Faculty:

Programme NAME : B.A. Administration SEMESTER: III

COURSE NAME: Administrative Theory COURSE
CODE: pp213
Name of Faculty Member : Diwakar KUMAR JHA

INDEX
S.No. Description
[01] Vision and Mission of University
Vision, Mission, Program Educational Objectives (PEOs) and Program
[02] Learning Outcomes (PLOs)
Course Learning Outcomes (CLOs) and Mapping of Course Learning
[03] Outcomes with Program Learning Outcomes
[04] Academic Calendar
[05] Evaluation Scheme and Syllabus
[06] Signed copy of Time table (Faculty Member & Class)
[07] List of Students
Last Year External Result Analysis & New Target of Current Semester
o Criteria for Attainment levels
[08] o Previous Year Attainment (last three years)
o Target Attainment for Current Semester
[09] Lecture Plan with Text & Reference Books
[10] Unit wise Tutorial Sheets, Assignments & Quiz Questions
Previous 3 years University Question Papers with Solutions, Mid Term
[11] Examination & Model Question Papers with Solutions
Gap analysis in Mid Term Examination
o CO Specific Marks
[12] o Average CO Attainment & Weak Student Identification
o Remedial Actions for Slow Learners (As per Guidelines)
o Add on Programmes for advanced learners
[13] Final Sessional Marks (CT+TA+AT)
[14] Attendance Register/ Verified Attendance Sheet
[15] CLOs Feedback & Final Attainment (CLO & PLO)
 Vision and Mission of University

VISION
“To be the most preferred global university for providing value-based quality education in a
research-driven, innovative environment that continuously adapts to meet the evolving needs for
sustainable nation-building”.

MISSION
“To transform the educational landscape by empowering individuals, embracing diversity,
developing creativity and critical thinking through personalised mentorship, collaborative research
and experiential learning. we endeavour to nurture responsible citizens by inculcating
entrepreneurial and ethical leadership skills to navigate the challenges of the future”.
 Vision and Mission of Department
Amity School of Civil Services
Vision
To become a premier institution for public policy education, known for professionalism,
excellence in governance that develop leaders who emphasize innovation, research, critical thinking,
and ethical standards.

Mission
To develop proactive leaders with knowledge, skills and ethical foundation to tackle societal
challenges and excel in their careers. We emphasize experiential learning by inculcating a culture
conducive to educational excellence.
 Program Educational Objectives (PEOs) for B.A. Administration

PO 1. Developing a Comprehensive Understanding of Public Administration: The program aims

to provide students with a thorough understanding of the theories, principles, and practices of public
administration at local, national, and international levels.

PO 2. Building Analytical and Critical Thinking Skills: Through coursework and practical
exercises, students will develop analytical and critical thinking skills necessary for evaluating public
policies, programs, and governance structures.

PO 3. Fostering Effective Communication and Leadership Abilities: The program seeks to

enhance students' communication and leadership abilities, enabling them to effectively interact with
diverse stakeholders and lead public organizations towards achieving their goals.

PO 4. Promoting Ethical and Professional Conduct: Students will be encouraged to adhere to

high ethical standards and demonstrate professionalism in their interactions with the public,
colleagues, and decision-makers in the public sector.

PO 5. Providing Practical Knowledge and Skills for Public Service: The program will equip
students with practical knowledge and skills required for careers in public service, including
budgeting, human resource management, public policy analysis, and program evaluation.

PO 6. Preparing Students for Civic Engagement and Social Responsibility: Students will be
encouraged to engage in civic activities and contribute positively to society by applying their
knowledge and skills to address social, economic, and political challenges facing communities.

PO 7. Cultivating Global Perspectives in Public Administration: The program will foster an

understanding of global issues and trends in public administration, preparing students to work in an
increasingly interconnected and interdependent world.

PO 8. Encouraging Lifelong Learning and Professional Development: Graduates will be

equipped with the mindset and tools necessary for lifelong learning and professional development in
the field of public administration, enabling them to adapt to evolving challenges and opportunities
throughout their careers.

PO 9. Facilitating Practical Experience through Internships and Fieldwork: The program will
provide opportunities for students to gain practical experience through internships, fieldwork, and
experiential learning activities, thereby bridging the gap between theory and practice.

PO 10. Promoting Research and Scholarship in Public Administration: Students will be

encouraged to engage in research and scholarly activities that contribute to the advancement of
knowledge in the field of public administration and inform evidence-based policymaking and
governance.
 Program Learning Outcome (PEOs) for B.A. Administration

Program Learning Outcomes are statements that describe what the students should be able to do at
the time of graduation. These are expected learning outcomes that will help the teacher to check for
understanding and learning achieved by our students both in and outside the class. The PSOs are
program specific.

Program Specific Outcomes During the program, the student should be able to

Graduates will be able to assess the impact of existing policies,

propose evidence-based recommendations for policy improvement,
Policy Analysis and Evaluation and evaluate the effectiveness of policy implementation strategies.

Graduates will possess the skills necessary to lead and manage public
sector organizations, including strategic planning, team building, and
Public Sector Leadership and conflict resolution, fostering effective and ethical governance.
Management

Administrative Law and Ethics Graduates will exhibit a strong understanding of administrative law
principles and ethical standards, enabling them to navigate legal
frameworks and uphold integrity and transparency in public
administration practices.

Policy Advocacy and Graduates will be proficient in advocating for policy changes,
Communication effectively communicating with stakeholders, and mobilizing support
for initiatives aimed at addressing public concerns and advancing the
public interest.
 Course Learning Outcomes

By the end of this study students should be able to Examine the theoretical underpinnings
that have shaped the practice of public administration. Evaluate the different theoretical frameworks
guiding public administration as a field of study and practice. Synthesize use of technology for
understanding its application in Administrative System.

1. Examine the Theoretical Underpinnings that Have Shaped the Practice of Public
Administration

 Learning Outcome: Students will develop a deep understanding of the foundational theories
and philosophies that have influenced the development and practice of public administration.

o Skills Developed:

 Historical Contextualization: Ability to trace the evolution of public

administration from its early foundations to the modern-day practice,
highlighting key shifts in administrative thought (e.g., classical, human
relations, and behavioral theories).

 Conceptual Understanding: Understanding of the core theoretical

frameworks such as Weberian bureaucracy, the human relations approach, and
systems theory, and how these have shaped administrative practices.

 Application of Theory to Practice: Ability to apply theoretical concepts in

analyzing real-world administrative problems, making connections between
theory and practice in various organizational contexts.

 Critical Reflection: Ability to reflect on how these theories continue to

influence contemporary public administration practices, as well as their
strengths and limitations in modern administrative systems.

2. Evaluate the Different Theoretical Frameworks Guiding Public Administration as a Field of

Study and Practice

 Learning Outcome: Students will critically evaluate and compare various theoretical
frameworks that form the basis of public administration as an academic discipline and a
practical field.

o Skills Developed:

 Comparative Analysis: Ability to compare different theoretical frameworks,

such as classical theory, human relations theory, systems theory, public-choice
theory, and critical theory, evaluating their applicability in different
administrative environments.

 In-depth Evaluation: Capacity to critically assess how these frameworks

address the complexities of public administration, such as decision-making,
public policy implementation, leadership, and organizational behavior.
  Contextual Relevance: Ability to evaluate the strengths and weaknesses of
each framework within specific cultural, social, and political contexts,
assessing their real-world application in diverse public sector environments.

 Interdisciplinary Connections: Understanding the relationship between

public administration and other fields such as political science, sociology,
economics, and management, and how these disciplines inform and shape the
theoretical foundations of public administration.

3. Synthesize the Use of Technology for Understanding Its Application in Administrative

Systems

 Learning Outcome: Students will synthesize their knowledge of technology and understand
how it can be applied to enhance the effectiveness and efficiency of administrative systems.

o Skills Developed:

 Technological Awareness: Familiarity with various technological tools and

systems (e.g., e-governance platforms, digital public administration tools, data
analytics) used in public administration to streamline processes and improve
service delivery.

 Integration of Technology in Practice: Ability to integrate technological

solutions into the administrative process, such as implementing digital
platforms for citizen engagement, data-driven decision-making, and
improving transparency in public services.

 Critical Analysis of Technology in Governance: Capacity to critically

assess both the opportunities and challenges that arise from integrating
technology in administrative systems, such as privacy concerns, data security,
and the digital divide.

 Innovation in Public Administration: Ability to identify and propose

innovative technological solutions that can address existing challenges in
public administration, including improving efficiency, reducing corruption,
and enhancing citizen participation in governance.

 Technology as a Catalyst for Change: Understanding how technology acts

as a transformative tool in modern public administration, influencing
governance reforms and enhancing overall administrative effectiveness in a
digital age.
 Mapping of Course Learning Outcomes with Program Learning Outcomes

Bloom’s Level > Remember Understand Apply Analyse Evaluate

Course Learning Outcomes CLO3/ CLO5

CLO4
CCLO1 CLO2 CLO6

Assessment type/ PSDA

Class Test/ PSDA2 √ √

Research Paper/ Minor Project/ √

PSDA2

Home Assignment/ PSDA3 √ √

Class Presentation/ PSDA1 √

Legal Awareness Research Paper √

Debate Competition √ √

Mock Parliament √ √

Quiz on Subject Expert Guest √

√
Lecture
 AMITY UNIVERSITY PATNA
ACADEMIC CALENDAR 2024-2025
ODD & EVEN Semester 2024-2025

Sl. No Activity Old Batch New Batch

2024-2025
1. Departmental Meeting/BoS for Student Intake, Syllabus
Before 26th July 2024
Review etc.

2. 26th July 2024

Last Day of Fee Submission (Odd Sem)
(Friday)

3. 05th August
Foundation Classes for Admission 2024 NA
2024 (Monday)

4. 29th August
Commencement of Odd Semester/Last Date Re- 29th July 2024
2024
Registration (Monday)
(Thursday)

5. 30th July 2024 30th August

First Day of Class
(Tuesday) 2024 (Friday)

6. 08th August
Parents Teacher Meeting
2024 NA
(Even Semester)
(Thursday)

7. Orientation Ceremony 3rd September

NA
(New Admission 2024) 2024 (Tuesday)

8. 13th
12th August
Submission of NTCC Scheme by Faculty Guides September
2024 (Monday)
2024 (Friday)

9. 20th
19th August
NTCC Re-Briefing to the Students & Registration September
2024 (Monday)
2024 (Friday)

10. From 23rd

From 20th September to
Faculty Feedback (Post Commencement) August to 25th 27th
August 2024 September
2024

11. 27th
26th August
Faculty Guide allotment for students on portal September
2024 (Monday)
2024 (Friday)

12. Form Submission for Spl. Suppl Exam (Odd sem for Passout From 10th September to 13th
batch) September 2024

13. Sangathan 2024 21st & 22nd September 2024

 Screening of Students (Saturday & Sunday)

14. From 25th September to 08th

ESE DEC 2024 Question Paper Submission by Faculty
October 2024
Members

15. 27th September

Freshers Party NA
2024 (Friday)

16. Scholorship Award Function 04th October 2024 (Friday)

17. ESE DEC 2024 Question Paper Moderation & Submission 15th October 2024 (Tuesday)

18. 16th, 17th and 18th October

Sangathan 2024(AUP Campus)
2024 (Wed, Thu, Fri)

19. 21st October to 25th October

Odd Semester Internal Examination
2024 (Mon-Fri)

20. 11th November to 16th

Faculty Feedback (Pre Exam)
November 2024 (Mon to Sat)

21. 13th November 2024

Odd Semester Examination Date Sheet
(Wednesday)

22. NTCC Report Submission by Students 14th November 2024 (Thursday)

23. Odd Semester Internal Marks Uploading on amizone 16th November 2024 (Saturday)

24. Last date of Odd Semester Examination Form Filling 18th November 2024 (Monday)

25. Last date of GSSC completion 18th November 2024 (Monday)

26. Last Teaching Date (Odd Semester) 19th November 2024 (Tuesday)

27. Examination Form Approval 21st November 2024 (Thursday)

28. Fee Submission Notice to the Students 22nd November 2024 (Friday)

29. 29th November (Fri) to 31st

End Semester Examination DEC 2024
December (Tue) 2024

30. Convocation 14th December 2024 (Saturaday)

31. Uploading of External Marks 26th December 2024 (Thursday)

32. 01st January 2025 to 08th

Semester Break (Students)
January 2025

33. Departmental Meeting for Student Intake, Syllabus Review Before 7th January 2025
etc. (Tuesday)

34. Last Date of Result Submission (Odd Semester) 07th January 2024 (Tuesday)
35. Commencement of Even Semester 09th January 2025 (Thursday)

36. Re-Registration Date

09th January 2025 (Thursday)
(Even Semester)

37. First Day of Class

10th January 2025 (Friday)
(Even Semester)

38. Result Declaration (Odd Semester) 15th January 2025 (Wednesday)

39. Parents Teacher Meeting

22nd January 2025 (Wednesday)
(Even Semester)

40. Submission of NTCC Scheme by Faculty Guides 24th January 2025 (Friday)

41. Last Date of Scrutiny Application (Odd Semester) 30th January 2025 (Thursday)

42. NTCC Re-Briefing to the Students & Registration 31st January 2025 (Friday)

43. From 03rd February to 09th

Faculty Feedback (Post Commencement)
February 2025

44. Faculty Guide allotment for students on portal 06th February 2025 (Thursday)

45. Scrutiny Result Updation 07th February 2025 (Friday)

46. Annual Fest (Amiphoria)

13th & 14th Feb 2025 (Thu & Fri)
Tentative

47. 4th March (Mon) to 8th March

Even Semester Internal Examination
(Fri) 2024

48. Form Submission for Spl. Suppl Exam (Even sem for Passout From 04th March to 07th March
batch) 2025

49. ESE May 2025 Question Paper Submission by faculty 21st March 2025 (Friday)

50. ESE May 2025 Question Paper Moderation 28th March 2025 (Friday)

51. ESE May 2025 Question Paper Submission to HQ 2nd April 2025 (Wednesday)

52. Faculty Feedback 14th April (Mon) to 19th April

(Pre-Examination) (Sat) 2025

53. Even Semester Examination Date Sheet 18th April 2025 (Thursday)

54. Fee Submission Notice to the Students (Odd Semester) 23rd April 2025 (Wednesday)

55. Even Semester Examination Form Filling 25th April 2025 (Friday)

56. Last date of GSSC completion 25th April 2025 (Friday)

57. Even Semester Internal Marks Uploading on Amizone 28th April 2025 (Monday)
58. Last Teaching Date
30th April 2025 (Wednesday)
(Even Semester)

59. Examination Form Approval 02nd May 2025 (Friday)

60. 09th May (Fri) to 31st May 2025

Even Semester Examination (ESE May 2025)
(Sat)

61. Uploading of External Marks 23rd May 2025 (Friday)

62. 02nd June 2025 (Mon) to 25th

Summer Internship
July 2025 (Friday)

63. Semester Break (Students) 26th July 2025 to 31st July 2025

64. Last Date of Result Submission (Even Semester) 09th June 2025 (Monday)

65. Result Declaration (Even Semester) 16th June 2025 (Monday)

66. Last Date of Scrutiny Application (Even Semester) 30th June 2025 (Monday)

67. Scrutiny Result Updation 07th July 2025 (Monday)

68. Spl. Supplementary Examination 29th July 2025 (Tuesday)

69. Commencement of Odd Semester 01st August 2025 (Friday)

 Evaluation Scheme and Syllabus

Syllabus

Module I: Introduction Meaning, Nature, Scope and significance of Public Administration. Evolution
of Public Administration: Contemporary Perspective Ecology of Administration- Social, Political,
Economic and Cultural Public and Private Administration Case Study: Public Private Partnership

Module II: Approaches of Public Administration Human Relation Movement – Elton Mayo Scientific
Management Theory: Frederick Taylor Bureaucratic Approach: Weber and Karl Marx Public Policy
Approach

Module III: Perspectives in Public Administration Chief Executive: Meaning, Types, Functions and
Role Line, Staff and Auxiliary Agencies Hierarchy & Unity of Command, Span of Control
Centralization and Decentralization, Delegation Supervision, Authority and Responsibility Control,
Co-ordination

Module IV: Emerging Trends New Public Administration New Public Management Globalization and
Public Administration Digital Public Administration Challenges and Opportunities

Evaluation Scheme

Sl No. Component Marks

1. Attendance 5.00

2. End Term Examination 60.00

3. Class Test (Internal) 10.00

4. Minor Project (Internal) 10.00

5. Home Assignment (Internal) 10.00

6. Presentation1 (Internal) 5.00

Total Marks 100

Time Table
 List of Students

Sl.
No. Roll No Student Name
1 A462174523001 VISHAL SEN
2 A462174523002 YASH PANDEY
3 A462174523003 MANISHA KUMARI
4 A462174523004 SHUBHAM KUMAR SINGH
5 A462174523005 TANIYA SAHU
6 A462174523006 PRIMA SINGH
7 A462174523007 AYUSH RAJ
A462174523008 SAMEERA FAIZ
8
A462174523009 KHUSHI NAGVANSHI
9
A462174523011 SHALINI SHAMYA
10
A462174523012 RICHA KUMARI
11
A462174523014 SANDHYA RANI
12
A462174523015 ADITYA KUMAR
13
14 A462174523016 AYUSH RAJ
A462174523017 MAYANK BHARTI
15
A462174523018 DEVRANJAN SINGH
16
17 A462174523019 SHRISTEE
A462174523020 TRIPTI KUMARI
18
A462174523021 ANKITA KUMARI
19
A462174523022 VIDHU RAJVARDHAN
20
A462174523023 MD DANISH ALAM
21
A462174523024 MUSKAN KUMARI
22
A462174523025 PRIYANKA SINHA
23
24 A462174523026 ARADHYA
A462174523029 ADITYA RAJ ARVIND
25
26 A462174523030 AASHI ROY
Last Year External Result Analysis & New Target of Current Semester
 Lecture Plan with Text & Reference Books

Sl. No Module Lecture Plan

1. Module I: Meaning, Significance and importance

Introduction Approaches to the study of Public
Administration

2. Module I: Meaning, Significance and importance

Introduction Approaches to the study of Public
Administration

3. Module I: Meaning, Significance and importance

Introduction Approaches to the study of Public
Administration

4. Module I: Ecological Approach

Introduction

5. Module I: Ecological Approach

Introduction

6. Module I: Ecological Approach

Introduction

7. Module I: Ecological Approach

Introduction

8. Module I: Structural-Functional Approach

Introduction

9. Module I: Structural-Functional Approach

Introduction

10. Module I: Structural-Functional Approach

Introduction

11. Module I: Public-Choice Approach

Introduction

12. Module I: Public-Choice Approach

Introduction

13. Module I: Public-Choice Approach

Introduction

14. Module I: Public-Choice Approach

Introduction

15. Module I: Critical Theory Administrative Behaviour -

 Introduction Decision making

16. Module I: Critical Theory Administrative Behaviour -

Introduction Decision making

17. Module I: Critical Theory Administrative Behaviour -

Introduction Decision making

18. Module I: Critical Theory Administrative Behaviour -

Introduction Decision making

19. Module I: Critical Theory Administrative Behaviour -

Introduction Decision making

20. Module I: Communication

Introduction

21. Module I: Communication

Introduction

22. Module I: Communication

Introduction

23. Module I: Leadership

Introduction Case Study
24. Module I: Leadership
Introduction Case Study

25. Module I: Leadership

Introduction Case Study

26. MODULE II: Salient Features of Theories of Organization -

Administrative Classical theory
Theories –I

27. MODULE II: Salient Features of Theories of Organization -

Administrative Classical theory
Theories –I

28. MODULE II: Salient Features of Theories of Organization -

Administrative Classical theory
Theories –I

29. MODULE II: Human Relations Theory

Administrative
Theories –I

30. MODULE II: Human Relations Theory

Administrative
Theories –I

31. MODULE II: Human Relations Theory

 Administrative
Theories –I

32. MODULE II: Human Relations Theory

Administrative
Theories –I

33. MODULE II: Behaviour Theory

Administrative
Theories –I

34. MODULE II: Behaviour Theory

Administrative
Theories –I

35. MODULE II: Behaviour Theory

Administrative
Theories –I

36. MODULE II: Behaviour Theory

Administrative
Theories –I

37. MODULE II: Behaviour Theory

Administrative
Theories –I

38. MODULE II: Salient Features of Motivation Abraham

Administrative Maslow: Need Hierarchy
Theories –I

39. MODULE II: Salient Features of Motivation Abraham

Administrative Maslow: Need Hierarchy
Theories –I

40. MODULE II: Salient Features of Motivation Abraham

Administrative Maslow: Need Hierarchy
Theories –I

41. MODULE II: Salient Features of Motivation Abraham

Administrative Maslow: Need Hierarchy
Theories –I

42. MODULE II: Concept Frederick Herzberg: Hygiene

Administrative Motivation Theory
Theories –I

43. MODULE II: Concept Frederick Herzberg: Hygiene

Administrative Motivation Theory
Theories –I
44. MODULE II: Concept Frederick Herzberg: Hygiene
Administrative Motivation Theory
Theories –I

45. MODULE II: Concept Frederick Herzberg: Hygiene

Administrative Motivation Theory
Theories –I

46. MODULE II: Elinor Ostrom: Governing the Commons

Administrative
Theories –I

47. MODULE II: Elinor Ostrom: Governing the Commons

Administrative
Theories –I

48. MODULE II: Elinor Ostrom: Governing the Commons

Administrative
Theories –I

49. MODULE II: Elinor Ostrom: Governing the Commons

Administrative
Theories –I

50. MODULE II: Elinor Ostrom: Governing the Commons

Administrative
Theories –I

51. MODULE III: Yehezkel Dror: Ideas on policy sciences

Administrative
Theories –II

52. MODULE III: Yehezkel Dror: Ideas on policy sciences

Administrative
Theories –II

53. MODULE III: Yehezkel Dror: Ideas on policy sciences

Administrative
Theories –II

54. MODULE III: Yehezkel Dror: Ideas on policy sciences

Administrative
Theories –II

55. MODULE III: William Ouchi: Theory ‘Z’

Administrative
Theories –II

56. MODULE III: William Ouchi: Theory ‘Z’

Administrative
Theories –II
57. MODULE III: William Ouchi: Theory ‘Z’
Administrative
Theories –II

58. MODULE III: William Ouchi: Theory ‘Z’

Administrative
Theories –II

59. MODULE III: Peter Drucker: Knowledge Based Organization

Administrative
Theories –II

60. MODULE III: Peter Drucker: Knowledge Based Organization

Administrative
Theories –II

61. MODULE III: Peter Drucker: Knowledge Based Organization

Administrative
Theories –II

62. MODULE III: Peter Drucker: Knowledge Based Organization

Administrative
Theories –II

63. MODULE III: Douglas Mc Gregor: Managerial Theories of ‘X’

Administrative & ‘Y’
Theories –II

64. MODULE III: Douglas Mc Gregor: Managerial Theories of ‘X’

Administrative & ‘Y’
Theories –II

65. MODULE III: Douglas Mc Gregor: Managerial Theories of ‘X’

Administrative & ‘Y’
Theories –II

66. MODULE III: Douglas Mc Gregor: Managerial Theories of ‘X’

Administrative & ‘Y’
Theories –II

67. MODULE III: P.F. Drucker: Management by Objectives

Administrative
Theories –II

68. MODULE III: P.F. Drucker: Management by Objectives

Administrative
Theories –II

69. MODULE III: P.F. Drucker: Management by Objectives

Administrative
Theories –II
70. MODULE III: P.F. Drucker: Management by Objectives
Administrative
Theories –II

71. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

72. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

73. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

74. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

75. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

76. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

77. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

78. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

79. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

80. MODULE IV: Critical Social Theory New Public Service

Contemporary
Perspectives

81. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical
Perspectives Review

82. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical
Perspectives Review
 83. MODULE IV: Post Modernism and Structuralism
Contemporary Administrative Theory: A Critical Review
Perspectives

84. MODULE IV:

Contemporary
Perspectives

85. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

86. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

87. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

88. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

89. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

90. MODULE IV: Post Modernism and Structuralism

Contemporary Administrative Theory: A Critical Review
Perspectives

Text and Reference Book

1 M. Laxmikanth (2011), Public Administration, New Delhi: McGraw Hill Education (India) Private Limited.
2 Book Camila Stivers (1993) Gender Images In Public Administration, California : Sage
3 Book Mohit Bhattacharya (2016), New Horizons of Public Administration, New Delhi: Jawahar Publishers
&D
4 Book Pravin Kumar Jha and Shambhu Nath Dubey (2017), Administration and Public Policy, New Delhi:
MKM Pub
5 Book Sylvia Walby (1997) Theorising Patriarchy, Oxford: Basil Blackwell
6 Book U. Medury (2010) Public administration in the Globalization Era, New Delhi: Orient Black Swan
7 Book Nicholas Henry, Public Administration and Public Affairs, Prentice Hall, 1999
8 Book T. Dye, (1984) Understanding Public Policy, 5th Edition. U.S.A: Prentice Hall
9 Book Surendra Munshi and Biju Paul Abraham [Eds.](2004) Good Governance, Democratic Societies And
Global
10 Book M. Laxmikanth (2011), Public Administration, New Delhi: McGraw Hill Education (India) Private
Limit
11 Book Camila Stivers (1993) Gender Images In Public Administration, California : Sage
12 Book Mohit Bhattacharya (2016), New Horizons of Public Administration, New Delhi: Jawahar Publishers
13 Book Pravin Kumar Jha and Shambhu Nath Dubey (2017), Administration and Public Policy, New Delhi:
MKM Pub
14 Book Sylvia Walby (1997) Theorising Patriarchy, Oxford: Basil Blackwell
15 Book U. Medury (2010) Public administration in the Globalization Era, New Delhi: Orient Black Swan
16 Book Nicholas Henry, Public Administration and Public Affairs, Prentice Hall, 1999
17 Book T. Dye, (1984) Understanding Public Policy, 5th Edition. U.S.A: Prentice Hall
18 Book Surendra Munshi and Biju Paul Abraham [Eds.](2004) Good Governance, Democratic Societies And
Globa
19 IGNOU Notes
20 e-pathsala Notes
 Unit wise Tutorial Sheets, Assignments & Quiz Questions

Module: I
Meaning, Significance and importance Approaches to the study of Public Administration -
Ecological, StructuralFunction, Public-Choice, Critical Theory Administrative Behaviour - Decision making,
Communication, Leadership Case Study

Tutorials:

1. Meaning, Significance, and Importance of Public Administration

 Meaning of Public Administration: Public Administration is the process through which government
implements laws, policies, and decisions. It involves the management of public resources and services
to meet the needs of society.
 Significance of Public Administration: Public Administration is crucial because it ensures the
effective functioning of the government, promotes good governance, ensures accountability, and
addresses public needs like education, healthcare, and infrastructure.
 Importance: Public Administration is vital for ensuring law and order, managing economic
resources, promoting social justice, and ensuring the welfare of citizens. It forms the backbone of
governance and policy execution.
2. Approaches to the Study of Public Administration
a) Ecological Approach
 This approach views Public Administration in terms of the environment in which it functions. Public
Administration is shaped by its political, social, and economic surroundings. The decisions made
within government agencies are influenced by factors such as the political system, culture, and
environmental conditions.
 Example: The response of a government to a natural disaster would be shaped by ecological factors
like geography and climate, as well as by social factors like public preparedness.
b) Structural-Functional Approach
 Focuses on understanding the structures within an organization and the roles they play in achieving
specific functions. Public Administration is analyzed based on how various structures (e.g.,
ministries, departments, and agencies) work to meet the objectives of the government.
 Example: Analyzing how different government departments like health and education interact to
provide basic public services.
c) Public-Choice Approach
 This approach is based on the idea that public administrators act as individuals with their own self-
interests, similar to actors in the private sector. It focuses on how public policies are influenced by
individual behavior and the need to balance individual incentives with the collective public good.
 Example: Analyzing how bureaucrats and politicians make decisions that might benefit them
personally but not necessarily the public.
d) Critical Theory Approach
 Rooted in critical theory, this approach examines Public Administration from a perspective that
challenges traditional structures of power and authority. It focuses on issues such as inequality, social
justice, and the role of public administrators in reinforcing or challenging societal norms.
 Example: Examining how the distribution of public goods can perpetuate inequality and the role of
public administrators in addressing these issues.
3. Administrative Behaviour - Decision Making, Communication, Leadership
a) Decision Making
 Definition: Decision making in Public Administration refers to the process through which policies
and actions are chosen from among alternatives. It involves gathering information, analyzing it, and
making choices that will affect public administration outcomes.
  Models of Decision Making:
o Rational Model: Assumes that decisions are made logically and systematically to achieve the
best outcomes.
o Incremental Model: Suggests that decisions are made through small, gradual changes rather
than radical shifts.
o Bounded Rationality: Acknowledges that decision-makers are limited by their cognitive
abilities and the information they can gather.
b) Communication in Public Administration
 Communication in Public Administration refers to how information is exchanged within and outside
of government agencies. Effective communication ensures that policies are implemented successfully
and that citizens' needs are understood.
 Types of Communication:
o Vertical Communication: Upward and downward communication between higher-level and
lower-level employees.
o Horizontal Communication: Communication among employees at the same level.
o External Communication: Communication between the administration and the public.
c) Leadership in Public Administration
 Leadership in Public Administration refers to guiding and motivating employees to achieve
organizational goals. Public leaders must be able to manage complex relationships with elected
officials, the public, and other governmental agencies.
 Leadership Styles:
o Transformational Leadership: Leaders inspire and motivate followers to achieve higher
levels of performance.
o Transactional Leadership: Leaders focus on routine tasks, compliance, and achieving
specific goals.
 Example: A public administrator leading a team to deliver a national healthcare initiative needs
strong leadership skills to navigate the political and social challenges involved.
4. Case Study: Public Administration in Action
 Case Study Example: Analyze the implementation of a large-scale public policy, such as healthcare
reform or environmental protection, and assess how administrative decisions were made, how
communication was handled, and the role of leadership in ensuring the policy's success.
 Case Study Questions:
o How did the administrative structure influence the decision-making process?
o What leadership styles were evident in the execution of this policy?
o How did communication between various agencies and the public play a role in the policy's
success or failure?
Assignments:
1. Assignment 1: The Significance of Public Administration
o Write a comprehensive essay on the meaning, significance, and importance of Public
Administration. Discuss how Public Administration contributes to the overall well-being of
society and why it is a key pillar of governance.
2. Assignment 2: Ecological and Structural-Functional Approaches
o Compare and contrast the ecological and structural-functional approaches to the study of
Public Administration. Provide real-world examples of how each approach can be used to
analyze public administration in practice.
3. Assignment 3: Decision-Making Models in Public Administration
o Explain the various models of decision making (rational, incremental, and bounded
rationality). Using an example from current public policy, describe how one of these models
can be applied in the decision-making process.
4. Assignment 4: Leadership in Public Administration
 o Analyze the leadership style of a prominent public administrator (e.g., a government minister
or a public service head). Discuss how their leadership influenced public policy and the
outcomes of the initiatives they led.
5. Assignment 5: Case Study Analysis
o Select a case study of a public administration policy (e.g., the response to a natural disaster,
education reform, or healthcare reform) and analyze it using the principles of decision
making, communication, and leadership. What were the challenges, and how did the
administrative processes influence the final outcome?
Quizzes:
1. Multiple-Choice Quiz on Public Administration Approaches
1. Which of the following approaches focuses on the political, social, and economic environment
influencing public administration?
o A) Structural-Functional Approach
o B) Ecological Approach
o C) Public-Choice Approach
o D) Critical Theory Approach
o Answer: B) Ecological Approach
2. The decision-making model that emphasizes small, incremental changes rather than large-scale
transformations is called:
o A) Rational Model
o B) Incremental Model
o C) Bounded Rationality
o D) Classical Model
o Answer: B) Incremental Model
3. Which of the following leadership styles focuses on motivating followers to exceed expectations and
achieve higher levels of performance?
o A) Transactional Leadership
o B) Transformational Leadership
o C) Laissez-Faire Leadership
o D) Autocratic Leadership
o Answer: B) Transformational Leadership
4. The Public-Choice Approach focuses on:
o A) The environmental factors influencing administration
o B) The structures and functions of government departments
o C) The self-interest and rational behavior of administrators and politicians
o D) The challenges of inequality and social justice
o Answer: C) The self-interest and rational behavior of administrators and politicians
2. True or False
1. The ecological approach to public administration focuses only on the internal structures of
government agencies.
o Answer: False
2. Leadership in Public Administration is only about managing public servants and has no role in policy
formulation.
o Answer: False
3. Decision-making in Public Administration should be based solely on rational and objective analysis.
o Answer: False
4. Public-Choice theory suggests that public administrators and elected officials are motivated by
personal incentives and not by the public interest.
o Answer: True
Module II
Salient Features of Theories of Organization - Classical theory, Human Relations Theory, Behaviour
Theory Salient Features of Motivation Abraham Maslow: Need Hierarchy Concept Frederick Herzberg :
Hygiene Motivation Theory Elinor Ostrom: Governing the Commons.
Tutorials:
1. Salient Features of Theories of Organization
a) Classical Theory
 Overview: Classical theory is the foundation of organizational theory, focusing on the structure of the
organization and its efficiency. It is rooted in scientific management principles and aims to increase
productivity and control.
 Key Features:
o Division of Labor: Tasks should be divided into smaller, specialized tasks to improve
efficiency.
o Hierarchical Structure: Organizations should have a clear chain of command to define
authority and responsibility.
o Formalization: Clear rules and regulations are essential for maintaining order and
predictability.
o Focus on Efficiency: The primary goal is to increase productivity and efficiency through
strict supervision and structure.
 Prominent Theorists: Frederick Taylor (Scientific Management), Henri Fayol (Administrative
Theory), and Max Weber (Bureaucratic Theory).
b) Human Relations Theory
 Overview: The Human Relations Theory emphasizes the importance of human behavior, motivation,
and communication within an organization. It advocates for a more holistic approach to managing
people.
 Key Features:
o Focus on Employee Welfare: Recognizes the role of employee satisfaction and motivation in
improving productivity.
o Informal Groups: Suggests that informal relationships among workers are just as important as
formal structures.
o Role of Communication: Stresses the importance of good communication between managers
and employees.
o Psychological and Social Factors: Human Relations Theory emphasizes the impact of social
and psychological factors on work behaviour.
 Prominent Theorists: Elton Mayo, Chester Barnard.
c) Behavioural Theory
 Overview: The Behavioural Theory focuses on understanding individual and group behavior within
an organization. It considers how people’s motivations, expectations, and interpersonal interactions
influence the functioning of the organization.
 Key Features:
o Motivation and Behaviour: Recognizes that motivation plays a crucial role in individual
performance and group behaviour.
o Human Needs: Emphasizes that employees have needs beyond just monetary rewards,
including social and psychological needs.
o Leadership Styles: Explores how different leadership approaches influence employee
behaviour and organizational outcomes.
o Employee Engagement: Focuses on involving employees in decision-making and recognizing
their role in the organization’s success.
 Prominent Theorists: Douglas McGregor (Theory X and Theory Y), Abraham Maslow (Hierarchy of
Needs).
2. Salient Features of Motivation Theories
a) Abraham Maslow: Need Hierarchy Concept
 Overview: Maslow’s Need Hierarchy Theory suggests that human beings have five levels of needs,
and they are motivated to satisfy these needs in a hierarchical order, from the most basic to the most
advanced.
 Key Features:
o Physiological Needs: Basic needs for survival, like food, water, and shelter.
o Safety Needs: The need for security, stability, and protection.
o Social Needs: The need for love, belonging, and relationships.
o Esteem Needs: The need for recognition, respect, and self-esteem.
o Self-Actualization: The need for personal growth, self-fulfillment, and achieving one’s full
potential.
 Implication in Organizations: Employees’ motivations are not just based on salary, but also on
achieving personal and professional goals.
b) Frederick Herzberg: Hygiene and Motivation Theory
 Overview: Herzberg’s Motivation-Hygiene Theory (also known as the Two-Factor Theory) suggests
that job satisfaction and dissatisfaction are influenced by two distinct sets of factors: hygiene factors
and motivators.
 Key Features:
o Hygiene Factors: These factors do not motivate employees but can cause dissatisfaction if
absent (e.g., salary, working conditions, job security).
o Motivators: These are factors that truly motivate employees and contribute to job satisfaction
(e.g., recognition, responsibility, personal growth, achievement).
 Implication in Organizations: To motivate employees, it is essential to address both hygiene factors
and motivators. Simply improving working conditions may prevent dissatisfaction, but it won’t
necessarily lead to motivation.
c) Elinor Ostrom: Governing the Commons
 Overview: Elinor Ostrom’s theory focuses on how communities can manage and govern common-
pool resources (CPRs) without top-down regulation or privatization.
 Key Features:
o Collective Action: Communities or groups must cooperate and develop rules for managing
common resources.
o Self-Organization: Local actors, such as communities or users of the resource, play an active
role in decision-making processes.
o Institutions for Collective Action: The creation of institutions and norms that govern resource
use is essential for avoiding the “tragedy of the commons.”
 Implications: This theory is important in the management of public goods, like fisheries, forests, or
water resources, and emphasizes the role of local institutions and community involvement in
governance.
Assignments:
1. Assignment 1: Theories of Organization
o Write a comparative essay on the Classical Theory and Human Relations Theory. Discuss the
advantages and disadvantages of each theory in terms of improving organizational
performance. Use real-world examples to support your arguments.
2. Assignment 2: Motivation and Job Satisfaction
o Explain Herzberg’s Motivation-Hygiene Theory and Maslow’s Need Hierarchy Theory.
Provide practical suggestions on how a manager can apply these theories to improve
employee motivation and job satisfaction in an organization.
3. Assignment 3: Governing the Commons
 o Discuss Elinor Ostrom’s Theory of Governing the Commons. Use a case study (such as
community-based management of fisheries or water resources) to explain how communities
can manage shared resources without external intervention.
4. Assignment 4: Behavioural Theory of Motivation
o Write a critical analysis of Douglas McGregor’s Theory X and Theory Y. Discuss how
understanding these theories can help public administrators manage employees more
effectively.
Quizzes:
1. Multiple-Choice Quiz on Theories of Organization and Motivation
1. Which of the following is a core principle of Classical Theory?
o A) Focus on employee welfare and communication
o B) Division of labor and formal hierarchy
o C) Emphasis on informal groups and motivation
o D) Focus on behavioural factors in organizations
o Answer: B) Division of labour and formal hierarchy
2. According to Maslow’s Hierarchy of Needs, which of the following needs must be satisfied first?
o A) Esteem Needs
o B) Social Needs
o C) Self-Actualization
o D) Physiological Needs
o Answer: D) Physiological Needs
3. In Herzberg’s Motivation-Hygiene Theory, which of the following is considered a hygiene factor?
o A) Achievement
o B) Recognition
o C) Working conditions
o D) Responsibility
o Answer: C) Working conditions
4. Elinor Ostrom’s theory of Governing the Commons suggests that:
o A) The state should control all common-pool resources.
o B) Communities can self-organize and manage resources effectively.
o C) Privatization is the best solution for managing common resources.
o D) Market mechanisms should be introduced to manage public goods.
o Answer: B) Communities can self-organize and manage resources effectively.
2. True or False
1. Classical Theory emphasizes the importance of employee satisfaction and social factors in improving
productivity.
o Answer: False
2. Herzberg’s Hygiene Factors are factors that prevent dissatisfaction but do not necessarily lead to
motivation.
o Answer: True
3. According to Maslow’s theory, self-actualization is the most basic need that people strive to satisfy.
o Answer: False
4. Elinor Ostrom argued that local communities can effectively manage common resources without
external governance.
o Answer: True
Module III
Yehezkel Dror: Ideas on policy sciences William Ouchi: Theory ‘Z’ Peter Drucker :
Knowledge Based Organization Douglas Mc Gregor: Managerial Theories of ‘X’ & ‘Y’ P.F. Drucker:
Management by Objectives.

Tutorials:
1. Yehezkel Dror: Ideas on Policy Sciences
 Overview: Yehezkel Dror was an Israeli policy scientist known for his contributions to the field of
policy sciences. He emphasized the importance of using scientific methods in policy analysis and
advocated for policy-making to be more systematic, rational, and evidence-based.
 Key Features:
o Policy as a Science: Dror believed that policy should be treated like a scientific discipline,
where decisions are based on empirical data and objective analysis.
o Decision-Making Process: He emphasized the need for decision-makers to understand the
long-term impacts of their choices and focus on efficiency and outcomes.
o Multidisciplinary Approach: Dror promoted a multidisciplinary approach to policy
sciences, drawing from economics, sociology, political science, and other fields to formulate
comprehensive policies.
o Adaptive and Innovative: Dror’s work highlighted the need for continuous adaptation in
policy formation to keep pace with social, economic, and technological changes.
2. William Ouchi: Theory ‘Z’
 Overview: William Ouchi introduced Theory Z, which combines elements from Japanese and
American management practices. It is focused on long-term employment, collective decision-making,
and employee involvement in the organization.
 Key Features:
o Long-Term Employment: Ouchi’s Theory Z emphasizes the benefits of long-term employee
retention, which creates a stable and loyal workforce.
o Collective Decision-Making: Encourages a participative management style where employees
at all levels are involved in the decision-making process.
o Holistic Organizational Culture: Theory Z values the holistic development of employees,
focusing on both professional and personal growth.
o Trust and Cooperation: Builds trust between management and employees to foster
collaboration and reduce tensions.
 Implications for Management: This theory advocates for balancing individual responsibility with
organizational goals, fostering strong organizational commitment and performance.
3. Peter Drucker: Knowledge-Based Organization
 Overview: Peter Drucker is known for his contributions to management theory, and his ideas on the
Knowledge-Based Organization are central to understanding modern management in the
information age.
 Key Features:
o Knowledge as a Key Resource: Drucker recognized that in the modern economy, knowledge
is the most important resource for organizations, more so than physical labor or capital.
o Decentralization and Empowerment: Knowledge-based organizations should empower
individuals and encourage decentralized decision-making, as knowledge is distributed
throughout the organization.
o Continuous Learning: Drucker emphasized the need for constant innovation and learning to
maintain a competitive advantage in a knowledge-driven economy.
o Leadership and Knowledge: Leaders in knowledge-based organizations should foster an
environment of continuous improvement and encourage knowledge sharing among
employees.
  Implications: Knowledge-based organizations should focus on training, collaboration, and creating
systems that facilitate knowledge flow and innovation.
4. Douglas McGregor: Managerial Theories of ‘X’ & ‘Y’
 Overview: Douglas McGregor introduced Theory X and Theory Y in his book The Human Side of
Enterprise. These theories describe two different views of employee motivation and management.
o Theory X: Assumes that employees inherently dislike work, need to be controlled, and avoid
responsibility. Managers following Theory X tend to be authoritarian and directive.
o Theory Y: Assumes that employees are self-motivated, enjoy work, and can be trusted to
take responsibility. Managers following Theory Y focus on empowerment and participative
decision-making.
 Key Features:
o Theory X: Focuses on control, strict supervision, and external motivation (e.g., rewards or
punishments).
o Theory Y: Focuses on autonomy, trust, and intrinsic motivation, emphasizing that employees
can be creative, self-disciplined, and responsible when given the right environment.
 Implications: McGregor suggested that Theory Y is more appropriate for modern organizations, as it
leads to higher job satisfaction, creativity, and productivity.
5. P.F. Drucker: Management by Objectives (MBO)
 Overview: Management by Objectives (MBO) is a management strategy developed by Peter
Drucker. It emphasizes setting clear and measurable objectives at every level of the organization to
improve performance and align employees with organizational goals.
 Key Features:
o Goal Setting: MBO focuses on setting specific, measurable, and time-bound goals for
individuals and teams within the organization.
o Employee Involvement: Employees participate in the goal-setting process, which enhances
motivation and ownership of outcomes.
o Performance Evaluation: Performance is evaluated based on the achievement of these
objectives, with regular progress reviews.
o Alignment of Goals: Ensures that individual, team, and organizational goals are aligned,
creating a unified direction for the organization.
 Implications: MBO helps organizations focus on results and accountability, encouraging better
performance and clearer communication between managers and employees.

Assignments:
1. Assignment 1: Yehezkel Dror’s Ideas on Policy Sciences
o Write an essay discussing Yehezkel Dror’s ideas on the role of policy sciences in governance.
Explain how his approach could improve policy-making in a democratic society and discuss
the advantages of using a scientific approach to policy analysis.
2. Assignment 2: Theory Z in Practice
o Write a detailed case study of an organization that has successfully implemented William
Ouchi’s Theory Z. Discuss the impact on employee motivation, organizational culture, and
overall performance. If possible, contrast it with organizations that follow more traditional
management theories (e.g., Theory X).
3. Assignment 3: Knowledge-Based Organizations
o Discuss Peter Drucker’s concept of a Knowledge-Based Organization. How has this
concept influenced modern organizations in the tech industry? Provide examples of
organizations that embody the principles of knowledge-based management, focusing on their
strategies for knowledge sharing and innovation.
4. Assignment 4: Theory X vs. Theory Y
 o Analyze a real-world organization or management situation through the lens of McGregor’s
Theory X and Theory Y. Identify which theory is more prevalent in that organization and
provide recommendations for how management can adopt a more effective leadership style.
5. Assignment 5: Management by Objectives (MBO) in the Public Sector
o Write an analysis of how Management by Objectives (MBO) could be applied in the public
sector. Identify potential challenges and benefits of implementing MBO in a government
agency, and suggest how performance can be effectively measured in a public administration
setting.
Quizzes:
1. Multiple-Choice Quiz on Management and Policy Theories
1. Yehezkel Dror emphasized the importance of which of the following in policy-making?
o A) Political ideology
o B) Scientific approach and evidence-based decision making
o C) Public opinion
o D) Bureaucratic processes
o Answer: B) Scientific approach and evidence-based decision making
2. Theory Z emphasizes:
o A) Individual decision-making and autonomy
o B) Long-term employment, collective decision-making, and employee involvement
o C) High levels of formal authority and control
o D) Employee competition and merit-based rewards
o Answer: B) Long-term employment, collective decision-making, and employee involvement
3. Peter Drucker’s concept of a Knowledge-Based Organization stresses the importance of:
o A) Increasing physical capital
o B) Knowledge as the primary resource for achieving organizational goals
o C) Centralized decision-making
o D) Limited employee involvement in decision-making
o Answer: B) Knowledge as the primary resource for achieving organizational goals
4. McGregor’s Theory X assumes that:
o A) Employees are self-motivated and seek responsibility
o B) Employees dislike work and need to be closely supervised
o C) Employees are highly creative and should be given autonomy
o D) Employees will naturally work harder if they are given positive reinforcement
o Answer: B) Employees dislike work and need to be closely supervised
5. Management by Objectives (MBO) involves:
o A) Setting clear, measurable goals and involving employees in the goal-setting process
o B) Relying solely on leadership to dictate the organization's direction
o C) Emphasizing employee autonomy without oversight
o D) Reducing performance evaluations to annual reviews
o Answer: A) Setting clear, measurable goals and involving employees in the goal-setting
process
2. True or False
1. Theory Z is based on the idea that employees should be treated as resources that can be easily
replaced.
o Answer: False
2. According to McGregor’s Theory Y, managers should focus on controlling employees and limiting
their decision-making power.
o Answer: False
 3. Management by Objectives (MBO) is primarily concerned with setting clear objectives and
measuring performance based on the achievement of those objectives.
o Answer: True
4. Yehezkel Dror proposed that policy-making should be based on intuition rather than scientific
research.
o Answer: False
5. In Theory X, managers assume that employees are inherently lazy and need to be closely supervised.
o Answer: True

Module: IV
Critical Social Theory New Public Service Post Modernism and Structuralism Administrative
Theory: A Critical Review

Tutorials:

1. Critical Social Theory

 Overview: Critical Social Theory emerged from the Frankfurt School of thought and aims to
critique and change society, emphasizing the role of power and inequality. This theory challenges
traditional social structures and ideologies, focusing on emancipation and social justice.
 Key Features:
o Power and Inequality: Critical social theorists explore how power dynamics shape social
structures and relationships, often leading to unequal distributions of resources and
opportunities.
o Emancipation: The goal of critical theory is to uncover the hidden structures of power that
create social injustice and enable the oppressed to liberate themselves.
o Interdisciplinary Approach: Critical social theory draws from various disciplines, such as
sociology, philosophy, economics, and political science.
o Key Thinkers: Max Horkheimer, Theodor Adorno, Herbert Marcuse, Jürgen Habermas.
 Implications: Critical theory challenges traditional views on authority, knowledge, and culture,
promoting societal change through awareness and action against systems of oppression.
2. New Public Service (NPS)
 Overview: The New Public Service (NPS) emerged as a critique of traditional public administration
models, focusing on public service as a tool for fostering democratic governance and public value. It
is characterized by a shift from management-oriented approaches to those prioritizing citizens' needs
and participation.
 Key Features:
o Citizens as Partners: NPS emphasizes collaboration and partnerships with citizens rather
than treating them as passive clients.
o Focus on Public Value: Public administrators should create public value by serving the
public interest and fostering citizen engagement.
o Democratic Governance: It advocates for transparency, accountability, and participatory
decision-making in government.
o Holistic View of Governance: NPS stresses the importance of a comprehensive approach to
governance that integrates policy, administrative, and community perspectives.
 Key Thinkers: Janet and Robert Denhardt, John M. Bryson.
 Implications: NPS challenges bureaucratic, top-down models by focusing on public service as a
means of fostering citizen engagement and democratic governance.
3. Postmodernism and Structuralism
  Overview: Postmodernism and Structuralism are both intellectual movements that emerged in the
20th century, focusing on challenging established norms and deconstructing societal structures.
 Key Features:
o Postmodernism:
 Scepticism towards Metanarratives: Postmodernism rejects grand narratives and
fixed truths, questioning traditional power structures and knowledge systems.
 Relativism: It promotes the idea that truth is subjective and socially constructed,
emphasizing diversity of experiences and perspectives.
 Fragmentation: Postmodernism celebrates the fragmentation of culture, identity, and
history, embracing pluralism and ambiguity.
o Structuralism:
 Structure Determines Meaning: Structuralism focuses on understanding the
structures that underpin human behaviour and culture, arguing that elements of
culture must be understood within the system they belong to.
 Language and Signs: Structuralists like Ferdinand de Saussure and Claude Lévi-
Strauss examined how language and cultural symbols create meaning through
relationships and structures.
 Implications: These theories challenge established norms, questioning authority, tradition, and
objective knowledge, and focus on the importance of language, culture, and identity in shaping
society.
4. Administrative Theory: A Critical Review
 Overview: Administrative theory traditionally involves the study of how organizations, especially
public organizations, are structured, managed, and operate. However, a critical review involves
questioning the assumptions and frameworks within these theories, examining their applicability,
limitations, and impact.
 Key Features:
o Classical Administrative Theories: Classical theories such as Max Weber's Bureaucratic
Theory, Henri Fayol's Administrative Theory, and Frederick Taylor's Scientific
Management focus on the principles of organization and management, emphasizing
efficiency, hierarchy, and control.
o Critical Review: The critical review of administrative theories challenges their one-size-fits-
all approach, highlighting their failure to consider the complexity, diversity, and dynamic
nature of modern organizations.
o Power and Authority: Critical perspectives on administration explore how power is
distributed within organizations, particularly in public administrations, and how authority can
be both a tool for control and a source of resistance.
o Human Factor and Motivation: Contemporary critiques of administrative theory focus on
the importance of human motivation, organizational culture, and leadership in the functioning
of administrative bodies.
 Implications: A critical review of administrative theory questions traditional organizational
structures and management practices, advocating for more flexible, adaptive, and participatory
approaches.
Assignments:
1. Assignment 1: Critical Social Theory and Its Application
o Discuss how Critical Social Theory can be applied in public administration. Explore the
impact of power structures, inequality, and social justice on the functioning of government
institutions. Provide a real-world example where critical theory has influenced public policy.
2. Assignment 2: New Public Service in Practice
 o Write a case study of a public organization that has implemented principles of the New
Public Service. Evaluate how citizen engagement and collaboration have been promoted and
discuss the outcomes of this approach in terms of democratic governance and public value.

3. Assignment 3: Postmodernism and Structuralism in Public Administration

o Analyse the implications of Postmodernism and Structuralism in the context of public
administration. Discuss how these theories challenge traditional notions of authority, power,
and knowledge in governance. Provide examples where these theories might reshape the
functioning of public institutions.
4. Assignment 4: Critical Review of Administrative Theory
o Write a critical review of a classical administrative theory (e.g., Weber's Bureaucratic
Theory or Fayol's Administrative Theory). Identify the limitations and criticisms of this
theory in the context of modern organizations, especially in the public sector. Suggest how
contemporary theories might address these issues.
Quizzes:
1. Multiple-Choice Quiz on Social Theory and Public Administration
1. Critical Social Theory primarily focuses on:
o A) Maintaining social order and hierarchy
o B) Challenging power structures and promoting social justice
o C) Advocating for the status quo
o D) Encouraging conformity in societal norms
o Answer: B) Challenging power structures and promoting social justice
2. According to New Public Service, public administrators should:
o A) Focus primarily on efficiency and cost-cutting
o B) Serve as neutral managers, avoiding citizen involvement
o C) Engage citizens as partners in the democratic process
o D) Avoid public input in decision-making processes
o Answer: C) Engage citizens as partners in the democratic process
3. Postmodernism rejects:
o A) The importance of language in shaping meaning
o B) The idea of universal truths and grand narratives
o C) Plurality and diversity in society
o D) All forms of scepticism and relativism
o Answer: B) The idea of universal truths and grand narratives
4. Structuralism in public administration focuses on:
o A) The relationships between different elements of culture and society
o B) The subjective interpretation of policies
o C) The breakdown of power in political systems
o D) Reducing government intervention in public services
o Answer: A) The relationships between different elements of culture and society
5. A critical review of administrative theory aims to:
o A) Affirm the importance of traditional theories and their structures
o B) Examine the limitations and assumptions of classical administrative theories
o C) Develop new bureaucratic management systems
o D) Focus solely on organizational behaviour
o Answer: B) Examine the limitations and assumptions of classical administrative theories
2. True or False
1. Critical Social Theory is concerned with perpetuating existing power structures in society.
o Answer: False
2. New Public Service emphasizes citizen engagement, collaboration, and democratic governance.
o Answer: True
3. Postmodernism advocates for fixed truths and universal knowledge in societal structures.
o Answer: False

4. Structuralism looks at how underlying structures shape cultural and social behavior, including
language.
o Answer: True

5. A critical review of administrative theory typically supports classical management structures

without questioning their relevance.
o Answer: False
Previous 3 years University Question Papers with Solutions, Mid Term
Examination & Model Question Papers with Solutions

Not Applicable
 AMITY UNIVERSITY, PATNA
FACULTY OF CIVIL SERVICES - AMITY SCHOOL OF CIVIL SERVICES - Administrative Theory
Session: 2024-25 CO Calculation for:
Sub.Name Administrative Theory Question No
Faculty/Deptt. Amity School of Civil Services (ASCS) PART-A (ATTEMPT ALL) PART-B (ATTEMPT ANY TWO) PART-C Total CO WEIGHTAGE
Sub. Code PP 213 Question No. 1(a) 1(b) 1(c) 1(d) 1(e) 2(1) 2(2) 2(3) 3 Marks
Total
Year/ Section 2nd Year/ 3rd Sem CO Mapped CLO1 CLO1 CLO1 CLO1 CLO1 CLO2 CLO2 CLO2 CLO3 CLO1 CLO2 CLO3 Attempt
Faculty Dr Diwakar
Assigned Marks 2 2 2 2 2 5 5 5 10 30 Total Marks Obt. Marks Total Marks Obt. Marks Total Marks Obt. Marks

Status (P/ A/ D)
Name Kumar Jha
S.No. RollNo Student Name Marks Obtained M.O. CO Attained Marks
A462174523001 VISHAL SEN 27.0 10.0 10.0 10.0 9.0 10.0 8.0 30.0
1 2.0 2.0 2.0 2.0 2.0 4.0 5.0 8.0
A462174523002 YASH PANDEY 10.0 10.0 4.0 10.0 3.0 10.0 3.0 30.0
1.0 1.0 1.0 0.0 1.0 2.0 1.0 3.0
o CO Specific Marks

2
A462174523003 MANISHA
3 2.0 2.0 2.0 2.0 2.0 4.0 4.0 7.0 25.0 10.0 10.0 10.0 8.0 10.0 7.0 30.0
KUMARI
A462174523004 SHUBHAM
4 2.0 2.0 2.0 2.0 1.0 4.0 4.0 6.0 23.0 10.0 9.0 10.0 8.0 10.0 6.0 30.0
KUMAR SINGH
A462174523005 TANIYA SAHU 12.0 10.0 4.0 10.0 4.0 10.0 4.0 30.0
5 1.0 1.0 1.0 0.0 1.0 2.0 2.0 4.0
A462174523006 PRIMA SINGH 20.0 10.0 7.0 10.0 7.0 10.0 6.0 30.0
6 2.0 2.0 1.0 1.0 1.0 3.0 4.0 6.0
A462174523007 AYUSH RAJ 20.0 10.0 7.0 10.0 7.0 10.0 6.0 30.0
7 2.0 1.0 1.0 1.0 2.0 3.0 4.0 6.0
A462174523008 SAMEERA FAIZ 27.0 10.0 10.0 10.0 9.0 10.0 8.0 30.0
8 2.0 2.0 2.0 2.0 2.0 4.0 5.0 8.0
A462174523009 KHUSHI
9 2.0 1.0 1.0 1.0 1.0 3.0 2.0 6.0 17.0 10.0 6.0 10.0 5.0 10.0 6.0 30.0
NAGVANSHI
A462174523011 SHALINI SHAMYA 20.0 10.0 8.0 10.0 7.0 10.0 5.0 30.0
10 1.0 2.0 1.0 2.0 2.0 3.0 4.0 5.0
A462174523012
o Remedial Actions for Slow Learners

11 RICHA KUMARI 2.0 2.0 2.0 2.0 2.0 5.0 4.0 9.0 28.0 10.0 10.0 10.0 9.0 10.0 9.0 30.0
A462174523014 SANDHYA RANI 24.0 10.0 10.0 10.0 7.0 10.0 7.0 30.0
12 2.0 2.0 2.0 2.0 2.0 4.0 3.0 7.0
A462174523015 ADITYA KUMAR 20.0 10.0 8.0 10.0 7.0 10.0 5.0 30.0
13 2.0 2.0 1.0 1.0 2.0 4.0 3.0 5.0
A462174523016 AYUSH RAJ 18.0 10.0 7.0 10.0 6.0 10.0 5.0 30.0
14 2.0 1.0 1.0 2.0 1.0 3.0 3.0 5.0
A462174523017
Add on Programmes for advanced learners

15 MAYANK BHARTI 1.0 1.0 1.0 1.0 0.0 3.0 3.0 4.0 14.0 10.0 4.0 10.0 6.0 10.0 4.0 30.0
A462174523018 DEVRANJAN
16 2.0 2.0 2.0 1.0 1.0 4.0 3.0 7.0 22.0 10.0 8.0 10.0 7.0 10.0 7.0 30.0
SINGH
A462174523019 SHRISTEE 27.0 10.0 10.0 10.0 9.0 10.0 8.0 30.0
17 2.0 2.0 2.0 2.0 2.0 4.0 5.0 8.0
A462174523020 TRIPTI KUMARI 24.0 10.0 9.0 10.0 8.0 10.0 7.0 30.0
18 2.0 1.0 2.0 2.0 2.0 4.0 4.0 7.0
A462174523021
Gap analysis in Mid Term Examination

19 ANKITA KUMARI 2.0 2.0 2.0 2.0 2.0 5.0 5.0 10.0 30.0 10.0 10.0 10.0 10.0 10.0 10.0 30.0
A462174523022 VIDHU
20 1.0 1.0 1.0 1.0 1.0 3.0 2.0 4.0 14.0 10.0 5.0 10.0 5.0 10.0 4.0 30.0
RAJVARDHAN
A462174523023
21 MD DANISH ALAM 22.0 10.0 8.0 10.0 7.0 10.0 7.0
o Average CO Attainment & Weak Student Identification

2.0 1.0 1.0 2.0 2.0 3.0 4.0 7.0 30.0

A462174523024 MUSKAN KUMARI 24.0 10.0 10.0 10.0 7.0 10.0 7.0 30.0
22 2.0 2.0 2.0 2.0 2.0 4.0 3.0 7.0
A462174523025 PRIYANKA SINHA 27.0 10.0 10.0 10.0 9.0 10.0 8.0 30.0
23 2.0 2.0 2.0 2.0 2.0 5.0 4.0 8.0
A462174523026 ARADHYA 19.0 10.0 7.0 10.0 6.0 10.0 6.0 30.0
24 2.0 1.0 1.0 1.0 2.0 3.0 3.0 6.0
A462174523029 ADITYA RAJ
25 2.0 1.0 2.0 2.0 2.0 3.0 3.0 5.0 20.0 10.0 9.0 10.0 6.0 10.0 5.0 30.0
ARVIND
A462174523030 AASHI ROY 17.0 10.0 8.0 10.0 5.0 10.0 4.0 30.0
26 2.0 1.0 1.0 2.0 2.0 3.0 2.0 4.0
 AMITY UNIVERSITY, PATNA
Amity School of Civil Services
Session: 2024-25 SLOW LEARNERS IDENTIFICATION & ACTION TAKEN CT-1
Sub.Name Administrative Theory
CALCULATED PERCENTAGE IDENTIFYINGSLOW LEARNERS ASSIGNMENT GIVEN TO SLOW LEARNERS

Status (P/ A/ D)
Sub. Code PP 213
Year/ Section 2nd Year/ 3rd Sem CLO1 CLO2 CLO3
CLO1 CLO2 CLO3
Faculty Name Dr Diwakar Kumr Jha W =SLOW LEARNERS CLO1 CLO2 CLO3
S.No. RollNo Student Name %age weightage attained %age attainment < 60%
1 A462174523001 VISHAL SEN 0 100.0% 90.0% 80.0%
2 A462174523002 YASH PANDEY 0 40.0% 30.0% 30.0% W W W Y Y Y
A462174523003 MANISHA
0
3 KUMARI 100.0% 80.0% 70.0%
A462174523004 SHUBHAM
KUMAR 0
4 SINGH 90.0% 80.0% 60.0%
5 A462174523005 TANIYA SAHU 0 40.0% 40.0% 40.0% W W W Y Y Y
6 A462174523006 PRIMA SINGH 0 70.0% 70.0% 60.0%
7 A462174523007 AYUSH RAJ 0 70.0% 70.0% 60.0%
A462174523008 SAMEERA
0
8 FAIZ 100.0% 90.0% 80.0%
A462174523009 KHUSHI
0
9 NAGVANSHI 60.0% 50.0% 60.0% W Y
A462174523011 SHALINI
0
10 SHAMYA 80.0% 70.0% 50.0% W Y
A462174523012 RICHA
0
11 KUMARI 100.0% 90.0% 90.0%
A462174523014 SANDHYA
0
12 RANI 100.0% 70.0% 70.0%
A462174523015 ADITYA
0
13 KUMAR 80.0% 70.0% 50.0% W Y
14 A462174523016 AYUSH RAJ 0 70.0% 60.0% 50.0% W Y
A462174523017 MAYANK
0
15 BHARTI 40.0% 60.0% 40.0% W W Y Y
A462174523018 DEVRANJAN
0
16 SINGH 80.0% 70.0% 80.0%
17 A462174523019 SHRISTEE 0 100.0% 90.0% 80.0%
A462174523020 TRIPTI
0
18 KUMARI 90.0% 80.0% 70.0%
A462174523021 ANKITA
0
19 KUMARI 100.0% 100.0% 100.0%
A462174523022 VIDHU
0
20 RAJVARDHAN 50.0% 50.0% 40.0% W W W Y Y Y
A462174523023 MD DANISH
0
21 ALAM 80.0% 70.0% 70.0%
A462174523024 MUSKAN
0
22 KUMARI 100.0% 70.0% 70.0%
A462174523025 PRIYANKA
0
23 SINHA 100.0% 90.0% 80.0%
24 A462174523026 ARADHYA 0 70.0% 60.0% 60.0%
A462174523029 ADITYA RAJ
0
25 ARVIND 90.0% 60.0% 50.0% W Y
26 A462174523030 AASHI ROY 0 80.0% 50.0% 40.0% W W Y Y

Extra classes have been conducted for week students. They have been given assignments and provided with
study materials.
For the Advanced learners they have been asked to write papers on different government programmes.
Final Sessional Marks (CT+TA+AT)
 Attendance Register/ Verified Attendance Sheet

Attached as Annexure
CLOs Feedback & Final Attainment (CLO & PLO)