaining of phone calls during class hours. Be courteous enough by turning off your cell
phone while inside the physical or virtual classroom. Students are expected to behave as learned adults. Webiquette will be provided as
guidance of online engagements.
5. Other References. All these readings will be provided by the professor, either in pdf form or URL / link, or in hand copies.
6. Assignments. Turning in assignments late is unacceptable. Late assignments must be completed by the end of the period the
assignment was originally due. Points will be subtracted from late assignments at a rate of five (5) points per day to the maximum of 25
pts. Since assignments build on the previous one, it is in the interest of the students to complete each one. If personal or extenuating
circumstances prevent anyone from turning in an assignment on time, please come speak to the undersigned professor as soon as
possible in advance of the deadline.

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 7. Academic dishonesty. Do not copy paste from online and other sources unless absolutely necessary in making a very important point
related to the current topic. Maximum copied text with citation is three lines only. Cite sources properly. Keep to a maximum of three
lines of citations and strictly follow word count instructions. Use APA style when citing source, indicate page number/s where copying
text from source. Any form of cheating or plagiarism in this course will result in zero on the given exam, assignment or project. Allowing
others access to your work potentially involves you in cheating. Working with others to produce very similar reports is plagiarism
regardless of intent.
8. Dropping. Students who wished to drop the course must do so officially and not just stop coming to class.
9. Problems. Any encountered problems related to the subject must be discussed with the professor first. Such consultation may be made
in person during designated time and at designated place or upon request for online conference. The Professor may not always be
online but he tries his best to respond the soonest opportunity that he can. You may reach him only via email address.

XIII Grading System:

60% - Class Standing

Participation (Forum, Attendance)
Case Digests
Papers
40% - Major Examinations
(Midterm & Final; Traditional and/or Authentic; Actual, Online)

XIV. Consultation Period: Upon request via Google Meet or Zoom (online).
Mobile Phone: 0977.813.7737
Email: drmedardobombita@gmail.com

Prepared: MEDARDO B. BOMBITA, LPT, DPA, PG(ASEAN), FRIPAr, FPhilHECS

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 Subject Professor Date 06 January 2021

Approved: ARIEL M. PLANTILLA, DBA

Dean Date __________

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