STUDENT COPY

C6: Public Systems Management

MCP1606
Student Assessment Booklet

The Open University of Sri-Lanka

Faculty of Humanities and Social Sciences
Department of management Studies

Copyright
Commonwealth of Learning, 2012

All rights reserved. No part of this course may be reproduced in any form by any means
without prior permission in writing from:
2 Copyright

Commonwealth of Learning
1055 West Hastings Street
Suite 1200
Vancouver, BC V6E 2E9
CANADA

Email: info@col.org
The Open University of Sri Lanka
Faculty of Humanities and Social Sciences
Department of Management Studies
Nawala Nugegoda (10250),
Sri Lanka Fax: +94 112 881408
T.No: +94 112 881327/255 E-mail: pio@ou.ac.lk
Website: http://www.ou.ac.lk

Acknowledgements
The Commonwealth of Learning (COL) wishes to thank those below for their contribution to
the development of this course:
Course author Professor Robert Dibie, PhD
Dean and Professor of Public Affairs
Editor, Journal of International Politics and Development
School of Public and Environmental Affairs (SPEA)
Indiana University Kokomo, United States

Course content specialist Dave Barrows

Associate Director, MPA Program
Schulich School of Business
York University
Toronto, Canada

Subject matter experts Prakash V. Arumugam

Wawasan Open University, Malaysia

Henry Kofi Mensah

Kwame Nkrumah University of Science and Technology, Ghana

Carol A. Palmer, JP
University College of the Caribbean, Jamaica

SugathRanugge
Open University of Sri Lanka, Sri Lanka

AbuzarWajidi, PhD
University of Karachi, Pakistan

Educational designers Symbiont Ltd.

Otaki, New Zealand

Course editor Symbiont Ltd.

Otaki, New Zealand

COL would also like to thank the many other people who have contributed to the writing of this
course.
Contents
Course outline and schedule 2

Case studies 3
Cases presented in the course............................................................................................3
Case study requirements....................................................................................................3

Assignment 1 4
Case study #1.....................................................................................................................5

Assignment 2 8
Case study #2.....................................................................................................................9

Final examination Part 1 12

Case study #3...................................................................................................................13

Final examination Part 2 16

C6: Public Systems Management-MCP1606

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 Final examination Part 2

Course outline and schedule

WEEK ACTIVITY

1 Module One Introduction to public administration

2 Module Two Public administration and organisational theories

3 Assignment 1: Case study #1 (15 per cent)

4 Module Three Management approach to public administration

5 Module Four Ethics and public administration

6 Module Five Managing human resources

7 Module Six Public finance and budgeting

8 Assignment 2: Case study #2 (15 per cent)

9 Module Seven Inter-governmental administration

10 Module Eight Development administration

11 Review of Examination Questions

12 Final Examination Part 1 Case study #3 (20 per cent)

13 Final Examination Part 2 (50 per cent)

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Case studies

Cases presented in the course

Casestudy #1:Department of Commerce, byRobert Dibie, 2010.

Case study #2:Ethical Dilemma in Local Government, prepared by

Robert Dibie, 2009.

Case study #3:Leadership Dilemma in a University, prepared by Robert

Dibie, 2010.Case number 3 is for use as part of the final
examination.

Case study requirements

The case studies in this booklet include all the cases that are required to
complete the required assignments and examination. There are mini case
studies and activities for the student to complete within the modules as
reflective self-paced assessments and the answers to these are provided at
the end of each module

Cases should be no longer than 10 pages typed in length. Students may

use course materials and/or additional resources. Questions and marking
schemes are provided for each case study assignment to help guide the
student in completing the case analysis. Cases are graded on a 100-point
scale. Each case will constitute 15 per cent of the course grade. The third
case is part of the final examination and will constitute 20per cent.

The final exam will consist of short-answer questions and a case study.
There is no page length limitation for the case study on the final exam.
The exam is worth 50 per cent of the total course grade.

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 Final examination Part 2

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 C6: Public Systems Management-MCP1606

Assignment 1
Course code: C6

Course title: Public system management

Coverage: Modules12(Module 3 may also be used)

Assignment

Students are expected to read the case study and provide a detailed
analysis. Your completed assignment should be sent to the co-ordinator
of the study centre you are attached to.

The Indiana State Department of Commerce recently contacted you, a

well-known management and organisational behaviour consultant, to help
resolve the problems in the department.

1. What are the main problems identified in the case? (40 points)

2. Provide a brief outline of how you contrast the perception of Dr

Ajiri and Dr Oputa concerning what constitutes a better
management or leadership approach.(10 points)

3. How could policies be effectively implemented in the

organisation? (10 points)

4. Recommendation on how the Department of Commerce could

move forward. (40 points)

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 Final examination Part 2

Case study #1

Department of Commerce, by Robert Dibie, 2010

Case study

A young public management graduate student from Indiana University

Kokomo called Mr Maro had applied to the state Department of
Commerce for a job. Before submitting his application at the Indianapolis
headquarters of the Commerce Department he had been assured by Mr
Nelson the director of the Kokomo regional office that his services were
required and that he was qualified for the position of assistant manager.

The executive director of the Indianapolis office, Dr Oputa, kept Mr

Maro's job application for two months and returned the application to Mr
Nelson in Kokomo with the comment that he was still studying the
vacancies in the entire state. Three months later, Dr Oputa recommended
that Mr Nelson in Kokomo should interview Mr Maro. After the
interview, Mr Nelson was very impressed and recommended to Dr Oputa
that Mr Maro should be hired. But Dr Oputa's approval was not
forthcoming.

Mr Nelson was short-staffed at the Kokomo regional office, yet the

Indianapolis headquarters did not deem it necessary to approve new staff
for the Kokomo office, neither did the headquarters give Mr Nelson the
flexibility to hire his own choice of staff. Mr Nelson visited Indianapolis
one Monday and found that most of his peers in South Bend, Evansville,
Terre Haute and Fort Wayne regional offices were allowed to hire new
staff. He became frustrated and demanded to meet with the director of
operations at Indianapolis, Dr Ajiri. He narrated his dilemma to him, as
follows.

When I first came there, I just never paid attention to titles. I worked for
an executive director. We disagreed a lot, but we respected each other and
could talk. Everything went fine until mid-1997, when we moved from
Indianapolis to Kokomo and my boss retired. All of a sudden, the
Commerce Department fell apart. We didnt have any leadership. Other
officers and our consultants recommended me for the job. But they
decided to hire Dr Oputa from outside. Just after he resumed duties, Dr
Oputa introduced what I call the Mafia, because he brought all these guys
with him, promoted them regional directors, and posted them to Fort

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Wayne, Evansville, Terre Haute and so on. I found myself explaining

elementary stuff to him and his cohort whenever I visited Indianapolis.

When Dr Oputa arrived, I told him, here are the problems. But, instead
of listening to me, he spent more time complaining about the past
administration than cleaning up the problems we faced. From day one, he
insisted upon a complete divorce from the past and, of course, I was a
part of the past.

If it werent for my particular expertise, he probably would have fired

me. I would take early retirement today if I could live off it. I just realised
that there is nothing in the future. I feel like Ive just hit the wall. I
uprooted my family for the move and so I really dont want to leave the
Kokomo area now. And Im too old to make another move. Im obsolete;
Im at a dead end. Theres no way up. No way down. And no way out.

In another development in the state Department of Commerce, most

women in the organisation complained about a glass ceiling. Since Dr
Oputa took over as the chief executive of the department two years ago,
no woman had been promoted into senior management positions. As a
matter of fact, women in the department had refused to serve as protgs
under their male superiors. Because of this weak mentor orientation, the
Department of Commerce has been known to have a strong old boy
network. Dr Oputa was expected to address the issue of female staff
refusing to serve as protgs or mentors. But he felt that it was a problem
associated with the past.

Dr Oputa arrived from Michigan two years ago to replace the retired chief
executive of the State Department of Commerce. Dr Oputa is an
experienced international executive, having spent most of his 20-year
career with General Motors international divisions. He had served in
Indonesia, France and Argentina and had spent several years in GMs
head office in Detroit. He was delighted with the challenge to expand the
Indiana State Department of Commerce. Dr Oputa was also pleased with
the progress that the department had made under his leadership and felt a
sense of accomplishment in developing a smooth-running operation.
However, he had become concerned in recent months with notable
changes in the regional branches and lack of diversity in the department.
Dr Oputa felt that the old boy network had absorbed the Commerce
Departments culture such that the socialisation process in the department
had been tainted with internalised politics. According to Dr Oputa, this

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 Final examination Part 2

dent in the Commerce Department has resulted in a substantial loss of its

administrative effectiveness.

Six weeks after Dr Oputa resumed duty as the chief executive of the
Commerce Department, he redesigned the department without consulting
with the five functional directors who report to him. According to him,
the restructuring was based primarily on centralised management
principles. Dr Oputareorganised the department into six divisions.
Coordination mechanisms were established so that accounting,
purchasing, human resources and other functions could occur on a more
centralised basis, while many aspects of service delivery functions such
as career development, technology, pensions, industrial development, and
management information systems were decentralised. As part of Dr
Oputasreorganisation of the department, he retired all employees who
were 55 years and older. He also removed women from all sectional head
positions, because he felt they were always taking time off work. The
redesigning of the department was contrary to the affirmative action and
equal employment opportunity laws. It further led to a high rate of turn-
over in the department. Another consequence of this reorganisation was
that some regional directors could no longer hire nor promote employees
working under them. It was also ironic that some regional directors,
whom Dr Oputa brought with him to the Commerce Department, were
allowed to perform these centralised functions in their respective regions.

Dr Ajiri, the director of operations, has a different style of management.

He was Mr Nelsons colleague for five years before he was recently
promoted to the position of director of operations. Dr Ajiri has assumed
many characteristics of a typical pragmatic executive. He spent a great
deal of time listening to the personal problems of his subordinates,
maintained close social ties with many of the men in the organisation, and
had even helped arrange the marriages of some of the young employees.
Consequently, many employees sought Dr Ajiris advice and attention to
register their complaints or concern with management. For example,
many employees complained to Dr Ajiri about the personnel policy that
Dr Oputa had installed. This involved a move away from female and
other minority promotion that was formerly based on seniority to one
based on superior evaluation of subordinates. The employees asked Dr
Ajiri to intercede on their behalf. He did so and insisted that their
demands were fully justified in view of traditional management practice.

Although Dr Oputa found it helpful to learn the feelings of middle

managers from Dr Ajiri, he, however, resented having to deal with Dr
Ajiri as an adversary rather than as a colleague. Dr Oputa became
reluctant to ask Dr Ajiris opinion because he invariably raised objections

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to changes that were contrary to past norms and customs. Other events
had raised some doubts in Dr Oputas mind as to the soundness of Dr
Ajiris judgment, which Dr Oputa had never before questioned. For,
instance, when Dr Oputa wanted to dismiss a manager who, in his
opinion, lacked initiative, leadership, and general competency, Dr Ajiri
defended the manager, noting that the Commerce Department had never
fired a manager. Dr Ajiri also argued that the manager had been loyal and
honest and that the department was partially at fault for keeping him on
for the last five years without spotting the incompetence and
recommending further training. Dr Oputa fired him anyway, only to
discover two weeks later that Dr Ajiri had interceded on behalf of the
fired manager and had got Indiana State Department of Transportation to
hire him. When confronted, Dr Ajiri simply said that he had done what
was expected of a superior in an organisation where there is no consensus
or participatory type of management.

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 Final examination Part 2

Assignment 2
Course code: C6

Course title: Public system management

Assignment
Coverage: Modules 36(Other modules may also be used)

Students are expected to read the case study and provide a detailed
analysis. Your completed assignment should be sent to the co-ordinator
of the study centre you are attached to.

As the new director of the code of ethics or conducts for the local
government, evaluate the ethical issues.

1 Who are the main actors in the case and what are their interests
and responsibilities in the city? (30 points)

5. What were the circumstances and factors that led to the

unethical crisis in the city? What type of issue is it? (20 points)

6. Provide a detailed analysis of the nature of the ethical problems

facing the city. (20 points)

7. Provide a detailed recommendation plan of action on how to

solve the citys ethical problems, as well as the type of
punishment that could be imposed on those officers found guilty
of unethical behaviour. (30 points)

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Case study #2

Ethical Dilemma in Local Government, prepared by

Robert Dibie, 2009.
Case study

As the new director of the code of ethics or conducts for the local
government, evaluate the ethical issues in the following case study:
Mr Karo sat in his office at the city of Ozoro in Isoko North Local
Government area, and pondered his ethical dilemma. During his 35 years
of service to the city Mr Karo had worked in different capacities. He had
served as assistant manager, manager and acting director respectively in
the budgeting, transportation, tax, auditing, mayors office, payroll,
accounting and planning departments. Mr Karo has a brother called Mr
Ajiri who he trained in college. Mr Ajiri graduated from college with a
master of business administration and a master of public administration
degrees, and became a successful businessman in the city of Ozoro.
Three months after Mr Karo had made a presentation to the city council
the new mayor hit it off and became friends with him. Over lunch two
weeks after they became close friends, the mayor mentioned to Mr Karo
that his brother Mr Ajiri had a good chance of getting a $5 million-a-year
contract from the city. The contract was a five-year deal to build a new
school, as well as install pumps for the city of Ozoros Town Hall. The
mayor also informed Mr Karo that his brothers (Mr Ajiris) bid was
somewhat higher than the rest, and that he should lower it. Mr Karo
thanked the mayor for the information and asked his brother, Mr Ajiri, to
resubmit a bid slightly lower than the previous one.
A week later, the mayor called Mr Karo and told him that there was the
probability that Mr Ajiri would get the contract for the new school and the
replacement pumps. The mayor, however, requested a small gift of
$50,000 for the contract in essence a bribe. At first Mr Karo told the
mayor that he would think about it. Mr Karo called his brother, Mr Ajiri,
and delivered the mayors message. Mr Karo told Mr Ajiri that it was
against Trinidad and Tobago law to offer a bribe to anyone in order to
secure privileged information or contracts. Mr Ajiri was, however, more
concerned with how he could get the contract than in obeying the law. Mr
Ajiri told his older brother, Mr Karo, to do whatever it took to secure the
contract for him. This seems to be a black-and-white decision, but Mr
Karo knew differently. After 35 years with the local government civil
service, Mr Karo recognised that if he was caught giving the mayor a
bribe, he could probably be fired. With retirement only a few years away,

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 Final examination Part 2

he needed his pension. Mr Karo, however, had to succumb to the pressure

from his brother and they went ahead and fulfilled the demands of the
mayor.
It will be recalled that as soon as the mayor was elected, he redesigned
the structure of the city administration without consulting the city council.
The new structure of the city administration has fallen into disfavour,
however, because he was insensitive to human needs and not worried
about the impact on the changing political environment. The mayor tends
to use double standards in the implementation of city policies. While the
human resources and public works department directors functions were
centralised, the mayor allowed the five directors whom he hired himself
to perform decentralised functions.
The fact that the mayor redesigned the organisation without consulting
with the city council, deputy mayor, and the some directors created
tension in the city. This act made the city council, deputy mayor, and
some directors lose a sense of ownership as well as preventing them from
doing their job effectively.
On the one hand, the mayor wanted to improve performance in the city,
however, he ignored the importance of economic effectiveness and
employee satisfaction. Employees satisfaction should have been one of
the goals of the city. He fired 200 employees and discriminated against
older people and women in the citys administration. On the other hand,
the mayors domination of city management blocked the basic human
needs of staff being able to express themselves and to accomplish tasks
successfully. Such dissatisfaction had led to a high employee turnover
rate and poor performance. The citys workforce performance would have
been enhanced if the mayor had promoted peoples feelings of self-worth.
Thus, the mayor systematically promoted the old boy network and
underplayed the importance of dedicated employees who had been with
the city administration for more than five years. The mayor rigidly
controlled employees' activities in the citys administration.
In another development Mr Karos boss, Dr Oyigbo, the chief accountant
of the local government, denied Mr Karo promotion to become senior
accountant. Six weeks after the incident, Ms Bola an accountant with
the local government noticed Mr Karo behaving in an odd manner. He
left early and came to work late. One Sunday morning, Ms Bola went into
the office to complete the job she had started on Friday afternoon. She
found Mr Karo in the office that morning copying some of the software
the local government uses in auditing and consulting. A few weeks later at
a dinner party Ms Bola overheard a conversation about Mr Karo doing
consulting work for some small firms. At work the next Monday morning,
she asked Mr Karo if what she heard was true. It was the policy of the
city for senior employees not to do business with any of their clients
organisations. This is because such an act could constitute a breach of the
ethics or the code of conduct of the city government. The city is strongly
committed to implementing its policies and regulatory programmes.
Mr Karo responded, Yes it is true. I have a few clients that I do work for
on occasions, but they are located outside the city. Dont you think
there is a conflict of interest between you and the local government? Mr.
Karo replied: I was counting on that promotion to help pay some extra

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bills. My oldest son decided to go to a private university, which cost an

extra $20,000. In addition, our medical plan at the local government does
not cover some problems my wife has. In addition, you do not want to
know the cost. The only way I can afford to pay for all these things is to
do some extra work on the side.
Apart from this incident, Ms Bola knew that Mr Karo, one of her valued
employees, was stealing from the local government office not much,
and in a way that no one but Ms Bola would ever know. Ms Bola also
knew that without Mr Karo, her unit could never complete a newly
assigned task on time. She decided to do nothing about bringing the
stealing incident to a stop and secretly hoped that success in the new
assignment would bring about a long-desired promotion and get her out
of the awkward situation.
After the new project ended, Ms Bola was promoted to be the city senior
accountant. Ms Bola arrived at work one morning and found an envelope
delivered by the mayor filled with receipts from a recent trip he took to an
economic development conference. Included were receipts from a four-
day vacation the mayor and his wife took at a Caribbean Island resort. It
was clear that the mayor wanted the city to reimburse him for everything
included in the envelope.
Six months into her new position as the city senior accountant, Ms Bola
conducted a random check on long-distance telephone calls at the city
mayors office. She found that 30 per cent of long distance calls were
personal (though charged to the city government). The cost of the calls
was estimated at $43,000 for three months and, by extrapolation, almost
$200,000 a year for the whole city. Many calls were placed to homes of
employees or their relatives, while others were calls to pre-recorded
messages, such as time and temperature, horoscope and financial
information. Penalties for unauthorised use of city telephone lines include
fines, suspension and dismissal. Ms Bola was very reluctant to fire
several of the guilty staff at the local government so she decided to cover
up her findings about the wrongful use of telephones.

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 Final examination Part 2

Final examination Part 1

Course code: C6

Course title: Public system management

Assessments
Coverage: Modules 18

Students are expected to read the case study and provide a detailed
analysis. Your completed assignment should be sent to the co-ordinator
of the study centre you are attached to.

1. What are the main problems in the case? (40 points)

2. What are the possible solutions to the universitys leadership

dilemma? (40 points)

3. Discuss the role that both the Dean and Provost ought to have
played in assisting Dr Daniel Aluko, the new chair, to settle in his
new position. (20 points)

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Case study #3

Leadership Dilemma in a University, prepared by

Robert Dibie, 2010.
Case study

For 10 years the public management department at Babcock University,

in which I have been teaching, was under the leadership of Professor
Afolabi. As a department chair he was autocratic (by almost anybodys
definition) but he had the personal qualities necessary to command
respect and loyalty. He made and enforced all rules, regulations and
policies (that were not the domain of the dean or trustees) in almost
infinite detail. For example, he assigned secretaries and office space and
decided who had to teach the freshman survey courses. Professor Afolabi
was willing to accept complete responsibility not only for his actions but
those of his colleagues, as long as their actions were within the well-
defined limits of his policies. Consequently, the faculty as a group was
always careful to adhere strictly to his wishes. He can best be described
as a paternalistic autocrat.
Professor Afolabis methods left little to the individual faculty members
imagination about experimentation, freedom in teaching and the handling
of students. Still, he did provide an atmosphere in which everybody,
faculty and students, knew exactly what to expect.
Despite, or perhaps because of, Professor Afolabis leadership philosophy,
faculty morale seemed generally high and faculty turnover was modest
during his tenure. The following statement by one of my colleagues
adequately summarises the frequently expressed sentiments of the faculty
members and may be some indication of their performance:
Ive taught here for 14 years under three department chairs. There were
times when I wanted to strangle the old crank, but he always knew what
he was talking about. I didnt mind being told what to do, when to do it
and how to do it because I always knew where I stood. I always tried to
do a good job because I knew I could trust him. Id like to teach under
him again.
Attitudes could generally be termed passive, subservient, respectful,
dependant and, as my colleagues comment suggests, ambivalent. I asked
10 of my colleagues if they thought his manner impaired their teaching.
Only four believed the quality of their teaching would have been better in
a less-restrictive atmosphere.

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 Final examination Part 2

Practically all professional contacts between administration and faculty

originated at the top. Individual faculty members rarely sought out the
department chair except when a special problem arose that needed his
help. Professor Afolabi always remained somewhat aloof on the job, but
frequently visited socially at the homes of faculty members.
Professor Afolabi was also extraordinarily adept at handling his superiors.
The dean (Dr Susan Drake) and the provost (Dr Joseph Deshon)
appreciated his organisational skills, high research productivity in his
department, and the fact that the public management faculty did not cause
problems. Professor Afolabi frequently lunched with senior
administrators, and occasionally invited a junior faculty member to come
along.
The president and the trustees were on the departments mailing list to
receive a quarterly newsletter and advance notice of important speakers.
It is not easy to get a good picture of how well an academic department is
performing. Course enrolments were high. Scholastic achievement,
measured in terms of the percentage of students going on to graduate
school, was above average for the state. The department budget was
ample and had increased more rapidly than any other academic
department in the School of Public and Environmental Affairs (SPEA).
Professor Afolabi died suddenly near the end of the spring semester last
year. He was replaced at the beginning of the autumn semester by Dr
Daniel Aluko. He had several years of experience as a faculty member
and assistant department chairperson at a state college in a neighbouring
city. The search committee had selected him from a field of many
applicants. I, with a few other faculty members, saw him for the first time
at the first department meeting of the semester.
At that meeting Dr Aluko clearly voiced a strong belief in the principles
of a democratic administration. He said that the department could best
achieve the goal of undergraduate education through the co-operative
effort of administration and faculty. He then pointed out several
budgeting, scheduling, and other matters, formerly decided by Professor
Afolabi, in which he was considering a greater role for faculty decision-
making.
Specifically, Dr. Aluko suggested that the faculty, because of its intimate
knowledge of classroom needs, might be in the best position to allocate
supply funds for the department library and equipment. They could get
together, express their needs and preferences, and decide some priorities.
He suggested that faculty membes also might wish to pursue some special
or innovative educational activities, such as organising study groups of
students with similar career interests. He offered to help with
administrative arrangements for these activities if the faculty needed help.
Dr. Aluko also said that not only did he feel that a faculty-administration
co-operation was desirable but that he wanted to make genuine student
participation in administration a reality. Dr Aluko asked that faculty
members cooperate to achieve that end. In concluding the meeting, he
asked the faculty to give these matters some thought before the next
meeting when the whole group could discuss them

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Two weeks later, at that next faculty meeting, Dr Aluko asked for
discussion of the issues previously mentioned, but no discussion was
forthcoming. He attempted to arouse discussion by mentioning several
alternatives, but still no discussion followed. Dr Aluko then asked for a
vote on each proposal. The faculty voted almost unanimously to reject
each proposal and several colleagues openly expressed the belief that Dr.
Aluko should handle these problems himself, as Professor Afolabi did.
The meeting quickly broke up on an unpleasant note. Dr Aluko
subsequently took action on each of these items himself, which the
faculty accepted.
After the meeting adjourned, many faculty members regrouped
informally, minus Dr Aluko, in the faculty lounge. Their comments
emphasised a variety of matters, yet one recurrent theme was a feeling
that the topics on which Dr Aluko wanted faculty co-operation were not
matters for faculty decision. They amounted to a burden the department
chair should bear as his predecessor had done. He should not try to foist
these duties off on the faculty. Morale was poor. One full professor said:
When they pay me a chairs salary and give me the corner office and
reduce course load, Ill do a chairs work, and not before.
Dr Aluko made no specific assignments of the facultys non-instructional
duties in their meeting. Instead, he anticipated that all faculty members
would continue to attend committee and department meetings, advise
student groups, would be punctual, and so on. But the anticipated
cooperation did not happen. Only about half the faculty attended
department meetings, hardly enough for a quorum. No one was willing to
serve on the college admissions committee or stand for election to the
faculty senate. Instructors arrived on campus only a few minutes before
classes began, and frequently left in the middle of the afternoon. Office
hours were reduced and students complained that the faculty was
inaccessible.
The dean (Dr Susan Drake) became concerned about these problems and
invited Dr Aluko over for a chat. A few of the students had gone so far
as to complain to their state representatives. This was not helping the
colleges budget request that was pending in the legislature. More
importantly, the dean lamented that she, Dr Susan Drake, and the provost
(Dr Joseph Deshon) no longer know whats going on in the Public
Management Department and were concerned that perhaps Dr Aluko
was not up to the job of department chair.

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 Final examination Part 2

Final examination Part 2

Course code: C6

Course title: Public system management

Assessments
Time allowed: Two hours

Maximum marks: (weighted 50 per cent)

Please attempt any two questions: All questions carry equal marks.

The exam will comprise three questions, of which two must be answered.
Each question will be marked out of 25 per cent. The value of this
exam is 50 per cent of your final grade.

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