hum325 study guide

Topics: Trondheim Tramway stock, Ethics, Case study Pages: 10 (3107 words) Published: July 20, 2014
PA 315: Summer 2014
SECTION 01
GOVERNMENT-BUSINESS RELATIONS
TUESDAY & THURSDAY 6:00 – 9:50PM
JB 258

CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
DR. ANNA YA NI

PHONE:909-537-5790
EMAIL: [email protected]
OFFICE: JB 441
ADDRESS: Department of Public Administration, 5500 University Parkway, San Bernardino, CA 92407-2397 OFFICE HOURS: 3:50-5:50 PM, Tuesday & Thursday, or call for a personal appointment. Please be sure to contact the instructor if you have any concerns or need any special assistance.

COURSE DESCRIPTION:
Description and analysis of government policies dealing with economic development as well as the maintenance and moderation of competition at the local, state, and national levels. An analysis of international trading regimes and governments’ role in managing them. Discussion of the ethical implications of government-business interactions and roles.

GOALS AND METHODS:
After successful completion of this course students should have acquired an understanding of: the historical development of government approaches to promoting business, corporate social responsibilities,

various structural forms of government support for economic development, the role of government in sustainable urban growth and the problems associated with poorly managed growth, major international trading blocs,

major international financial institutions, and
issues and concerns surrounding globalization.

The ethical and normative aspects of the topics covered will be a constant and important backdrop in the course. Even in a relatively homogeneous society, there will be substantial variation in beliefs. Reasonable people will agree to disagree within a socially-accepted range. In the first half the major normative issues will be: To what degree should the public sector be involved in economic development (in the domestic sphere)? For example, to what degree should the public sector directly and indirectly foster job development, new commercial and residential development? Exactly how should the public sector support economic development? For example, should it use tax incentives, public-private partnerships, or government corporations? What levels of government should handle what aspects of economic development, and how should these efforts be coordinated (if at all)? How should non-economic factors be balanced with economic ones? For example, how should quality of life factors such as sprawl and environmental degradation or social equity issues, as opposed to wealth creation, job creation, and tax base expansion, be addressed? In the second half of the class the issues will shift somewhat. To what degree should the US promote domestic market interests? More realistically, how aggressively should the US promote its interests, and does the US have any responsibilities to citizens in other countries? Exactly how should the US promote its domestic interests in the international context?

The class methods include lectures, class discussions, student presentations, numerous guest lecturers and activities. Test questions may be derived from any of these sources.

Please note that case studies are used in throughout the class. The case studies are sometimes “messy” and complex. However, they do an excellent job of identifying countervailing issues and making concepts concrete. The second half the class presents both American and non-American points of view in terms of international economics. There is no implication that either point of view is necessarily correct, or that the “truth” is midway. While students do not need to be swayed by any perspective, to be well educated one must understand the range of arguments.

COURSE TEXT AND MATERIALS:
All required readings can be accessed from the class website in Course Readings. Please note: in order to access the library materials from home you need to follow the directions on the initial access screen: enter your Coyote ID and your last...
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