INFORMATION SYSTEMS IN POLICY ENVIRONMENTS

PA 5318
Summer 2007

Instructor: Dr. Wendy L. Hassett

E-mail: directly through the mail icon on our WebCT course homepage or
wendy.hassett@utdallas.edu
Phone: (toll-free) 1-888-219-8789 or (334) 737-1783

Course Description:
Information systems and communications technology have increasingly changed how
governmental organizations operate. This course explores the impact of information technology and
other forms of technology on government management, decision making, and public policy.

Student Learning Objectives:

• To gain an enhanced understanding of the processes and challenges encountered when
implementing and using information systems in public organizational settings

• To appreciate how information systems can be used to inform policy decisions

• To understand how politics and policies surrounding the use of technology impact public affairs

• To gain knowledge of how technology can enhance public productivity

• To learn some of the trends and implications of evolving technology for public sector
organizations.

• To appreciate the challenges that information systems bring to the public affairs arena.

Required Texts:

G. David Garson 2003. Public Information Technology: Policy and Management Issues. Hershey,
PA: Idea Group. ISBN: 1-59140-060-0

Katherine Barrett and Richard Greene 2001. Powering Up: How Public Managers Can Take Control
of Information Technology. Washington, DC: CQ Press. ISBN: 1-56802-575-0

NOTE: Journal articles cited in this Syllabus are accessible electronically.

The URL for PA 5318 is: http://utdallas.docutek.com/eres/coursepage.aspx?cid=250
Once you get to the login screen, enter the following password to access the material:

Citations:
For all citations, students should use: Turabian
For help with this style, visit: http://www.liu.edu/cwis/cwp/library/workshop/cittur.htm
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Citation Examples:
• For a Book…
Okuda, Michael, and Denise Okuda. 1993. Star trek chronology: The history of the
future. New York: Pocket Books.
• For a Journal Article…
Wilcox, Rhonda V. 1991. Shifting roles and synthetic women in Star trek: The next
generation. Studies in Popular Culture 13(6): 53-65.

UTD Library Contact for this Course:

Carol Oshel, Reference/Distance Librarian; carol.oshel@utdallas.edu; 972-883-2627.

Course Requirements
Portfolio- Each student should build his/her portfolio in conjunction with the weekly class
assignments and readings. The portfolio will have a three-fold purpose: (1.) upon completion,
it can serve as a reference for future research; (2.) it can serve as a handy source of information
covered in this course as you move into various roles in the public sector; and (3.) during the
course, it will assist you in thinking through and assimilating the readings as a precursor to your
Threaded Discussion postings explained in the next section. Recommended readings are
NOT required to be included in the Portfolio. Each week, students should compose the
following in his/her portfolio:

1.) Reading Summaries: Each component of the weekly reading assignment

should be cited and summarized in the order in which they are assigned. This
summary should consist of just a few paragraphs.

• Each week’s group of readings should be grouped together, presented in

the same order as in the Syllabus, and clearly labeled.
• Each reading summary should include a full citation as used in the
“References” section of peer reviewed, academic journal articles.
• Each entry should include two sections:
1. Key points of the reading
2. Author’s main argument
• Each entry should include specific quotes and page numbers to
support your statements.
• Do not combine summaries of readings by multiple authors into one
paragraph. Each reading component should be broken out separately.
2.) Concept Synthesis: After completion of all the readings assigned for the week,
each student should compose one or two paragraphs that examine applications,
costs, and/or benefits of the topic examined. DO NOT RE-SUMMARIZE THE
READINGS HERE. This brief composition should synthesize the major concepts
of all the week’s readings. How do the readings relate to each other? What new
insights have you gained through these readings? It is in this section where
students should show evidence that they really understood and "connected" the
readings. This brief section should demonstrate the high level of analysis typically
expected in graduate classes. Be sure to label this section of your portfolio
clearly. This section should be considered to be of the utmost significance.
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3.) Additional Portfolio Assignment(s): Any additional portfolio assignments

identified during the semester should be included as an additional posting in your
Portfolio and submitted with your Portfolio (not as a separate submission during
the week it is assigned).
Portfolio grades will be based on a demonstration that the student has read and comprehends
the assigned readings. Proper referencing and academic form should be used. Students are
encouraged to supplement weekly portfolio entries with other relevant articles. The Portfolio will
be turned in two times over the course of the semester. Students are encouraged to keep up
with their portfolio assignments weekly so it is not a burden right before it is due. Students may
compose their Portfolios in Word or PowerPoint. If PowerPoint is used, only one reading
should be presented on each slide.

Threaded Discussions- Learning, like almost everything, is more enjoyable when it is a shared
experience. Threaded discussions are a way to provide a way for us to share this learning
experience together. Due to the shorter summer semester and the demands of the other
course projects, our discussions will be limited to three. This places a premium on engaging in
intelligent and informed discussions that stay on-topic. Wise students will read the following
description of these discussions and take careful note of the information to take full advantage
of the potential points available via these discussions.
The threaded discussions work this way: A discussion question is posted for each week that it
is due under the weekly icon. Each week a discussion is assigned, you are expected to
participate in the discussions that occur there. The active and consistent involvement of each
student is expected. Each student should make one “main” posting addressing the weekly
question AND have at least one other posting demonstrating he/she is engaged in the
discussion as it occurs. I will post some final comments and thoughts at the end of the week.
Postings can begin as early as Monday morning and continue until midnight on Sunday. If a
posting is made within ten minutes after the deadline, there will be a one point deduction for
each minute after midnight. Postings made after 12:10 am will be given a grade of 0. It is
crucial that each student stays up to date on the readings in order to get his/her postings
completed on time. Each student is expected to participate in all of the discussions. The
first threaded discussion posting during Week 1 is not graded.

When posting a response, please keep the following guidelines in mind:

1. For all discussion threads, students should be careful to respond to all aspects of the
original question(s). There are two formats we will use: general discussions and
posts.
• For general THREADED DISCUSSION, do not pretend you are in a vacuum.
Acknowledge and react to what others have already said. Students are
encouraged to support or take issue with points raised by other students.
• For DISCUSSION POSTS, students are encouraged to read other posts, but
should not respond to their colleagues. Also, be sure to compose an answer
independent of what others have said. In other words, do not rely on what others
have said for your post.

2. Similar to the discourse in seminar classes, I am looking for only substantive

contributions. Participants are expected to have read the material in advance of their
postings so they can share insightful comments, criticism, and perspectives with the
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class. Some students may find it useful to compose the posting in a Word document
to facilitate editing prior to making the actual posting via WebCT. Be sure to include
in your posting specific references to the assigned readings (by author’s name,
year of publication, and page number) and the lecture to demonstrate your
grasp of the concepts. In other words, you should demonstrate that you have
read and digested the assigned materials.

3. The quality of the posting is more important than quantity. Two to four paragraphs
should be sufficient to get your point across. The posting should include a descriptive
and appropriate phrase in the “Subject” field. This will help to organize the
discussion.

4. You are expected to be involved in the discussion throughout the week. You should
visit the discussion several times each week to keep up with the discussion taking
place. Making one post is not adequate to receive full credit. Each student should
make one “main” posting addressing the weekly question AND have at least one
other posting demonstrating they are engaged in the discussion as it occurs.
A helpful hint: If someone makes reference to your contribution or takes issue
with something you have stated, you will want to respond before the time has
elapsed for the week. If you do not respond, it is obvious that you are not
checking back on the threaded discussion as it develops.

5. Since the threaded discussions are our class discussions, the same rules apply as in
class. In general, these include the following: become engaged in class discussion,
be honest, don’t posture, be respectful, and don’t ramble. In addition, each participant
is expected to employ all conventions of good English composition, including, but not
limited to capitalization, grammar, spelling, punctuation, format, and referencing.

6. During discussions, there may be professional disagreement. Do not make

discussions personal. A fundamental premise underlying both academic freedom and
public administration is respect for the individual. Disagree with respect – not with
contempt.

7. Do not get in a habit of waiting until the end of the discussion to make your posting.
Each student will be expected to make some “early in the week” postings. Grades will
be reflective of when the posts are made.

8. Do not post ahead of schedule. While it is acceptable (and encouraged) for students
to work ahead of the stated schedule, work should be posted only during the week it
is due. In other words, students should not post discussion threads or assignments in
Week 10 during Week 9, for example. If students wish to compose their assignments
in advance, they should maintain those on their personal computer and post them
only during the week they are due. If this poses a problem, please let me know.
In grading your weekly threaded discussion contribution, I will look for three (3) things:

1. How well you respond to the specific discussion question

2. How well you integrate the weekly readings/lecture into your answer
3. How well you respond/react to what others say (if required)
• Input that addresses all items well will receive an evaluation of 90 or above (A).
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• Input that addresses all items marginally or addresses only two of the three items will receive an
evaluation between 80 and 89 (B).
• Input that addresses the items inadequately or addresses only one of the items will receive an
evaluation of 79 or below (C/D/F).

Case Study – The purpose of the case study is to expose each student to a real case of
information systems and to apply the issues discussed in the course to an actual organization. The
organization can be a sub-group (such as a department or division) of a larger organization.

For this assignment, each student will prepare a detailed case study of how a public
organization has dealt with some issue or problem with respect to information technology. A
public organization is required. Programs or schools of educational institutions are also
acceptable. Ideas for cases can be found in technology magazines, newspaper articles, or
public sector publications. Once a case study is identified, each student should research the
case to locate at least three (3) articles that discuss the story. Academic, peer-reviewed
literature on IT in public affairs including course readings, as well as other sources, should be
used to inform the case. The final product should be a 2,000 – 5,000 word report. Respect this
word count guideline. Each report will be checked for the number of words.

The topic of the case study should fall within one of the following broad categories:
• the process of new technology being implemented in an organization (e.g., using
point-of-sale technology in the food stamp program administered by the U.S.
Department of Agriculture)

• how a major IT system (e.g., financial software, GIS system, etc.) played a key
role in the development of a significant public policy at the local or state level
(e.g., the introduction of automated cameras at intersections to enforce the
running of red lights)

• the impact of technology in a governmental setting (e.g., re-skilling law

enforcement officials so they can employ crime detection technology effectively)
Guidelines for writing the case study: The following are suggested guidelines for writing
the case study. Each sub-section should be clearly identified. Students are urged to
use this structure, but may add other sections that are relevant.

1) Introduction: Describe the organization and the IT project. What is the nature
of the project? Why was it undertaken? How is it new or innovative to the
organization? Be sure to explain all concepts and terminology clearly so an
observer from outside the organization would have no problem understanding the
discussion.

2) Relationship to Organization: What departments/divisions were involved in the

project? Who was in charge of the project? What was the role of the IT staff?
How does the project relate to the organization's existing systems (software and
hardware)? Discuss how this system was expected to help the organization.
(Perhaps expectations were different throughout the organization.)

3) Description and Documentation: Provide a complete, easy-to-understand

description of the project in chronological order. This section should begin with
its inception. This would include, for example, the bid/Request for Proposals
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(RFP) process, training, all stages of implementation, and any program

evaluation efforts.

4) Organizational Impact: Provide a thorough description and discussion of the

outcome of the project (observable and unobservable) to demonstrate the impact
of the IT project on the organization. Did it achieve all that was hoped for?
(Interviews and/or newspaper articles will be particularly helpful here.)

5) Analysis: Analyze the case in light of current research. This section should
reference academic literature including our course readings, at least five (5)
outside readings from academic journals, and newspaper or popular
magazine articles. Internal documents from the organization, if available, are
strongly suggested.

6) Lessons Learned: Discuss the following:

• The lessons you learned from studying the case including the problems the
organization encountered.
• If you went back in time and were charged with heading up the project, what would you
have done differently? What would you have done the same?
• How did the case relate to the material in this course?
This assignment has three stages. Each stage is required to receive full credit for this deliverable.
Stage One: The Proposal. Send your case proposal to me no later than Week 4.
Early submissions are welcome! Include in the proposal the following sections
clearly identified: (a) a proposed title, (b) a 2-3 paragraph abstract/summary
identifying and describing your chosen public organization or organizational unit as
well its associated IT-related topic, (c) a brief tentative bibliography consisting of at
least 10 sources (see the section on Citation Style on Page 1 of the Syllabus),
(d) identification of which one of the three categories described above you chose to
explore, and (e) a brief discussion of how the project fits the chosen category.
Stage Two: The Draft. During Week 9, you will circulate a draft of your report
to two class members for their review and comment. In Week 10, you will send
your critiques of the drafts you receive for those authors to use; use WebCT private
mail to send your critiques directly to the authors. You do not need to copy me on
your critiques, but please let me know if you do not receive your two critiques on
your work. This process will give you the opportunity to professionally critique the
work of others and to revise your work based on suggestions of your colleagues (a
time-honored technique used in the peer-review process of academic journals). In
addition, it will expose you to two interesting case studies in this subject. As a
result of this peer-review process, all case studies will be held to a high
standard.

Stage Three: The Report. During Week 11, e-mail your final report to me via
WebCT mail. Do not wait until the last minute to submit this assignment. Be
sure to include the title, your name, the abstract, and the list of references in ONE
FILE. In other words, do not submit multiple files.
The criteria used to judge case studies will heavily depend on the following:

• The extent and comprehensiveness of your research including the literature review. (It
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should be clear that you spent a great deal of effort on this paper.)
• The extent to which you synthesize the research and offer insights into the case.
• The logical organization, quality of the writing, proper citations (per the guidelines
identified on page 1 herein), and overall presentation of the case.
• The length of the report (per the guidelines identified herein).

TechWatch - The TechWatch submission consists of two parts.

Consult several issues of one or more periodicals such as CIO, CIO Insight, Government
Technology, The Futurist, Optimize, Computerworld, Government Computer News, Technology
Review, Government Computing, or Science. Armed with those articles, complete the following:

Part 1: Develop four one-half-page descriptions of IT innovations that have the

potential to significantly alter society over the next twenty years. Begin
each of the descriptions with a proper citation of the article(s) you
used followed by the “title” of the innovation you will be describing.
Do not use acronyms.

Describe the following items for each IT innovation:

(1) what the innovation is

(2) when it emerged

(3) how it works

(4) its benefits

(5) its draw-backs

In your submission, clearly identify each section identified above.

Part 2: Using the articles you chose as your starting point, compose a 1200-2000
word fictional essay about a day in the life of a professional public
administrator at any level of government twenty years from now - the more
realistic, the better. You have a great degree of latitude on this assignment,
so be creative. Interweave your collection of chosen innovations into this
essay to explore the potential effects on

(1) how public organizations operate

(2) existing policy

(3) the need for new public policies to address any concerns
introduced by the new technologies.

You must build into this essay each of the four IT innovations you identified in
Part 1. Be sure to properly cite the articles you found in Part 1 in the body
of the essay and include a reference section at the end of the essay. (See
the guidelines on citations on page 1 of this Syllabus.) To submit this
deliverable, post your work in the appropriate learning module.
Grade: The course grade will consist of a number of components. The breakdown is
described below:
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Threaded Discussions (3) (5 points each) 15%

Case Study 25%
Portfolio (2) (15 points for each part) 30%
TechWatch (15 points for each part) 30%
100%*
* One of the unique features of on-line courses taught through WebCT is that the instructor is able
to see how often individual students log in, what they access/download/view, how long they are
on the course site, etc. It is expected that students will keep up with viewing the lectures each
week throughout the semester and will access the additional readings available on the course
website. At random points during the semester, an “audit” will be conducted to assess the status
of students in the class to ensure that everyone is up-to-date. An audit will also be conducted
prior to posting final course grades. The instructor retains the right to adjust the final course
grade for failure to access required course readings and/or lectures.

Course Policies

ƒ Late Work
Threaded discussion postings should be made during the week they are due. If a posting is
made within ten minutes after the deadline, there will be a one point deduction for each minute
after midnight. Postings made after 12:10 am will be given a grade of 0. ALL OTHER LATE
ASSIGNMENTS WILL RECEIVE A DEDUCTION OF TEN PERCENTAGE POINTS FOR EACH
WEEK OR PORTION THEREOF FOLLOWING THE DUE DATE. Exceptions may include a
mutually agreed arrangement made in advance or bona fide emergencies (be prepared to
supply documentation). Problems with your personal computer (such as computer “crashes”)
do not count as an emergency. Review the schedule in this syllabus. If there are conflicts,
please discuss them with me ASAP. And, please let me know is something significant happens
to you during the semester that could interfere with your submitting class assignments on time
(death in family, loss of job, etc.)

ƒ WebCT and Computing Assistance

For help with your computer-related questions, call the Help Desk at 972-883-2911 or email
them at assist@utdallas.edu. You can also use the live web support at
http://webhelp.utdallas.edu/ to get answers to your questions online during their hours of
operation.

ƒ Instructor Availability
One of the most important ways to be successful in the course is to have your questions
answered in advance of your submission of the assignments for a grade. So, if you have a
question and this Syllabus does not answer it for you, ask me!

Option 1: E-mail is likely our best method for communication. Please use WebCT to contact
me. I will generally respond to e-mail within 2-3 working days.
Option 2: You can also call me at the phone numbers on the first page of this syllabus.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of each
student and each student organization to be knowledgeable about the rules and regulations
which govern student conduct and activities. General information on student conduct and
discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered
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students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook
of Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating
the standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course will use the resources of turnitin.com, which
searches text for possible plagiarism and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The
university encourages all official student email correspondence be sent only to a student’s U.T.
Dallas email address and that faculty and staff consider email from students official only if it
originates from a UTD student account. This allows the university to maintain a high degree of
confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other
accounts.
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Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal requirements
from any class. In other words, I cannot drop or withdraw any student. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to
participate in the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a copy
of the respondent’s School Dean. If the matter is not resolved by the written response provided
by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal
to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an
Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of
the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of “F.”

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22, PO Box 830688, Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
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a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student
is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the
absence. A student who fails to complete the exam or assignment within the prescribed period
may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of
the chief executive officer or designee.
Off-Campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)

These descriptions and timelines are subject to change at the discretion of the Professor.
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Schedule, Calendar, and Assignments

The weeks on this syllabus run from Monday morning through midnight the following Sunday. All
assignments are due during the week, with submission no later than midnight on Sunday, Central
Time.
Course Schedule
Week Topic
1 Introduction Reminder …these should be completed between May 14-20.

Assignments:
• Introduce yourself to the class as described below.
• Begin reading assignments for Week 2 so that you will be able to
post the Week 2 Threaded Discussion beginning Monday.

Threaded discussion POST: Post to the Threaded Discussion for Week 1 a

brief professional biography (approximately 50 words) to introduce yourself to the
class. The first threaded discussion posting during Week 1 is mandatory,
but does not count as one of your graded postings.

2 Information Technology in Public Organizations

Barrett and Greene – pp. 15-28 & review Glossary: pp. 228-232.

Garson – Chapter VII: Leading Edge Information Technologies and

American Local Governments

Perlman, Ellen. 2002. High Tech, Low Tech. In Governing: Issues and
Applications from the Front Lines of Government, ed. Alan Ehrenhalt, 76-80.
Washington, DC: CQ Press.

Rethemeyer, R. Karl. 2007. The Empire Strikes Back: Is the Internet

Corporatizing Rather than Democratizing Policy Processes? Public
Administration Review 67(2): 199-215.

Recommended: Garson – Chapter IV: The Realities of the Paperwork

Reduction Act of 1995

Threaded discussion: Share with the class one point from this week’s
readings that stood out to you. Your comments should focus on the
importance of information technology to public organizations and public
leaders. Do not repeat the points that others have already stated.

3 Website Design and Use & E-Government

Garson – Chapter XIII: World Wide Web Site Design and Use in Public
Management

Garson - Chapter VI: E-Government: An Overview

Barrett and Greene – Chapter 12: pp. 115-126

Gurwitt, Rob. 2002. Behind the Portal. In Governing: Issues and

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Applications from the Front Lines of Government, ed. Alan Ehrenhalt, 64-68.
Washington, DC: CQ Press.

Scott, James K. 2005. Assessing the Quality of Municipal Government Web

Sites. State and Local Government Review 37(2): 151-165.

Melitski, James. 2004. E-Government and Information Technology in the

Public Sector. In Public Productivity Handbook, eds. Marc Holzer and Seok-
Hwan Lee, 649-672. New York: Marcel Dekker.

ICMA E-Government – What Citizens Want

(Find this reading on our course website under “Week 3”).

Recommended:
Brown, Mary M. and Jeffrey L. Brudney. 2004. Achieving Advanced
Electronic Government Services: Opposing Environmental Constraints.
Public Performance & Management Review 28(1): 96-113.

Norris, Donald F. and M. Jae Moon. 2005. Advancing E-Government at

the Grassroots: Tortoise or Hare? Public Administration Review 65(1):
64-75.

Moon, M. Jae Moon. 2002. The Evolution of E-Government among

Municipalities: Rhetoric or Reality? Public Administration Review
62(4): 424-433.

Ho, Alfred Tat-Kei. 2002. Reinventing Local Governments and the

E-Government Initiative. Public Administration Review 62(4): 434-
444.

Threaded discussion: This week, we will divide the class in half, with each
group addressing a different side of e-government. Relying heavily on the
readings for this week…
• Those students whose last name begins with A-L should select and
discuss in some depth one benefit of e-government for public
organizations.
• Those students whose last name begins with M-Z should select and
discuss in some depth one challenge of e-government for public
organizations.
(Choose an issue that has not already been addressed by a colleague.)

4 Information Systems, Productivity, and Seamless Processes

Barrett and Greene – Chapter 11: pp. 106-114

Barrett and Greene – Chapter 13: pp. 127-137

Garson – Chapter VIII: Information Technology as a Facilitator of Results-

based Management in Government
.
Kim, Soonhee and Hyangsoo Lee. 2006. The Impact of Organizational
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Context and Information Technology on Employee Knowledge-Sharing

Capabilities. Public Administration Review 66(3): 370-385.

What States Can Do to Improve Government Efficiency and Service

Delivery (Find this reading on our course website under the “Week 4” icon)

Recommended:
Barrett and Greene – Chapter 15: pp. 146-153

Brown, Mary Maureen and Jeffrey L. Brudney 2003. Learning Organizations

in the Public Sector? A Study of Police Agencies Employing Information and
Technology to Advance Knowledge. Public Administration Review 63(1): 30-
43.

Case Study Proposal: This week, send me your Case Study Proposal. Be
sure to review the details of this submission in this Syllabus prior to submitting it.

5 New Software, Hardware, and Communication Technologies

Garson – Chapter IX: Computer Tools for Better Public Sector Management

Perlman, Ellen. 2002. Technotrouble. In Governing: Issues and

Applications from the Front Lines of Government, ed. Alan Ehrenhalt, 72-75.
Washington, DC: CQ Press.

TechWatch Assignment (Part 1): Submit your essay via a POST to our class
website discussion board. Be sure to read all of the essays posted by the class
at the end of the week. Strongly recommended topics include: Wireless
computing (PDAs, Cell Phones, Laptops, Municipal hot spots, etc.),
Convergence (voice, video, data on the same infrastructure), Java, Web
Management, Active X, digital signatures and other security-related software, E-
911 and 411, Computer Aided Dispatch (CAD), Storage Area Networks, XML,
Municipalities & Wi-Fi, customer relations management software, various anti-
spam and anti-virus software and hardware technologies, telework, Services-
Oriented Development of Applications (SODA), Voice over Internet Protocol
(VoIP), Robotics (while somewhat neglected by the media, significant and
recent advances in robotics have brought this technology in the realm of
affordability to the masses), Nanotechnology (NASA has expanded its research
on projects based on manipulation of atoms and designing molecule-size
machines. This discipline is in its infancy.), biometrics technologies (such as iris
recognition), BLOGs and Podcasts.

6 Geographic Information Systems (GIS) in Policy Environments

Garson – Chapter XI: Geographic Information Systems in the Public Sector

Barrett and Greene – Chapter 14: pp. 138-145

Threaded discussion: Offer the class a personal example of how GIS has been
used to inform a policy decision. What important lessons can we learn from your
example? (If you do not have a personal example, research one from a
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technology-based magazine or a newspaper.) Do not use an example already

posted by a colleague.

7 Organizational Structure, Customer Service, and the Information Technology

Function

Garson – Chapter II: Politics, Accountability, and Governmental Information

Systems

Barrett and Greene – Ch 4 & 5: pp. 38-54

West, Darrell M. 2004. E-Government and the Transformation of Service

Delivery and Citizen Attitudes. Public Administration Review 64(1): 15-27.

Tolbert, Caroline J. and Karen Mossberger. 2006. The Effects of E-

Government on Trust and Confidence in Government. Public
Administration Review 66(3): 354-369.

First Portfolio DUE (Covering Weeks 1-7)

Submit your Portfolio via WebCT mail.

8 Information Systems: Privacy, Security, Stewardship, and Politics

Garson – Chapter V: Mediating the Tension between Information Privacy

and Information Access

Garson – Chapter XII: Electronic Mail in the Public Workplace: Issues of

Privacy and Public Disclosure

Neal, Scott. 2005. What about those Blogs? Public Management 87(5):
18-21.

White, Jay D. 2007. Information Security. In Managing Information in the

Public Sector, 217-237. Armonk, NY: M.E. Sharpe.

TechWatch Assignment (Part 2) DUE this week

9 Information Technology Case Study Draft Week

Case Study Draft. Send the draft of your Case Study to the two students
whose last names follow yours alphabetically. Be sure to use the WebCT
private mail to send your case study directly to these individuals.
No Threaded Discussion This Week – Use this week of class to work on
the following:
1. Read your counterparts’ draft case studies
2. Begin composing the critiques of your counterparts’ case studies that will be sent back to them next
week
3. Revise your case study based on the feedback you receive
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10 Information Technology Case Study Critique Week

Case Study Critique. Send your critiques directly to the authors of the
case studies you received; use the WebCT private mail to send your
critiques directly to the authors. Do not copy me on your critiques, but
please let me know if you do not receive your two critiques on your work
by midnight on Sunday.

No Threaded Discussion This Week – Use this week of class to work on

finalizing the revisions to your case study based on the critique you received.

11 Conclusion

Barrett and Greene – Chapter 7: pp. 65-74

Barrett and Greene – Chapter 16: pp. 154-170

Barrett and Greene – Chapter 17: pp. 171-174

Final Portfolio DUE (Covering Weeks 8-11 ONLY) - Submit this

deliverable via WebCT.

Case Study Report DUE. Submit your REVISED case study via WebCT.
Please refer to the Case Study section of this syllabus for other
submission details.