1st SEMESTER

MASTER OF PUBLIC POLICY IN PUBLIC POLICY AND MANAGEMENT

UNIVERSITAS GADJAH MADA
 Description of Course Unit

Course unit title Publicness

Course unit code SPMK211101

Type of course unit (compulsory, Compulsory Courses

optional)

Level of course unit (according to Second Cycle Master

EQF: first cycle Bachelor, second
cycle Master)

Year of study when the course unit 1st Year

is delivered
(if applicable)

Semester/trimester when 1st Semester

the course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) 1. Dr. Subando Agus Margono, M.Si.

2. Dr. Erwan Agus Purwanto, M.Si.

Learning outcomes of the 1. Able to build networks (ELO 8)

course unit 2. Able to to design and manage public policy advocacy
(ELO 9)
3. Able to manage and lead change in the public sector
(ELO 10)

Mode of delivery (face-to- Face to face

face, distance learning)

Prerequisites and co- -

requisites (if applicable)

Course content This course was prepared taking into account its suitability for
the current development of State Administration Science. The
reason is that managing public values is an important issue that
must be managed, especially because the state is no longer the
main actor in managing public goods. Private organizations and
hybrid organizations, including Non-Governmental
 Organizations (NGOs) and social organizations that participate
in the management of public goods, need to be criticized in
terms of managing publicness. For this reason, recognizing and
understanding the value of publicness is important.
Understanding this concept concerns the topic of reorienting
state administration science, organizational forms and their
relationship to civil society and governance. Through this
course, students are expected to have the ability to analyze,
evaluate and re-orient towards public values in issues of
managing public goods and public services in the social life of
society.

Recommended or required Primary:

reading and other learning 1. Barry Bozeman (2007) Bourgon Public Value and Public
resources/tools Interest
2. Koppell, J. G. (2010). Administration without borders.
Public Administration Review, 70, s46-s55.
3. Pesch, U. (2008). The publicness of public
administration. Administration & Society, 40(2), 170-
193
4. Ringeling, A. (2015). How public is public
administration? A constitutional approach of
publicness. Teaching Public Administration, 33(3),
292-312.
5. Udo Pesc, 2005.The Predicaments of Publicness, An
Inquiry into the Conceptual Ambiguity of Public
Administration.

Additional:
1. Anderson, S. (2012). Public, private, neither, both?
Publicness theory and the analysis of healthcare
organizations. Social Science & Medicine, 74(3), 313-
322.
2. Andrews, R., Boyne, G. A., & Walker, R. M. (2011).
Dimensions of publicness and organizational
performance: A review of the evidence. Journal of public
administration research and theory, 21(suppl_3), i301-
i319.
3. Aulich, C. (2011). It's not ownership that matters: it's
publicness. Policy studies, 32(3), 199-213.
4. Bode, I. (2019). Publicness in times of market
accountability: Lessons from a changing hospital
industry in Germany. Public Policy and Administration,
34(1), 3-21.
5. Bourgon. J (2007), “Responsive, Responsible and
Respected Government: Toward a New Public
Administration Theory”. International Review of
Administrative Science. Vol 73/7.
6. Bozeman, B. (2007). Public values and public interest:
Counterbalancing economic individualism. Georgetown
University Press. (Chapter 5 & 6: Public Interest Theory
and Its Problems & Toward a Pragmatic Public Interest
Theory)
7. Bozeman, B., & Johnson, J. (2015). The political
economy of public values: A case for the public sphere
 and progressive opportunity. The American review of
public administration, 45(1), 61-85.
8. Bozeman, B., & Moulton, S. (2011). Integrative
publicness: A framework for public management
strategy and performance. Journal of public
administration research and theory, 21(suppl_3), i363-
i380.
9. Cassegård, C. (2014). Contestation and bracketing: The
relation between public space and the public sphere.
Environment and Planning D: Society and Space, 32(4),
689-703.
10. Merritt, C. C., Farnworth, M. D., & Kienapple, M. R.
(2018). Developing organizational leaders to manage
publicness: A conceptual framework. Journal of Public
Affairs Education, 24(2), 216-233.
11. Newman, J. (2007). Rethinking ‘the public’in troubled
times: Unsettling state, nation and the liberal public
sphere. Public Policy and Administration, 22(1), 27-47.
12. Nmeth, J., & Schmidt, S. (2011). The Privatization of
Public Space: Modeling and measuring publicness.
13. Polanyi (2001). The Great Transformation: The
Political Economic Origin of Our Time. Beacon Press
14. Ringeling, A. (2015). How public is public
administration? A constitutional approach of
publicness. Teaching Public Administration, 33(3),
292-312.
15. Su, Xong. (2017 ). Dimensional Publicness and
Serving the Vulnerable: Analyses of Specialized
Substance Abuse Treatment Programs . American
Review of Public Administration Vol 47(8)
16. Varna, G., & Tiesdell, S. (2010). Assessing the
publicness of public space: The star model of
publicness. Journal of urban design, 15(4), 575-598.
17. Wang, Y. (2018). A critique of the socio-spatial debate
and the publicness of urban space. Norsk Geografisk
Tidsskrift-Norwegian Journal of Geography, 72(3),
161-175.
18. Wise, C. R. (2010). Organizations of the future:
Greater hybridization coming. Public Administration
Review, 70, S164-S166.
19. Yeo, Y. H., Lee, K. H., & Ryu, S. W. (2018). Effect of
publicness on government control and organizational
citizenship behavior: an empirical study from public
organizations in Korea and Japan. International
Review of Public Administration, 23(4), 203-218.

Planned learning activities Learning methods

and teaching methods This class is designed as a synchronous and asynchronous
online class delivered through online learning management
systems (such as the Zoom Platform, Google classroom).
Course interaction and participation in online classes is critical
to the process education. Class participation includes voicing
opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.

Week 1: Introduction to the Syllabus

Week 2: Reorientation of State Administration Science
Week 3: Publicness of Public Administration
 Week 4: Public and Publicness
Week 5: Publicness and Public Sphere
Week 6: Publicness and Public Space
Week 7: Publicness and Public Service
Week 8: Introduction to Public Studio
Week 9: Publicness and Markets
Week 10: Privatization of public space and cross-
stakeholder perspectives
Week 11: Diplomacy in processing public cases, field
practices and their application
Week 12: Publicness and Politics
Week 13: The relationship between public space and the
public sphere
Week 14: Public dynamics that occur in public and non-
public organizations, as well as the management of
issues raised

Language of instruction Indonesian

Assessment methods and Assessment Component

criteria 1. Assess the substance of discussion and debate: 10%
2. Assess the quality of paper writing results: 15%
3. Listen to dynamic dialogue with stakeholders (Focus
Group Discussion) : 30%
4. Assess the results of studio product implementation
(advocacy, policy brief) : 45%

A: Outstanding qualification. Expressed by authentic ideas,

novelty, analysis that comprehensive and creative for
qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original
analysis for qualitative research methods using valid data and
references.
C : Satisfactory qualifications. Expressed in a way of thinking
that is less creative, weak analysis, weak data and
references.
D : Low qualification. Expressed by failure to provide a proper
way of thinking creative and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have
committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 Description of Course Unit

Course unit title Theory of Public Management

Course unit code SPMK211102

Type of course unit (compulsory, Compulsory Courses

optional)

Level of course unit (according to Second Cycle Master

EQF: first cycle Bachelor, second
cycle Master)

Year of study when the course unit 1st Year

is delivered
(if applicable)

Semester/trimester when 1st Semester

the course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) 1. Prof. Dr. Yeremias T. Keban, SU, MURP

2. Dr. Ratminto, M.Pol.Admin.

Learning outcomes of the 1. Able to organize activities and resources (ELO 1)

course unit 2. Able to manage public issues (ELO 5)
3. Able to define and solve problems (ELO 7)

Mode of delivery (face-to- Face to face

face, distance learning)

Prerequisites and co- -

requisites (if applicable)

Course content This course introduces the basics of management including the
development of public management theories, concepts, and
issues contained in the paradigms of Classical, Neoclassical,
New Public Administration, New Public Management, New
Public Service, and New Public Governance.

Recommended or required Primary:

reading and other learning
resources/tools
 1. Tompkins, Jonathan R.2005. Organization Theory and
Public Management. Belmmont, CA: Thomson
Wadsworth
2. Ott J. Steven, A. Hyde and J.M. Shafritz (eds). 1991.
Public Management: The Essential Readings.
Chicago, IL. : Lyceum Books/Nelson-Hall Publishers.
3. Shafritz, J.M., & A.C. Hyde (Editor). 2017. Classics of
Public Administration. Eight Edition. Boston, MA:
Cengage Learning.
4. Shaffritz, Jay M. & J.Steven Ott. 2001. Classics of
Organization Theory. Fifth Edition. Orlando, FL:
Harcourt College Publishers
5. Lynn, Jr Laurence E. The Myth of the Bureaucratic
Paradigm: What Traditional Public Administration
Really Stood For. Public Administration Review.
(March/April 2001). Vol.61.No.2
6. Sarker M.S.I., and Khan M.R.A. 2013. Classical and
Neoclassical Approaches of Management: An
Overview. Journal of Business and Management.
Vol.14, Issue 6, pp.01-05.
7. Collin Philip and Liam Bryan (Editors) . 2004.
Reinventing Government Again. London: The Social
Market Foundation
8. Pollitt, C. And Geert Bouckaert. 2017. Public
Management Reform : A Comparative Analysis – Into
the Age of Austerity. Fourth Edition. New York, N.Y.:
Oxford University Press
9. Osborne, S. (ed.) 2010. The New Public Governance:
emerging perspective on the theory and practice of
public governance. London and New York:
Routledge/Taylor and Francis.

Additional:
1. Bouckaert, G., and Jann, W., 2020. The EPPA Project.
Dalam European Perspectives for Public
Administration. Leuven: Leuven University Press.
2. Management Cases, Revised Edition - Peter F Drucker
(2009)
3. Strategic Management – Colin White, Palgrave. (2004)
4. Dynamic Governance: Embedding Culture,
Capabilities, and Change in Singapore – Michael E
Porter. (2007)
5. The New Public Governance: Theory and Practices –
Stephen P Osborne (2010)
6. The New Public Service: Serving Not Steering –
Denhardt & Denhardt (2007)
7. Knowledge Management in Theory and Practice –
Kimiz Dalkir (2017)

Planned learning activities Learning methods

and teaching methods This class is designed as a synchronous and asynchronous
online class delivered through online learning management
systems (such as the Zoom Platform, Google classroom).
Course interaction and participation in online classes is critical
to the process education. Class participation includes voicing
opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.
 Week 1 : The concept of management and public administration
in the context of public management

Week 2 : Classical School Public Management

● Theory of Bureaucracy
● Scientific Management theory
● Administrative Management
● Proverbs of Administration

Week 3 : Neoclassical School Public Management (1)

● Pre-Human Relations Theory
● Human Relations Theory

Week 4 : Neoclassical School Public Management (2)

● Natural Systems Theory
● Structural-Functional
● Theory Open Systems Theory
● Strategic Management

Week 5 : Neoclassical School Public Management (3)

● Human Resource Theory
● Effective Human Resources and productivity

Week 6 : Neoclassical School Public Management (4)

● Quality Management Theory
● Organizational Cultural and Leadership Theory

Week 7 : New Public Administration

Week 8 : Management Review

Week 9 : Good Governance

Week 10 : Dynamic Governance

Week 11 : New Public Management

Week 12 : New Public Service

Week 13 : Knowledge Management

Week 14 : System Thinking

Language of instruction Indonesian

Assessment methods and Assessment Component

criteria 1. Assess the accuracy of the analysis, the suitability of
the topic, the novelty of the idea, the number of
citations/references: 20%
2. Assess communication skills and accuracy of analysis
during class presentation: 10%
3. Assessing the quality of Paper Results based on Case
Studies: 35%
 4. Assess the Final Project in the form of a policy
brief/policy memo: 35%

A: Outstanding qualification. Expressed by authentic ideas,

novelty, analysis that comprehensive and creative for
qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original
analysis for qualitative research methods using valid data and
references.
C : Satisfactory qualifications. Expressed in a way of thinking
that is less creative, weak analysis, weak data and
references.
D : Low qualification. Expressed by failure to provide a proper
way of thinking creative and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have
committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 Description of Course Unit

Course unit title Theory of Public Policy

Course unit code SPMK211103

Type of course unit (compulsory, Compulsoy Courses

optional)

Level of course unit (according to Second Cycle Master

EQF: first cycle Bachelor, second
cycle Master)

Year of study when the course unit 1st Year

is delivered
(if applicable)

Semester/trimester when 1st Semester

the course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) 1. Prof. Dr. Muhadjir Muhammad Darwin, MPA.

2. Prof. Dr. Agus Heruanto Hadna, M.Si.

Learning outcomes of the 1. Able to analyze and interpret quantitative and

course unit qualitative data for problem solving (ELO 3)
2. Able to articulate public values (ELO 4)
3. Able to manage public issuesELO 5)

Mode of delivery (face-to- Face to face

face, distance learning)

Prerequisites and co- -

requisites (if applicable)

Course content
This course is intended to provide students with a basic
understanding of public policy. Various Public Policy Theories
in this course will be reviewed with legal, economic, political,
social and even cultural approaches. This course will also
discuss the history of public policy and the policy cycle in
general. The policy cycle in general known to the public is: (1)
Agenda Setting, (2) Policy Formulation, (3) Policy
 Implementation, (4) Policy Termination, (5) Policy Evaluation.
Some of these parts will be discussed in general to find out the
dynamics of public policy.

The hope is that after attending this course, students can

critically analyze various issues related to public policy using
various approaches that will be discussed in this course. To
achieve this goal, during one semester, this lecture will discuss
various topics which are then divided into two major themes.
First, a discussion of various policy theories and the broad
scope of public policy. Second, discussion of the public policy
process starting from its formulation, implementation and
evaluation. The two major themes will also discuss public policy
and its relation to various current policy issues and how to
create innovative policy responses to crisis situations.

Recommended or required 1. Alastair Stark et al (2021). Public Deliberation and

reading and other learning Policy Design.
resources/tools 2. Anthony D. Williams. (2014). Policy Network: How
Global Solution Networks are Reshaping Global
Decision Making.
3. Arnaldo Pellini et al. (2018). Knowledge, Politics, and
Policy Making in Indonesia. Springer
4. Dunn, William. (2018). Public Policy Analysis: An
Integrated Approach.
5. Frank Fisher et all. (2007). Chapter 1: Peter deLeon
and Danielle M. Vogebbeck. The Policy Sciences at
the Crossroads.
6. Frank Fisher et all. (2007). Chapter 4: Werner Jann &
Kai Wegrich. Theories of Policy Cycles.
7. Frank Fisher et all. (2007). Chapter 6: Mara S. Sidney.
Agenda Setting in Public Policy.
8. Frank Fisher et all. (2007). Chapter 14, Jörg Raab and
Patrick Kenis. Taking Stock of Policy Networks: Do
They Matter?
9. Frank Fischer et all. (2007). Chapter 16: Frank Fischer.
Deliberative Policy Analysis as Practical Reason:
Integrating Empirical and Normative Arguments.
10. Frans N. Stokman. (2017). Policy Network History.
11. Jacqueline Sohn. (2018). Navigating the politics of
evidence-informed Policymaking.
12. James E. Anderson. Public Policy Making 8th edition.
Amazon.
13. John Parkinson & Jane Mansbridge. (2012).
Deliberative Systems.
14. Knoepfel, P., Larrue, C., Varone, F., & Hill, M. (2007).
Public Policy Analysis. In The Policy Press.
15. Stephen Osborne. (2010). The New Public
Governance. Routledge.
16. Pradhan, N. S., Su, Y., Fu, Y., Zhang, L., & Yang, Y.
(2017). Analyzing the effectiveness of policy
implementation at the local level: a case study of
management of the 2009–2010 Drought in
YunnanProvince, China. International Journal of
Disaster Risk Science, 8(1),64-77.
17. Rasaili, W., & Alfiyah, N. I. (2019, September).
Evaluation Of Policy Implementation 2018 Visit Year
 As An Effort To Improve The Economic Independence
Of TheCommunity In Sumenep Regency. In The
International Seminar Series on Regional Dynamics
(Vol.1, No. 1).
18. Yanow, D. (2007). Interpretation in policy analysis: On
methods and practice.

Planned learning activities Learning methods

and teaching methods This class is designed as a synchronous and asynchronous
online class delivered through online learning management
systems (such as the Zoom Platform, Google classroom).
Course interaction and participation in online classes is critical
to the process education. Class participation includes voicing
opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.

Week 1 : Introduction to the lecture syllabus

Week 2 : Introduction to Public Policy Concepts &; Public
Policy Theories
Week 3 : Public policy cycle
Week 4 : Types of public policy
Week 5 : Public policy formulation
Week 6 : Implementation and evaluation of public policy
Week 7 : Introduction to public policy analysis
Week 8 : Knowledge, Politics, and Policy Making in Indonesia
Week 9 : Policy Actors
Week 10 : Policy Innovation
Week 11 : Agenda Setting Development Group Presentation
Week 12 : Development of Agenda Setting
Week 13 : The Political Economy of Public Policy
Week 14 : Global Common

Language of instruction Indonesian

Assessment methods and Assessment Component

criteria 1. Observe and assess student participation: 15%
2. Assess the quality of Project Results / Case Study
Results through clarity, accuracy, critical power of
arguments: 30%
3. Assess the critical power and depth of paper
argumentation: 35%
4. Assessing the results of paper writing through topic
selection and depth of case study analysis: 20%

A: Outstanding qualification. Expressed by authentic ideas,

novelty, analysis that comprehensive and creative for
qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original
analysis for qualitative research methods using valid data and
references.
C : Satisfactory qualifications. Expressed in a way of thinking
that is less creative, weak analysis, weak data and
references.
 D : Low qualification. Expressed by failure to provide a proper
way of thinking creative and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have
committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 Description of Course Unit
Course unit title Qualitative Research Methods

Course unit code SPMK211104

Type of course Compulsory

unit
(compulsory,
optional)
Level of course unit Second cycle master
(according to
EQF: first cycle
Bachelor, second
cycle Master)
Year of study when 1st year
the course unit is
delivered
(if applicable)
Semester/tri 2nd Semester
mester
when the
course unit
is delivered
Number of ECTS 5.4 ECTS
credits allocated
Name of lecturer(s) Dr. Subando Agus Margono, M.Si.
Suripto, MPA., Ph.D.
Learning Able to manage technology for problem solving. [ELO 2]
outcomes of the Able to analyze and interpret quantitative and qualitative data for problem solving. [ELO 3]
course unit
Mode of Face to face
delivery (face-
to-face,
distance
learning)
Prerequisites -
and co-
requisites (if
applicable)
Course content This course aims to provide knowledge and skills on how to design research proposals using
inductive thinking. Students are required to be sensitive to social (public) reality, understand
the types of qualitative data and how to explain or interpret the data. This course will assist
students in developing skills in analysis, interpretation, and presentation of data narratively.
Learning in this course also supports students' preparation in facing the final project, namely
the obligation to do thesis research. This is because generally research in the field of socio-
political government often uses qualitative research methods. Through this course, students
are expected to be able to apply qualitative research methods in academic research.
Recommended or Main:
required 1. Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design:
reading Choosing among Five Approaches (4th Edition). Thousand Oaks: Sage Publications.
and other Ch 2.
learning 2. PUBLIC ADMINISTRATION, Traditions of Inquiry and Philosophies of Knowledge,
resources NORMA M. RICCUCCI, 2010., Ch 3.
/tools 3. Sarah, Tracy, 2013. Qualitative Research Methods Collecting Evidence, Crafting
Analysis, Communicating Impact, A John Wiley & Sons, Ltd., Publication. Ch 4,5.

Additional:
 1. Qualitative Research Designs: Selection and Implementation John W. Creswell
University of Nebraska–Lincoln William E. Hanson Purdue, 2007
2. Hancock, Beverly, An Introduction to Qualitative Research. Research, National
Institute for Health Research, 2009
3. Assembling Partial Perspectives: Thoughts on the Anthropology of Bureaucracy, Colin
Hoag, Political and Legal Anthropology Review, Vol. 34, Number 1, pps. 81–94. ISSN
1081-6976, electronic ISSN 1555-2934. C 2011.
4. The Possibility of the Testimony:A Case for Case Study Research, Paolo
Quattrone.Organization, 2006.
5. From the ethnographic turn to new forms of organizational ethnography Linda
Rouleau Management, HEC Montreal, Montreal, Canada, Journal of Organizational
Ethnography Vol. 3 No. 1, 2014 pp. 2-9 r Emerald Group Publishing Limited 2046-
6749
6. Connecting the local narratives: Public administration as a hermeneutic science,
Balfour, Danny L;Mesaros, William, Public Administration Review; Nov/Dec 1994; 54,
6; ProQuest
Planned Learning methods:
learning This class is designed as a synchronous and asynchronous online class delivered through
activities and online learning management systems (such as the Zoom Platform, Google Classroom, and
teaching Microsoft Teams). Course interaction and participation in online classes is critical to the
methods process of education. Class participation includes voicing opinions, facilitating online
discussion, and speaking with full knowledge of the assigned material.

Week 1: Scope of qualitative research

Week 2: Inductive logic
Week 3 : Approach in qualitative (1)
Week 4 : Approach in qualitative (2)
Week 5: Social reality in understanding research phenomena
Week 6: Hermeneutic and Phenomenological Proposal Writing
Week 7: Phenomenological and hermeneutic data observation
Week 8 : Introduction of NVIVO application as an analytical tool in qualitative methods
Week 9: Constructing theory
Week 10 : Formulate the library framework
Week 11: How logic constructs interpretation (1)
Week 12: How logic constructs interpretation (2)
Week 13: Hermeneutic and Phenomenological Proposal Writing (1)
Week 14: Hermeneutic and Phenomenological Proposal Writing (2)

Language of Indonesian
instruction
Assessm 1. Field observation: 10%
ent 2. Assess thesis formulation and research question: 10%
methods 3. Assess phenomenological, case study, ethnographic, and hermeneutic data
and collection: 40%
criteria 4. Assess proposal draft writing: 40%

A: Outstanding qualification. Expressed by authentic ideas, novelty, analysis that

comprehensive and creative for qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original analysis for qualitative research
methods using valid data and references.
C : Satisfactory qualifications. Expressed in a way of thinking that is less creative, weak
analysis, weak data and references.
D : Low qualification. Expressed by failure to provide a proper way of thinking creative
and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 Description of Course Unit

Course unit title Quantitative Research Methods

Course unit code SPMK211105

Type of course Compulsory

unit
(compulsory,
optional)
Level of course unit Second cycle master
(according to
EQF: first cycle
Bachelor, second
cycle Master)
Year of study when 1st year
the course unitis
delivered
(if applicable)
Semester/tri 2nd Semester
mester
when the
course unit
is delivered
Number of ECTS 5.4 ECTS
credits allocated
Name of lecturer(s) Prof. Dr. Yeremias T. Keban, MURP.
Dr. Nunuk Dwi Retnandari, MS.
Learning Able to manage technology for problem solving. [ELO 2]
outcomes of the Able to analyze and interpret quantitative and qualitative data for problem solving. [ELO 3]
courseunit Able to define and solve problems [ELO 7]
Mode of Face to face
delivery (face-
to-face,
distance
learning)
Prerequisites -
and co-
requisites(if
applicable)
Course content This course is structured to provide an understanding of phenomena in society and how to
respond to them through paradigms, methods and formats of Quantitative research. The
main activities in lectures include class discussions and assignments, including the task of
designing quantitative research designs and instruments as well as data collection and
analysis practicum that helps students have knowledge and skills about quantitative research
design.
Recommended or Main:
required 1. Sandra van Thiel (2014). Research Methods in Public Administration and Public
reading Management An Introduction
and other 2. Meier, K.J., Brudney, J.L. dan Bohte, J. (2014) (seventh edition). Applied Statistics
for Public and Nonprofit Administration (AS)
learning
3. Barbie, E. (2021). The Practice of Social Research (15th edition). Cengage, Boston
resources
(PSR)
/tools 4. Creswell and Creswell (2018).Research Design Qualitative, Quantitative, and Mixed
Methods Approaches Fifth Edition
5. Santoso, Singgih (2015a). Menguasai Statistik Parametrik. PT Elex Media
Komputindo, Jakarta.
 6. Santoso, Singgih (2015b). Menguasai Statistik NonParametrik. PT Elex Media
Komputindo, Jakarta

Additional:
1. Hinton, et al., (2014). SPSS Explained 2nd ed. Routledge.
2. Field, Andy (2018). Discovering Statistics using IBM SPSS Statistics 5th ed. Sage.
3. Navarro & Foxcroft (2019). learning statistics with jamovi: a tutorial for psychology
students and other beginners. (Version 0.70). DOI: 10.24384/hgc3-7p15 [Available
from url: http://learnstatswithjamovi.com].
4. Singarimbun,M. dan Effendi, S. (2011). Metode Penelitian Survai, Penerbit: Pustaka
LP3ES
5. Effendi, S. Dan Tukiran (2012). ). Metode Penelitian Survai, Penerbit: Pustaka
LP3ES
6. Cooper, D.R. and Schindler, P.S. (2003). Business research method. McGraw Hill
Companies (BRM)

Planned Learning methods:

learning This class is designed as a synchronous and asynchronous online class delivered through
activities and online learning management systems (such as the Zoom Platform and eLOK UGM). Course
teaching interaction and participation in online classes is critical to the process education. Class
methods participation includes voicing opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.

Week 1: Explanation of the syllabus and basic elements of Social research and group
formation
Week 2: Quantitative research design
Week 3: Experimental research
Week 4 : Penelitian survey
Week 5: Descriptive statistics
Week 6 : Analisis data deskriptif
Week 7: Hypothesis testing
Week 8: Parametric difference test of one sample, two samples, more than two samples,
and parametric two dependents.
Week 9: Sampling and measurement techniques
Week 10 : Analisis data deskriptif
Week 11: Introduction to Inference Statistics
Week 12: Relationship/correlation of two variables (parametric and non-parametric)
Week 13: Regression and its assumptions
Week 14: Reliability and validity.

Language of Indonesian
instruction
Assessm 1. Observing active student participation: 15%
ent 2. Grade Weekly group assignments: 10%
methods 3. Rating asynchronous quiz: 5%
and 4. Menilai Mid-term (Project Mini Proposal Riset): 35%
5. Assessing Final Research Mini Project: 35%
criteria
A: Outstanding qualification. Expressed by authentic ideas, novelty, analysis that
comprehensive and creative for qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original analysis for qualitative research
methods using valid data and references.
C : Satisfactory qualifications. Expressed in a way of thinking that is less creative, weak
analysis, weak data and references.
D : Low qualification. Expressed by failure to provide a proper way of thinking creative
and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 2nd SEMESTER

Course Bundle for Public Policy Concentration

MASTER OF PUBLIC POLICY IN PUBLIC POLICY AND MANAGEMENT

UNIVERSITAS GADJAH MADA
 1

Description of Course Unit

Course unit title Policy Formulation

Course unit code SPMK211201

Type of course Compulsory (Public Policy Concentration)

unit
(compulsory,
optional)
Level of course unit Second cycle master
(according to
EQF: first cycle
Bachelor, second
cycle Master)
Year of study when 1st year
the course unitis
delivered
(if applicable)
Semester/tri 2nd Semester
mester
when the
course unit
is delivered
Number of ECTS 5.4 ECTS
credits allocated
Name of lecturer(s) Dr. Agustinus Subarsono, M.Si., MA
Dr. Samodra Wibawa, M.Sc.
Learning Able to analyze and interpret quantitative and qualitative data for problem solving [ELO 3]
outcomes of the Able to articulate public values [ELO 4]
courseunit Able to manage public issues [ELO 5]
Mode of Face-to-face
delivery (face-
to-face,
distance
learning)
Prerequisites -
and co-
requisites(if
applicable)
Course content This course is intended to provide an understanding of the policy formulation process, policy
formulation methods, policy models, variables that affect policy formulation, and the
relationship between policy formulation and the government system.
Recommended or 1. Knill, C. & Tosun, J. (2012), Public Policy: A Ne Introduction, chapter 1
required 2. Larry N, Gerston (2010). Public Policy Making: Process and Principles, New York,
reading Routledge, Chapter 3
and other 3. Knill, C. & Tosun, J. (2012), Public Policy: A Ne Introduction, chapter 1.
4. Ackermann, Fran and Eden, Colin (2011). Strategic Management of Stakeholders:
learning
Theory and Practice in Long Range Planing, Vol. 44, No.3, 179-196
resources
5. Knill,ChristophandTosun,Jale(2012),PublicPolicy:ANewIntroduction,Chapter5.
/tools 6. Maddison,Sarah&Denniss,Richard(2009),AnIntroductiontoAustralianPublicPolicy,
Cambridge University Press, Chapter 4.
7. Maddison,Sarah&Denniss,Richard(2009),AnIntroductiontoAustralianPublicPolicy,
Cambridge University Press, Chapter 4..
8. Maddison,S.&Denniss,R.2009.AnIntroductiontoAustralianPublicPolicy.Cambridge:C
ambridge University Press. (Chapter 5, 7, 9 & 10) 3.
 9. Ackermann,FranandEden,Colin(2011).StrategicManagementofStakeholders:Theory
and Practice in Long Range Planning 44, pp.179-191.
10. Wibawa,Samodra(2011),PolitikPerumusanKebijakanPublik,GrahaIlmu,Jogja,p.11-
18.

Planned Learning methods:

learning Lectures are held offline or face-to-face in class. During class learning, students and
activities and lecturers actively discuss material and cases. Interaction between students and lecturers,
teaching between students, and student participation are highly emphasized during the learning
methods process. Student participation includes expressing opinions, discussions, group practice,
working on case assignments in groups, and group assignment presentations. Group
assignments are given using the project-based learning method,

Week 1: General overview of public policy and policy processes

Week 2 : Public agenda-policy actors
Week 3: Influence of stakeholders in policy formulation
Week 4: Policy models
Week 5 : Model pluralis vs elitis
Week 6 : Model non-decision making dan neo-marxis
Week 7: Policy streams and policy equilibrium
Week 8: Globalization and policy boundaries
Week 9: Criteria and principles in policy formulation (1)
Week 10: Criteria and principles in policy formulation (2)
Week 11: Criteria and principles in policy formulation (3)
Week 12: Stakeholder mapping in policy formulation (1)
Week 13: Stakeholder mapping in policy formulation (2)
Week 14: Stakeholder mapping in policy formulation (3)

Language of Indonesian
instruction
Assessm 1. Rate student activeness in the classroom: 10%
ent 2. Judging group papers: 30%
methods 3. Evaluating individual papers: 30%
and 4. Assess final paper by case study: 30%
criteria
A: Outstanding qualification. Expressed by authentic ideas, novelty, analysis that
comprehensive and creative for qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original analysis for qualitative research
methods using valid data and references.
C : Satisfactory qualifications. Expressed in a way of thinking that is less creative, weak
analysis, weak data and references.
D : Low qualification. Expressed by failure to provide a proper way of thinking creative
and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 1

Description of Course Unit

Course unit title Public Policy Analysis

Course unit code SPMK211202

Type of course Compulsory (Public Policy Concentration)

unit
(compulsory,
optional)
Level of course unit Second cycle master
(according to
EQF: first cycle
Bachelor, second
cycle Master)
Year of study when 1st year
the course unitis
delivered
(if applicable)
Semester/tri 2nd Semester
mester
when the
course unit
is delivered
Number of ECTS 5.4 ECTS
credits allocated
Name of lecturer(s) Prof. Dr.sc.pol.Agus Heruanto Hadna, M.Si.

Learning Able to analyze and interpret quantitative and qualitative data for problem solving [ELO 3]
outcomes of the Able to analyze public policy [ELO 6]
courseunit Able to to design and manage public policy advocacy [ELO 9]
Mode of Face-to-face
delivery (face-
to-face,
distance
learning)
Prerequisites -
and co-
requisites(if
applicable)
Course content This course aims to provide students with knowledge and skills about the process and
analysis of public policy. After attending this course, students are expected to critically have
the ability to analyze various public policy issues that develop in society (at least policy issues
that are of interest and scope of student work) by using various concepts and approaches
discussed in this lecture.
To achieve this goal, during one semester this lecture will discuss several topics divided into
three major themes. First, an introduction that discusses the understanding of public policy,
policy theory, and the scope of public policy. The aim is to provide students with an
understanding of the concepts and dimensions of public policy and how it is positioned in the
context of government and state policies. Second, a discussion of the process of public policy
formulation with the aim of introducing students to the stages in the process of formulating
public policy. Third, group discussions and presentations that discuss current public policy
issues and those relevant to issues of democracy, gender, poverty, governance, and so on.
Recommended or 1. Dun, W.N. (2018). Public Policy Analysis: an Introduction. NJ: Prentice-Hall.
required 2. Fischer, F., & Miller, G. J. (Eds.). (2017). Handbook of public policy analysis: theory,
reading politics, and methods. Routledge.
and other 3. Guess, G., & Husted, T. (2016). International public policy analysis. Routledge.
learning 4. Hirschauer, N., Lehberger, M., & Musshoff, O. (2015). Happiness and utility in
resources economic thought—Or: What can we learn from happiness research for public policy
/tools analysis and public policy making?. Social Indicators Research, 121, 647-674.
5. Kraft, M. E., & Furlong, S. R. (2019). Public policy: Politics, analysis, and
alternatives. Cq Press.
6. Knoepfel, P., Larrue, C., Varone, F., & Hill, M. (2011). Public policy analysis. Policy
Press.
7. Marume, S. B. M., Jubenkanda, R. R., Namusi, C. W., & Madziyire, N. C. (2016).
The Concept of Public Policy Analysis. IOSR Journal of Business and Management
(IOSR-JBM), 18(4), 52-58.
8. Trischler, J., & Charles, M. (2019). The application of a service ecosystems lens to
public policy analysis and design: exploring the frontiers. Journal of Public Policy &
Marketing, 38(1), 19-35.
9. Walters, L. C., Aydelotte, J., & Miller, J. (2015). Putting more public in policy
analysis. In The Age of Direct Citizen Participation (pp. 458-472). Routledge.
10. Wagenaar, H. (2014). Meaning in action: Interpretation and dialogue in policy
analysis. Routledge.
11. Weimer, D., & Vining, A. (2017). Policy analysis: Concepts and practice. Routledge.

Planned Learning methods:

learning Lectures are held offline or face-to-face in class. During class learning, students and
activities and lecturers actively discuss material and cases. Interaction between students and lecturers,
teaching between students, and student participation are highly emphasized during the learning
methods process. Student participation includes expressing opinions, discussions, group practice,
working on case assignments in groups, and group assignment presentations. Group
assignments are given using the project-based learning method, namely designing formal
problems, forecasting the development of policy problems in the future, designing policy
alternatives and recommendations, and writing policy papers. The output of group and
individual learning activities is in the form of a presentation of the results of policy analysis
and recommendations in the form of a policy paper.

Week 1: Introduction to public policy

Week 2: Policy formulation practices at the local level
Week 3: The concept of public policy analysis
Week 4: Policy issues and issues formulation process (1)
Week 5: Policy issues and issues formulation process (2)
Week 6 : Forecasting (1)
Week 7 : Forecasting (2)
Week 8: Development of policy criteria (1)
Week 9: Development of policy criteria (2)
Week 10: Development of policy criteria (3)
Week 11: Drafting policy alternatives (1)
Week 12: Drafting policy alternatives (2)
Week 13: Drafting policy alternatives (3)
Week 14: Define policy recommendations

Language of Indonesian
instruction
Assessm 1. Assessing student activity in the learning process and group work: 10%
ent 2. Assessing group policy paper writing: 30%
methods 3. Assessing the writing of individual policy papers and group papers: 40%
and 4. Quizzes: 20%
criteria
A: Outstanding qualification. Expressed by authentic ideas, novelty, analysis that
comprehensive and creative for qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original analysis for qualitative research
methods using valid data and references.
C : Satisfactory qualifications. Expressed in a way of thinking that is less creative, weak
analysis, weak data and references.
D : Low qualification. Expressed by failure to provide a proper way of thinking creative
and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have committed plagiarism and they
must repeat the class
© FIBAA – December 2020
 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Policy Change

Course unit code SPMK211205

Type of course unit (compulsory, Compulsory (Public Policy Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Ario Wicaksono, M.Si., Ph.D.

Puguh Prasetyo Utomo, MPA., Ph.D.

Learning outcomes of the course 1. Able to define and solve problems (ELO 7)
unit 2. Able to design and manage public policy advocacy (ELO
9)
3. Able to manage and lead change in the public sector
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Explanation of the causes and determinants of policy

changes
2. Explanation of the typology of policy changes
3. Explanation/preparation of designs/plans for policy
change or research into the policy change process
4. Explanation of the success/failure of policy changes and
their implications.
5. Explanation of governance (management) of policy
changes
6. Practice preparing designs/plans for policy change or
research to examine the policy change process
Recommended or required 1. Bakir, Caner & Jarvis, Darryl (ed.). (2018). Institutional
reading and other learning Entrepreneurship and Policy Change: Theoretical and
resources/tools Empirical Explorations. 10.1007/978-3-319-70350-3.
Basingstoke, UK: Palgrave Macmillan
2. Capano, Giliberto. (2009). Understanding Policy Change
As An Epistemological and Theoretical Problem. Journal
of Comparative Policy Analysis: Research and Practice.
11. 7-31. 10.1080/13876980802648284.
3. Cerna, L. (2013). The nature of policy change and
implementation: A review of dif erent theoretical
 approaches. Geneva: OECD.
4. Compston, Hugh. (2009). Policy networks and policy
change: putting policy network theory to the test.
Basingstoke, UK: Palgrave Macmillan
5. Gardner, A. & Brindis, C. (2017). Advocacy and Policy
Change Evaluation: Theory and Practice. Redwood City:
Stanford University Press.
https://doi.org/10.1515/9781503602335
6. Howlett, M., & Cashore, B. (2009). The Dependent
Variable Problem in the Study of Policy Change:
Understanding Policy Change as a Methodological
Problem. Journal of Comparative Policy Analysis, 11:1,
33-46. DOI: 10.1080/13876980802648144
7. Noesselt, Nele (ed.). (2018). Governance Innovation and
Policy Change: Re-Calibrations of Chinese Politics under
Xi Jinping. Lanham: Rowman & Littlefield.
8. Ongaro, E. (2009). Public Management Reform and
Modernization: Trajectories of Administrative Change in
Italy, France, Greece, Portugal and Spain. Cheltenham,
UK: Edward Elgar Publishing. doi:
https://doi.org/10.4337/9781849802284
9. Pollitt, Christopher, & Bouckaert, Geert. (2009).
Continuity and Change in Public Policy and
Management. Edward Elgar; Cheltenham.
https://doi.org/10.4337/9781849802291
10. Waldorff, Susanne & Pedersen, Anne & Fitzgerald,
Louise & Ferlie, Ewan (ed.). (2015). Managing Change:
From Health Policy to Practice. Basingstoke, UK:
Palgrave Macmillan.
Planned learning activities and Lectures, discussions, project-based learning (Team-based
teaching methods Project), case-based learning

Language of instruction Indonesian

Assessment methods Literature review & group presentation (30%)

and criteria Mid-term exam: formulating a mini-research design (35%)
Final exam: Writing a policy brief & disseminating it in a public
seminar (35%)

© FIBAA – December 2020

 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Strategic Management

Course unit code SPMK211203

Type of course unit (compulsory, Compulsory (Public Policy Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Prof. Dr. Yeremias T Keban

Dr. Nunuk Dwi Retnandari

Learning outcomes of the course 1. Able to organize activities and resources [ELO 1]
unit 2. Able to analyze and interpret quantitative and qualitative
data for problem solving [ELO 3]
3. Able to manage public issues [ELO 5]
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Explanation of public sector strategic planning

2. Explanation of the organization's vision and mission
3. Explanation of internal environmental analysis
4. Explanation of external environmental analysis
5. Explanation of strategic design
6. Explanation of the role of leadership in strategic planning
7. Explanation of planning and evaluation documents
8. Explanation of problem analysis
9. Explanation of goals and objectives; performance
indicators
10. Explanation of strategic design; programs and activities.
11. Explanation of ex ante evaluation.
12. Explanation of ex post evaluation.
13. Presentation based on case studies
Recommended or required 1. Bryson, John,M, 2011, Strategic Planning for Public and
reading and other learning Nonprofit Organizations A Guide to Strengthening and
resources/tools Sustaining Organizational Achievement, John Wiley &
Sons
2. Eóin Young and Lisa Quinn, 2002, Writing Effective
Public Policy Papers A Guide for Policy Advisers in
Central and Eastern Europe, Local Government and
 Public Service Reform Initiative
3. James, P. Lewis, 2011, Project Planning Scheduling and
Control, the Ultimate Hands on Guide to Bringing
Projects in to Time and on Budget, McGrawHill
4. Nendrė Černiauskienė, 2014, Strategis Management of
Public Sector Institution, Vilnius
5. Michael Allison Jude Kaye, 2015, Strategic Planning for
Nonprofit Organizations A Practical Guide for Dynamic
Times, Wiley
6. Fiorenzo Franceschini, Maurizio Galetto, Domenico
Maisano, 2019, Designing Performance Measurement
Systems Theory and Practice of Key Performance
Indicators, Springer Nature Switzerland AG 2019
7. David, Fred R., 2011, Strategic Management Concepts
and and Cases Library of Congress Cataloging-in
Publication Data.

Planned learning activities and Lecture/Discussion/Team-based Learning/Case-based

teaching methods Learning.

Language of instruction Indonesian

Assessment methods and 1. Case study review (20%)

criteria 2. Paper analysis (20%)
3. Assignment, attendant and participation (40%)
4. Final exam: RPJMD analysis (20%)

© FIBAA – December 2020

 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Public Planning and Budgeting

Course unit code SPMK211204

Type of course unit (compulsory, Compulsory (Public Policy Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Wahyudi Kumorotomo, Prof., Dr., MPP.

Suripto, Ph.D, MPA.

Learning outcomes of the course 1. Able to organize activities and resources (ELO 1)
unit 2. Able to analyze and interpret quantitative and qualitative
data for problem solving (ELO 2)
3. Able to manage public issues (ELO 3)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Lecture system and approach to fiscal policy and

budgeting
2. Budgeting theories and paradigms and their application
in the public budget cycle in Indonesia
3. New policy on fiscal decentralization: Law No.33/2004
and Law No.23/2014 and the problems that arise
4. The revenue side of the government budget at both the
central and regional levels
5. Political explanation of government revenue policies from
taxes, levies and other government revenues
6. The expenditure or expenditure side of the government
budget at both the central and regional levels
7. Budget allocation system to departments, DAU allocation
to regions, central-regional revenue sharing, as well as
the proportion of tax allocation to regional governments
8. Budget allocation system to the regional level through
deconcentration funds, DAK, program assistance and
project assistance
9. Technical policies regarding the allocation and
disbursement of government funds, payment systems
 and financial administration
10. Financial accountability system in the public sector,
especially the relationship between executive institutions
with auditors and legislative institutions
Recommended or required Main:
reading and other learning 1. Ahmad, Estisham and Russell Krelove, Tax
resources/tools Assignments: Options for Indonesia, World Bank paper
2. Anderson, James E., Politics and the Economy, Little,
Brown and Company, Boston
3. Austin, Ian, Pragmatism and Public Policy in East Asia:
Origins, Adaptations and Developments, Fairmont
International, Singapore
4. Bahl, Roy and Johannes Linn, Urban Public Finance in
Developing Countries, Oxford University Press, New
York
5. Banfield, Edward C., Political Influence, The Free Press,
New York
6. Bird, Richard M. & Francois Vaillancourt, Fiscal
Decentralization in Developing Countries, Cambridge
University Press
7. Breton, Albert, An Introduction to Decentralisation
Failure, paper, Department of Economics, University of
Toronto
8. Buchanan, James M., The Economics of Politics,
Institute of Economic Affairs, London
9. Carada, Wilfredo B., Philippine Decentralization
Experience: Briefing Notes for Decentralizing Polity,
seminar paper
10. Chandler, J.A., Public Policy-Making for Local
Government, Croom Helm, London
11. Cochran, Charles L. & Eloise F. Malone, Public Policy:
Perspectives and Choices, McGraw-Hill, Boston
12. Devas, Nick et al, Financing Local Government in
Indonesia Ohio Centre for International Studies, Ohio
13. Duncan, Jack W., Organizational Behavior, Houghton
Mifflin Company, Birmingham
14. Eaton, Kent, Political and Obstacle to Decentralisation:
Evidence from Argentina and the Philippines, in
Development and Change, Vol.32 No.1, Institute of
Social Studies
15. Ebel, Robert, The Economics of Fiscal Decentralization,
World Bank paper
16. Hill, Hall, Intra-Country Regional Disparities, The Second
Asian Development Forum, Singapore
17. King, David (ed.), Local Government Economics in
Theory and Practice, Routledge, London
18. Kitunzi, Anka, Fiscal Decentralization in Developing
Countries: An Overview, World Bank paper

Additional:
1. Kumorotomo, Wahyudi & Erwan Agus Purwanto (eds.),
Anggaran Berbasis Kinerja: Konsep dan Aplikasinya,
MAP-UGM, Yogyakarta
2. Kunarjo, Perencanaan dan Pembiayaan Pembangunan,
UI-Press, Jakarta
3. Ladd Helen F., The Challenge of Fiscal Disparities for
State and Local Governments, Edward Elgar Publishing
Ltd., Cheltenham
4. MacAndrews, Colin (ed.), Central Government and Local
Government in Indonesia, East Asian Social Science
Monographs, Oxford University Press, Singapore
5. Majchrzak, Ann, Methods for Policy Research, Sage
 Publications, Beverly Hills
6. Manor, James, The Political Economy of Democratic
Decentralisation, The World Bank, Washington
7. McDonald, Terrence and Sally K. Ward, The Politics of
Urban Fiscal Policy, Social Science History Association,
Sage Publication, California
8. McLure, Charles E. (ed.), Tax Assignment in Federal
Countries, ANU Press, Canberra
9. Peters, Guy B., American Public Policy: Promise and
Performance, Chatham House Publishers, Inc., New
Jersey
10. Prawiro, Radius, Indonesia’s Struggle for Economic
Development: Pragmatism in Action, Oxford University
Press, Kuala Lumpur
11. Searle, R.J., Decentralisation, Intergovernment Grants
and Equalisation, seminar paper, University of Indonesia
12. Smoke, Paul, Reforming Local Government in
Developing Countries, HIID Conference on Economic
Policy Reform in Developing Countries, Morocco
13. Spahn, Paul Bernd, Intergovernmental Relations,
Macroeconomic Stability, and Economic Growth, World
Bank Institute
14. Subiyantoro, Heru and Singgih Riphat (eds.), Kebijakan
Fiskal: Pemikiran, Konsep dan Implementasi, Penerbit
Kompas, Jakarta
15. Tanzi, V., Fiscal Federalism and decentralization: a
Review of Some Efficiency and Macroeconomic Aspects,
in M. Bruno & B. Pleskovic (eds.), Annual World Bank
Conference on Development Economics, Washington
D.C.
16. Tedjakusuma, Edi Effendi, Analysis of the Impacts of
Fiscal Decentralisation on Regional Development in
Indonesia, Unpublished PhD Thesis, Nagoya University
17. Uppal, J.S., Taxation in Indonesia, Gadjah Mada
University Press, Yogyakarta
18. Urrutia, Miguel, Shinichi Ichimura & Setsuko Yukawa
(eds.), The Political Economy of Fiscal Policy, UNU
Press, Tokyo
Planned learning activities and 1. Interactive lecture
teaching methods 2. Case study discussion
3. Individual assignments
4. Group presentation
Language of instruction Indonesian

Assessment methods and Group project (20%)

criteria Individual paper (20%)
Paper by case study (20%)
Assignment, attendant and participation (20%)
Final exam: Essay by Indonesia case study (20%)

© FIBAA – December 2020

 2nd SEMESTER

Course Bundle for Public Management Concentration

MASTER OF PUBLIC POLICY IN PUBLIC POLICY AND MANAGEMENT

UNIVERSITAS GADJAH MADA
 Description of Course
according to the ECTS User’s Guide 2015

Course unit title Human Resource Management

Course unit code SPMK211206

Type of course unit (compulsory, Compulsory (Public Management Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Prof. Dr. Yeremias Torontuan Keban, MURP

Ely Susanto, SIP, MBA, Ph.D
Learning outcomes of the course 1. Able to organize activities and resources (ELO 1)
unit 2. Able to define and solve problems (ELO 7)
3. Able to manage and lead change in the public sector
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Introduction to Human Resources Management

2. Changes in the Public Sector HRM Management
Paradigm
3. Bureaucratic Reform (Guest Lecturer)
4. Recruitment and Selection
5. Training and Human Resources Development
6. Compensation
7. Talent Management and Performance Management
8. Contemporary General Issues in Human Resource
Management
9. Planning and Procurement
10. Position Rank and Career Pattern
11. Promotion and Transfer
12. Performance Appraisal, Salary & Benefits, and Awards
Recommended or required Main:
reading and other 1. Bailey, C., Mankin, D., Kelliher, C., & Garavan, T.
learning resources/tools (2018). Strategic human resource management. Oxford
university press.
2. Berman, E. M., Bowman, J. S., West, J. P., & Van Wart,
M. R. (2021). Human resource management in public
service: Paradoxes, processes, and problems. CQ
Press.
3. Bratton, J., Gold, J., Bratton, A., & Steele, L. (2021).
Human resource management. Bloomsbury Publishing.
4. DeCenzo, D. A., Robbins, S. P., & Verhulst, S. L. (2016).
Fundamentals of human resource management. John
Wiley & Sons.
5. Greer, C. R. (2021). Strategic human resource
management. Pearson Custom Publishing.
6. Kim, P. S. (2010). Civil service system and civil service
reform in ASEAN member countries and Korea.
Daeyoung Moonhwasa Pub.
7. Knies, E., Boselie, P., Gould-Williams, J., &
Vandenabeele, W. (2017). Strategic human resource
management and public sector performance: context
matters. The International Journal of Human Resource
Management, 1-13.
8. Lengnick-Hall, M. L., Lengnick-Hall, C. A., Andrade, L.
S., & Drake, B. (2009). Strategic human resource
management: The evolution of the field. Human
resource management review, 19(2), 64-85.

Additional:
1. Halid, H., Yusoff, Y. M., & Somu, H. (2020, May). The
relationship between digital human resource
management and organizational performance. In First
ASEAN Business, Environment, and Technology
Symposium (ABEATS 2019) (pp. 96-99). Atlantis Press.
2. Koster, F., & Benda, L. (2020). Innovative human
resource management: measurement, determinants and
outcomes. International Journal of Innovation Science,
12(3), 287-302.
3. Nadia, F. N. D., Sukoco, B. M., Susanto, E., Sridadi, A.
R., & Nasution, R. A. (2020). Discomfort and
organizational change as a part of becoming a world-
class university. International Journal of Educational
Management, 34(8), 1265-1287.
4. Sukoco, B. M., Lestari, Y. D., Susanto, E., Nasution, R.
A., & Usman, I. (2022). Middle manager capabilities and
organisational performance: the mediating effect of
organisational capacity for change. International Journal
of Productivity and Performance Management, 71(4),
1365-1384.
5. Sukoco, B. M., Choirunnisa, Z., Mudzakkir, M. F.,
Nasution, R. A., Susanto, E., & Usman, I. (2022). Market
orientation and capacity for change in higher education
performance in Indonesia. Journal of Asia Business
Studies, 16(1), 80-100.
6. Sukoco, B. M., Supriharyanti, E., Susanto, E., Nasution,
R. A., & Daryanto, A. (2022). Organisational change
capacity and performance: the moderating effect of
coercive pressure. Asia-Pacific Journal of Business
Administration, 14(1), 27-49.
7. Susanto, E. (2020). Does love of money matter for
innovative work behavior in public sector organizations?
 Evidence from Indonesia. International Journal of Public
Sector Management, 34(1), 71-85.
8. Suseno, Y., Susanto, E., & Sherwani, D. L. (2020). A
Qualitative Study on Mentoring Practices and
Challenges in Indonesia. In Mentorship-driven Talent
Management: The Asian Experience (pp. 25-41).
Emerald Publishing Limited.
9. Varadaraj, A., & Al Wadi, B. M. (2021). A study on
contribution of digital human resource management
towards organizational performance.
10. Varshney, D. (2020). Digital transformation and creation
of an agile workforce: Exploring company initiatives and
employee attitudes. In Contemporary global issues in
human resource management (pp. 89-105). Emerald
Publishing Limited.
Planned learning activities and 1. Interactive lecture
teaching methods 2. Case study discussion
3. Individual assignments
4. Group presentation
Language of instruction Indonesian

Assessment methods Discussion and debate (10%)

and criteria Article journal review (20%)
Group presentation (20%)
Paper analysis by theory (25%)
Final exam: Paper analysis by case study (25%)

© FIBAA – December 2020

 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Leadership

Course unit code SPMK211207

Type of course unit (compulsory, Compulsory (Public Management Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Dr. Drs. Ratminto, M.Pol. ADMIN.

Drs. Yuyun Purbokusumo, M.Si., Ph.D.
Learning outcomes of the course 1. Able to organize activities and resources (ELO 1)
unit 2. Able to build networks (ELO 8)
3. Able to manage and lead change in the public sector
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. General Conceptions of Leadership

2. Leadership Theory
3. Leadership Character
4. Servant Leadership
5. Leadership and Organizational Culture
6. Leading Change
7. Effective Leadership
8. Comparison of Public Sector and Private Sector
Leadership
9. Environmental Change and Leadership
10. Situational Theory in Leadership
11. The Dark Side of Leadership
12. Followership in Leadership Studies
13. Leadership Cases in Various Countries
Recommended or required Main:
reading and other 1. Bush, T. (2008). Leadership and management
learning resources/tools development in education. Leadership and Management
Development in education, 1-184.
2. Demirtas, O. (Ed.). (2020). A handbook of leadership
styles. Cambridge Scholars Publishing.
3. Heifetz, R., Grashow, A., & Linsky, M. (2009).
Leadership in a (permanent) crisis. Harvard business
review, 87(7/8), 62-69.
4. Schein, E. H. (2010). Organizational culture and
leadership (Vol. 2). John Wiley & Sons.
5. Spears, L. C., & Lawrence, M. (Eds.). (2002). Focus on
leadership: Servant-leadership for the twenty-first
century. John Wiley & Sons.

Additional:
1. Aboramadan, M., Albashiti, B., Alharazin, H., &
Zaidoune, S. (2020). Organizational culture, innovation
and performance: a study from a non-western context.
Journal of Management Development, 39(4), 437-451.
2. Ford, J., Ford, L., & Polin, B. (2021). Leadership in the
implementation of change: Functions, sources, and
requisite variety. Journal of Change Management, 21(1),
87-119.
3. Harris, A., & Jones, M. (2018). The dark side of
leadership and management. School Leadership &
Management, 38(5), 475-477.
4. Hesmert, L., Hattke, F., & Vogel, R. (2022). The a priori
of public leadership: Social attributions to public and
private leaders in different performance contexts. Public
administration, 100(4), 876-899.
5. Mackey, J. D., Ellen III, B. P., McAllister, C. P., &
Alexander, K. C. (2021). The dark side of leadership: A
systematic literature review and meta-analysis of
destructive leadership research. Journal of Business
Research, 132, 705-718.
6. Ogbari, M. E., Chima, G. U. K., Olarewaju, F. O.,
Arasomwan, E. J., & Nwunde, C. (2022). Innovative
leadership styles: innovative entrepreneurial leadership
and sustainable economy-a case study of Asia, Europe
and America. World Review of Entrepreneurship,
Management and Sustainable Development, 18(5-6),
656-674.
7. Pietraszewski, D. (2020). The evolution of leadership:
Leadership and followership as a solution to the problem
of creating and executing successful coordination and
cooperation enterprises. The Leadership Quarterly,
31(2), 101299.
8. Stoker, J. I., Garretsen, H., & Lammers, J. (2022).
Leading and working from home in times of COVID-19:
On the perceived changes in leadership behaviors.
Journal of Leadership & Organizational Studies, 29(2),
208-218.
9. Ubaka, A., Lu, X., & Gutierrez, L. (2023). Testing the
generalizability of the white leadership standard in the
post-Obama era. The Leadership Quarterly, 34(4),
101591.
10. Uhl-Bien, M. (2021). Complexity leadership and
followership: Changed leadership in a changed world.
Journal of Change Management, 21(2), 144-162.
Planned learning activities and 1. Interactive lecture
teaching methods 2. Case study discussion
3. Individual assignments
4. Group presentation
Language of instruction Indonesian

Assessment methods 1. Case study paper: (30%)

and criteria 2. Group presentation: (25%)
3. Assignment, attendant and participation: (15%)
4. Final exam: Policy brief/policy paper: (30%)

© FIBAA – December 2020

 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Public Governance

Course unit code SPMK211210

Type of course unit (compulsory, Compulsory (Public Management Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1nd Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Dr. Yuyun Purbokusumo

Dr. Puguh Prasetyo Utomo

Learning outcomes of the course 1. Able to manage technology for problem solving (ELO 2)
unit 2. Able to build networks (ELO 8)
3. Able to manage and lead change in the public sector
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Introduction to the concept of governance

2. Governance: theories, models and approaches
3. Governance in crisis management and turbulence times
4. Open, participatory and collaborative governance
5. Agile governance
6. Design a mini research design and carry out data
collection and analysis of mini research data
7. Public sector reform
Recommended or required 1. Ansell, C. and Torfing, J. (Eds.). (2022). Handbook on
reading and other learning Theories of Governance (2nd edition). Cheltenham:
resources/tools Edward Elgar.
2. Ansell, C., Trondal, J., and Øgård, M. (2017). “Turbulent
Governance”, in Ansell, C., Trondal, J., and Øgård, M.
(Eds.). (2017). Governance in Turbulent Times. Oxford:
Oxford University Press. pp. 2-23.
3. Ansell, C., Levi-Faur, D., and Trondal, J. (2017). “An
Organizational–Institutional Approach to Governance”, in
Ansell, C., Trondal, J., and Øgård, M. (Eds.). (2017).
 Governance in Turbulent Times. Oxford: Oxford
University Press. pp.27-54.
4. Asaduzzaman, M. and Virtanen, P. (2018). “Governance
Theories and Models”, in Farazmand, A. (Ed.). Global
Encyclopedia of Public Administration, Public Policy, and
Governance. Cham: Springer. pp.2907-2919.
5. Bianchi, C., Luna-Reyes, L.F., and Rich, E. (2020).
Enabling Collaborative Governance through Systems
Modeling Methods; Public Policy Design and
Implementation. Cham: Springer.
6. Bryson, J.M., Crosby, B.C., and Bloomberg, L. (2015).
Creating Public Value in Practice; Advancing the Common
Good in a Multi-Sector; Shared-Power, No-One-Wholly-
in- Charge World. Boca Raton: CRC Press.
7. Charalabidis, Y. and Koussouris, S. (Eds.). (2012).
Empowering Open and Collaborative Governance;
Technologies and Methods for Online Citizen
Engagement in Public Policy Making. Heidelberg:
Springer.
8. Demiroz, F. (2018). “Governance in Crisis Management”, in
Farazmand, A. (Ed.). Global Encyclopedia of Public
Administration, Public Policy, and Governance. Cham:
Springer. pp.2849-2853.
9. Gascó-Hernández, M. (Ed.). (2014). Open Government
Opportunities and Challenges for Public Governance.
New York: Springer.
10. Hollstein, B., Matiaske, W., and Schnapp, K-U. (Eds.).
(2017). Networked Governance; New Research
Perspectives. Cham: Springer.
11. Klijn, E.H. and Koppenjan, J. (2016). Governance
Networks in the Public Sector. London: Routledge.
12. Koliba, C.J., Meek, J.W., Zia, A. and Mills, R.W. (2019).
Governance Networks in Public Administration and Public
Policy (2nd Edition). New York: Routledge.
13. Kumkale, I. (2022). Organizational Mastery; The Impact of
Strategic Leadership and Organizational Ambidexterity on
Organizational Agility. Singapore: Springer.
14. Miller, S.C. and Kirkpatrick, S.A. (2022). The Government
Leader’s Field Guide to Organizational Agility; How to
navigate Complex and Turbulent Times. Oakland: Berrett-
Koehler Publishers.
15. Osborne, S.P. (2010). The New Public Governance?
Emerging Perspectives on the Theory and Practice of
Public Governance. New York: Routledge.
16. Pollitt, C. and Bouckaert, G. (2017). Public Management
Reform; A Comparative Analysis— Into the Age of
Austerity (4th Edition). Oxford: Oxford University Press.
17. Sinha, D. (2022). Pandemic, Governance, and
Communication; the Curious Case of COVID- 19. New
York: Routledge.
Planned learning activities and 1. Project-based learning
teaching methods 2. Interactive lecture
3. Case study discussion
4. Individual assignments
5. Group presentation
Language of instruction Indonesian

Assessment methods and 1. Literature review (30%)

criteria 2. Mid-term exam: writing a mini-research proposal (30%)
3. Peer review (10%)
4. Final exam: Policy brief review (30%)
© FIBAA – December 2020
 Description of Course Unit

Course unit title Policy Implementation Design and Evaluation

Course unit code SPMK211208

Type of course unit (compulsory, Compulsory (Public Management Concentration)

optional)

Level of course unit (according to Second Cycle Master

EQF: first cycle Bachelor, second
cycle Master)

Year of study when the course unit 1st Year

is delivered
(if applicable)

Semester/trimester when 2nd Semester

the course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) 1. Dr. Bevaola Kusumasari, M.Si.

2. Dr. Ambar Widaningrum, MA.

Learning outcomes of the 1. Able to organize activities and resources (ELO 1)

course unit 2. Able to manage technology for problem solving (ELO 3)
3. Able to manage and lead change in the public sector
(ELO 10)

Mode of delivery (face-to- Face to face

face, distance learning)

Prerequisites and co- -

requisites (if applicable)

Course content One of the important stages in the public policy cycle is policy
implementation. Implementation is often thought of as merely
the implementation of what has been decided by the legislature
or decision makers, as if this stage had little effect. But in reality,
the implementation stage becomes so important because a
policy will not mean anything if it cannot be implemented
properly and correctly. In other words, implementation is the
 stage where a policy is implemented optimally and can achieve
the policy objectives themselves.
Policy implementation studies study how processes,
approaches, measurements and strategies in a policy.
Implementation sees a policy as a political and administrative
process. In addition, this course also studies ecology in policy
implementation along with criticisms of this implementation
study.
The next stage is policy evaluation which consists of formative
& summative policy evaluation. Formative evaluation is
performed at the time the policy runs. The goal is to check what
implementation fits the scenario, recognize distortions, and
provide recommendations for corrective action. Summative
evaluation, to determine the fate of one policy (continued or
stopped). The aim is to prove a causal relationship between the
programme and impact, prove internal and external validity and
leverage it for policy decision makers.

Recommended or required Main:

reading and other learning 1. Hill, M., & Hupe, P. Implementing public policy:
resources/tools Governance in theory and in practice. Sage.
2. Handbook of Practical Program Evaluation (3rd edition).
(2010) Authors: Joseph S. Wholey Harry P. Hatry
Kathryn E. CA; John Wiley & Sons.

Additional:
1. Koontz, T. M., & Newig, J. (2014). From planning to
implementation: Top‐down and bottom‐up approaches
for collaborative watershed management. Policy
Studies Journal, 42 (3), 416-442.
2. May, P. J., & Winter, S. C. (2009). Politicians,
managers, and street-level bureaucrats: Influences on
policy implementation. Journal of Public Administration
Research and Theory, 19 (3), 453-476.
3. Cairney, P. (2009). Implementation and the governance
problem: A pressure participant perspective. Public
Policy and Administration, 24 (4), 355-377.
4. Baniamin, H. M., Rahman, M., & Hasan, M. T. (2020).
The COVID-19 pandemic: why are some countries
coping more successfully than others?. Asia Pacific
Journal of Public Administration, 1-17.
5. Why Evaluation Theory Should Be Used to Inform
Evaluation Policy. Author(s): Christina A. Christie &
Sebastian T. Lemire (2019). American Journal of
Evaluation. DOI: 10.1177/1098214018824045
6. Evaluation and Termination in the Policy Cycle,
Author(s): David Dery. Policy Sciences, 17 (1) 13-26.
7. Why Measure Performance? Different Purposes
Require Different Measures. Author: Robert D. Behn,
Public Administration Review. 63 (5): 586-606
8. Theory in evaluation: Reducing confusion and
encouraging debate. (2015), Evaluation 21(4) 467–
480. DOI: 10.1177/1356389015607712
Planned learning activities Learning methods
and teaching methods This class is designed as a synchronous and asynchronous
online class delivered through online learning management
systems (such as the Zoom Platform, Google classroom).
Course interaction and participation in online classes is critical
to the process education. Class participation includes voicing
opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.

Week 1: Introduction of Design Implementation

Week 2 : Positioning Implementation Studies
Week 3 : Development of Generation 1&2 Implementation Study
Week 4 : Top Down & Bottom Up
Week 5 : Development of Generation 3 &4 Implementation Studies
Week 6 : Ecology Policy
Week 7 : Policy Review using Theory
Week 8 : Introduction to Policy Evaluation
Week 9 : Approaches to Policy Evaluation
Week 10 : Perspectives in Policy Evaluation
Week 11 : Analysis and Identification of Policy Evaluation Indicators
Week 12 : World Cafe Discussion
Week 13 : Presentation of World Cafe results
Week 14 : Impact Evaluation & Regulatory Mapping for Policy

Language of instruction Indonesian

Assessment methods and Assessment Component

criteria 1. Observing activity in class both individually and in
teams: 20%
2. Reading the substance of the analysis and listening to
the fluency of the presentation (public speaking): 20%
3. Assessing the results of Problem Solving Discussions
and Debates: 30%
4. Assessing the Quality of Policy Brief Writing: 30%

A: Outstanding qualification. Expressed by authentic ideas,

novelty, analysis that comprehensive and creative for
qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original
analysis for qualitative research methods using valid data and
references.
C : Satisfactory qualifications. Expressed in a way of thinking
that is less creative, weak analysis, weak data and
references.
D : Low qualification. Expressed by failure to provide a proper
way of thinking creative and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have
committed plagiarism and they
must repeat the class

© FIBAA – December 2020

 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Policy Conflict

Course unit code SPMK171204

Type of course unit (compulsory, Compulsory (Public Management Concentration)

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd Semester
course unit is delivered

Number of ECTS credits allocated 5.4 ECTS

Name of lecturer(s) Dr. Gabriel Lele

Dr. Muchtar Habibi
Learning outcomes of the course 1. Able to manage public issues (ELO 5)
unit 2. Able to define and solve problems (ELO 7)
3. Able to design and manage public policy advocacy
(ELO 9)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Basics in Policy Conflict

2. Nature of Policy Conflict: Ideological Vs. Material
3. The Causes of Policy Conflict in a Process Perspective
4. The Causes of Policy Conflicts from a Context
Perspective
5. Policy Conflict Analysis
6. The Concepts of Advocacy Coalition Framework (ACF)
and Policy Conflict Framework (PCF)
7. Conflict Management
8. Conflict Cycle (Escalation and De-escalation)
9. Approaches to Conflict Resolution
10. Conflict Transformation in Policy
11. Mediation (Concepts, Principles and Applications)
12. Negotiation Style (Concepts, Principles and
Applications)
13. The Concept of Conflict Resolution and Reconciliation
Recommended or required Main:
reading and other 1. Bardach, E., & Patashnik, E. M. (2023). A practical guide
learning resources/tools for policy analysis: The eightfold path to more effective
problem solving. CQ press.
2. De Graaf, G., Huberts, L., & Smulders, R. (2016). Coping
with public value conflicts. Administration & society, 48(9),
1101-1127.
3. Deutsch, M., Coleman, P. T., & Marcus, E. C. (Eds.).
(2011). The handbook of conflict resolution: Theory and
practice. John Wiley & Sons.
4. Krause, G. A., & Meier, K. J. (Eds.). (2009). Politics,
policy, and organizations: Frontiers in the scientific study
of bureaucracy. University of Michigan Press.
5. Modisett, L., & Levinger, M. (2014). Conflict Analysis:
Understanding Causes, Unlocking Solutions. Naval War
College Review, 67(2), 10.
6. Sabatier, P. A., & Weible, C. M. (Eds.). (2014). Theories
of the policy process. Westview press.
7. Weible, C. M., & Heikkila, T. (2017). Policy conflict
framework. Policy Sciences, 50, 23-40.

Additional:
1. Behrens, M., Colvin, A. J., Dorigatti, L., & Pekarek, A. H.
(2020). Systems for conflict resolution in comparative
perspective. ILR Review, 73(2), 312-344.
2. Kelman, H. C. (2010). Conflict resolution and
reconciliation: A social-psychological perspective on
ending violent conflict between identity groups.
Landscapes of Violence, 1(1), 5.
3. Lan, Z. (2015). A conflict resolution approach to public
administration. In Public Administration and Law (pp. 189-
204). Routledge.
4. Miller, O. (2014). The negotiation style: a comparative
study between the stated and in-practice negotiation
style. Procedia-Social and Behavioral Sciences, 124,
200-209.
5. Väyrynen, R. (2019). From conflict resolution to conflict
transformation: A critical review. The new agenda for
peace research, 135-160.
6. Wolf, E. E., & Van Dooren, W. (2018). Conflict
reconsidered: The boomerang effect of depoliticization in
the policy process. Public Administration, 96(2), 286-301.
Planned learning activities and Lecture/Discussion/Team-based Learning/Case-based
teaching methods Learning.

Language of instruction Indonesian

Assessment methods Case study paper (conflict resolution): (30%)

and criteria Analysis summary: (20%)
Assignment, attendant and participation: (20%)
Final exam: Case study paper (conflict determinant): (30%)

© FIBAA – December 2020

 2nd / 3rd SEMESTER

Elective Courses

MASTER OF PUBLIC POLICY IN PUBLIC POLICY AND MANAGEMENT

UNIVERSITAS GADJAH MADA
 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Collaborative Governance

Course unit code SPMK211107

Type of course unit (compulsory, Optional

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd / 3rd Semester
course unit is delivered

Number of ECTS credits allocated 5.34 ECTS

Name of lecturer(s) Dr. AG. Subarsono, M.Si., MA.

Dr. Ambar Widaningrum, MA

Learning outcomes of the course 1. Able to define and solve problems (ELO 7)
unit 2. Able to build networks (ELO 8)
3. Able to manage and lead change in the public sector
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Introduction to Collaborative Governance literature

2. Concept and Importance of Collaborative Governance
3. Collaborative Governance Process
4. Dynamics of Collaborative Governance
5. Types of Collaborative Governance
6. Challenges in Collaborative Governance
7. Presentation regarding Collaborative Governance Case
Studies
8. Multi Helix Collaboration
9. Stakeholder Analysis: Negotiations, Positions versus
Interests
10. Inclusive cooperation: Community Participation and
Engagement
Recommended or required 1. Ackermann, F., & Eden, C. (2011). Strategic Management
reading and other learning of Stakeholders: Theory and Practice. Long Range
resources/tools Planning, 44(3): 179-196. DOI: 10.1016/j.lrp.2010.08.001
2. Ansell, C., & Gash, A. (2008). Collaborative Governance in
Theory and Practice. Journal of Public Administration
Research and Theory, 18(4), 543–571.
DOI:10.1093/jopart/mum032
 3. Ansell, C. et.al. (2020). Understanding inclusion in
collaborative governance: a mixed methods approach.
Policy and Society 39 (4): 570–591. DOI:
10.1080/14494035.2020.1785726
4. Ansell, C., & Torfing, J. (2022). Handbook on Theories of
Governance: Second Edition.United Kingdom (UK):
Edward Elgar Publishing Ltd. Diakses tanggal 25 Februari,
2023 dari https://book4you.org/book/21300848/ac19ae
5. Bryson, J.M. & Seo Danbi (2019). Using a design
approach to create collaborative governance, Policy &
Politics 48 (1). DOI:10.1332/030557319X15613696433190
6. Bryson, John M. (2004). What to Do When Stakeholder
Matter: A Guide to Stakeholder Identification and Analysis
Techniques. Public Management Review, 6:1, 21-53. DOI:
10.1080/14719030410001675722
7. Carayannis, E. G., & Campbell, D. F. J. (2010). Triple
helix, Quadruple helix and Quintuple helix and how do
Knowledge, Innovation and the Environment relate to Each
other? a proposed framework for a trans-disciplinary
analysis of sustainable development and social ecology.
International Journal of Social Ecology and Sustainable
Development, 1(1), 41–69.
DOI:10.4018/jsesd.2010010105
8. Emerson, K., & Nabatchi, T. (2015). Collaborative
Governance Regimes. USA: Georgetown University Press.
Diakses tanggal 25 Februari 2023, dari
https://book4you.org/book/2853869/d737e1
9. Emerson, K., Nabatchi, T., & Balogh, S. (2012). An
Integrative Framework for Collaborative Governance.
Journal of Public Administration Research and Theory,
22(1), 1–29. DOI:10.1093/jopart/mur011
10. Forss, K., Kottorp, A. & Ramgard, M. (2021) Collaborating
in a penta-helix structure within a community based
participatory research programme: “Wrestling with
hierarchies and getting caught in isolated downpipes”. Arch
Public Health 79: 27. DOI:10.1186/s13690-021-00544-0
11. Forrer, Kee dan Boye (2014). Governing Cross-Sector
Collaboration, San Fransisco, Jossey-Bass, part 2.
12. Johnston, Erik W. et.al. (2010). Managing the Inclusion
Process in Collaborative Governance. Journal of Public
Administration Research and Theory 21:699–721
DOI:10.1093/jopart/muq045
13. Ran, Bing and Huiting Qi. (2019). The Entangled Twins:
Power and Trust in Collaborative Governance.
Administration & Society 51(4) 607–636. DOI:
10.1177/0095399718801000
Planned learning activities and Lecture/Discussion/Team-based Learning/Case-based
teaching methods Learning.

Language of instruction Indonesian

Assessment methods and 1. Case study paper (30%)

criteria 2. Group presentation (20%)
3. Case study peer review (20%)
4. Final exam: Project based on paper (30%)
© FIBAA – December 2020
 Description of Course Unit
according to the ECTS User’s Guide 2015

Course unit title Big Data for Public Organizations

Course unit code SPMK211109

Type of course unit (compulsory, Optional

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd / 3rd Semester
course unit is delivered

Number of ECTS credits allocated 5.34 ECTS

Name of lecturer(s) Dr. Sayuri Egaravanda, S.T., M.Eng.

Media Wahyudi Askar, M. Sc., Ph.D.
Learning outcomes of the course 1. Able to manage technology for problem-solving (ELO 2)
unit 2. Able to analyze and interpret quantitative and qualitative
data for problem-solving (ELO 3)
3. Able to analyze public policy (ELO 6)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Introduction to lectures on Big Data

2. Big Data Implementation Policy in Government
Institutions
3. Big Data for Planning and Policy
4. Big Data Technology and Implementation
5. Scientific Research and Big Data
6. Big Data for Public Policy
7. Big Data Analytics Lifecycle
8. Big Data and Covid-19
9. Tracking Poverty Using Big Data
10. Big Data and Social Media
11. Big Data for Financial Inclusion
12. Penyusunan Proposal Inovasi
Recommended or required Main:
reading and other 1. Charles, V., & Gherman, T. (2013). Achieving
learning resources/tools competitive advantage through big data. Strategic
implications. Middle-East Journal of Scientific Research,
16(8), 1069-1074.
2. Davenport, T. H., & Patil, D. J. (2012). Data scientist.
Harvard business review, 90(5), 70-76.
3. Friedman, J. H. (1998). Data Mining and Statistics:
What's the connection?. Computing science and
statistics, 29(1), 3-9.
4. Halper, F., & Krishnan, K. (2013). TDWI big data
maturity model guide: interpreting your assessment
score. TDWI Benchmark Guide, 2014, 2013.
5. Hilbert, M. (2016). Big data for development: A review of
promises and challenges. Development Policy Review,
34(1), 135-174.
6. Lemieux, V. L., Gormly, B., & Rowledge, L. (2014).
Meeting Big Data challenges with visual analytics: The
role of records management. Records Management
Journal, 24(2), 122-141.
7. Mayer-Schönberger, V., & Cukier, K. (2013). Big data: A
revolution that will transform how we live, work, and
think. Houghton Mifflin Harcourt.
8. Pauleen, D. J., & Wang, W. Y. (2017). Does big data
mean big knowledge? KM perspectives on big data and
analytics. Journal of Knowledge Management, 21(1), 1-
6.
9. Rai, I. G. A. (2008). Audit kinerja pada sektor publik:
konsep, praktik, studi kasus. Penerbit Salemba.
10. Wilberg, J., Triep, I., Hollauer, C., & Omer, M. (2017,
July). Big Data in product development: Need for a data
strategy. In 2017 Portland International Conference on
Management of Engineering and Technology (PICMET)
(pp. 1-10). IEEE.

Additional:
1. Ali, A., Qadir, J., Rasool, R. U., Sathiaseelan, A., Zwitter,
A., & Crowcroft, J. (2016). Big data for development:
applications and techniques. Big Data Analytics, 1, 1-24.
2. Kshetri, N. (2014). The emerging role of Big Data in key
development issues: Opportunities, challenges, and
concerns. Big Data & Society, 1(2), 2053951714564227.
3. Manyika, J., Chui, M., Bisson, P., Woetzel, J., Dobbs,
R., Bughin, J., & Aharon, D. (2015). Unlocking the
Potential of the Internet of Things. McKinsey Global
Institute, 1.
4. Schintler, L. A., & Kulkarni, R. (2014). Big data for policy
analysis: The good, the bad, and the ugly. Review of
Policy Research, 31(4), 343-348.
5. Siegel, E. (2013). Predictive analytics: The power to
predict who will click, buy, lie, or die. John Wiley & Sons.
Planned learning activities and 1. Interactive lecture
teaching methods 2. Case study discussion
3. Individual assignments
4. Group presentation
Language of instruction Indonesian

Assessment methods Discussion and debate (10%)

and criteria Group presentation (40%)
Paper/Project/Proposal (20%)
Final exam: Paper/project/proposal (30%)
© FIBAA – December 2020
 Description of Course
according to the ECTS User’s Guide 2015

Course unit title Gender Mainstreaming

Course unit code SPMK211110

Type of course unit (compulsory, Optional

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 1st Year
is delivered
(if applicable)
Semester/trimester when the 2nd / 3rd Semester
course unit is delivered

Number of ECTS credits allocated 5.34 ECTS

Name of lecturer(s) Prof. Dr. Muhadjir Darwin

Dr. Ambar Widaningrum, MA
Learning outcomes of the course 1. Able to articulate public values (ELO 4)
unit 2. Able to manage public issues (ELO 8)
3. Able to design and manage public policy advocacy
(ELO 10)
Mode of delivery (face-to-face, Face-to-face (Synchronous & Asynchronous)
distance learning)

Prerequisites and co-requisites

(if applicable)

Course content 1. Gender and Technocratic Approaches: Planning,

Programs and Projects
2. Feminism Theory, Gender Studies and Gender
Mainstreaming
3. Gender and Development
4. Gender, State and Governance
5. Gender and Policy Analysis
6. Gender Development and Non-Governmental Actors
7. Gender-Based Violence Issues
8. Gender Issues, Masculinity, and the Men's Movement
9. Gender and Ecological Issues
10. Gender Issues and Innovation
11. Gender Issues, Politics, and Democracy
12. Gender, Political, and Economic Issues
13. Gender and Mobility Issues in Developing Countries
Recommended or required Main:
reading and other 1. Bock, B. B. (2015). Gender mainstreaming and rural
learning resources/tools development policy; the trivialisation of rural
gender issues. Gender, Place & Culture, 22(5), 731-745.
2. Jamil, I., Aminuzzaman, S. M., Kabir, S. L., & Haque, M. M.
(Eds.). (2020). Gender mainstreaming
in politics, administration and development in South Asia.
Springer Nature.
3. Khalaf-Elledge, N. (2021). The Religion–Gender Nexus in
Development: Policy and Practice
Considerations. Routledge.
4. Lomazzi, V., & Crespi, I. (2019). Gender mainstreaming and
gender equality in Europe: Policies,
culture and public opinion. Policy Press.
5. Martinsson, L. (2020). When gender studies becomes a
threatening religion. European Journal of
Women's Studies, 27(3), 293-300.
6. Staudt, K. (2017). Gender mainstreaming: Conceptual links to
institutional machineries.
Mainstreaming gender, democratizing the state, 40-63.
7. Parpart, J. (2016). Fine words, failed policies: gender
mainstreaming in an insecure and unequal
world. In Development in an insecure and gendered world (pp.
51-70). Routledge.
8. Paterson, S., & Scala, F. (2017). Gender mainstreaming and
the discursive politics of public service
values. Administrative Theory & Praxis, 39(1), 1-18.
9. Phillips, M., & Rumens, N. (Eds.). (2015). Contemporary
perspectives on ecofeminism. Routledge.
10. Roberts, A. (2015). The Political Economy of “Transnational
Business Feminism” problematizing
the corporate-led gender equality agenda. International feminist
journal of politics, 17(2), 209-231.
11. Salleh, A. (2017). Ecofeminism. In Routledge Handbook of
Ecological Economics (pp. 48-56).
Routledge.
12. Sweetman, C. (2015). Gender mainstreaming: changing the
course of development?. In The
Routledge handbook of gender and development (pp. 24-34).
Routledge.
13. Tummers, L., & Wankiewicz, H. (2020). Gender
mainstreaming planning cultures: Why
‘engendering planning’needs critical feminist theory. GENDER–
Zeitschrift für Geschlecht, Kultur
und Gesellschaft, 12(1), 7-8.
14. Vida, B. (2021). Policy framing and resistance: Gender
mainstreaming in Horizon 2020. European
Journal of Women's Studies, 28(1), 26-41.
15. Von Braunmuehl, C. (2017). Gender mainstreaming: Pathway
to Democratisation?. In Governance
and Sustainability (pp. 119-130). Routledge.

Additional:
1. Arora‐Jonsson, S., & Sijapati, B. B. (2018). Disciplining gender
in environmental organizations:
The texts and practices of gender mainstreaming. Gender, Work
& Organization, 25(3), 309-325.
2. Brown, A. M., & Ismail, K. J. (2019). Feminist Theorizing of
Men and Masculinity: Applying
Feminist Perspectives to Advance College Men and Masculinities
Praxis. Online Submission,
42(1), 17-35.
 3. Cuenca, E. C. (2015). Gender mainstreaming and human
rights. Journal of Literature and Art
Studies, 5(10), 917-929.
4. Harrington, C. (2021). What is “toxic masculinity” and why does
it matter?. Men and masculinities,
24(2), 345-352.
5. Heyman, M., & Stiegler, J. M. (2015). A discourse analysis of
gender in mobility related urban
planning.
6. Sexton, J. Y. (2019). The man they wanted me to be: Toxic
masculinity and a crisis of our own
making. Catapult.
7. Shiva, V. (2016). Staying alive: Women, ecology, and
development. North Atlantic Books.
8. Pratiwi, N. A. H., Rahmawati, Y. D., & Setiono, I. (2017).
Gender equality in climate change
adaptation: A case of Cirebon, Indonesia. The Indonesian
Journal of Planning and Development, 2(2), 74-86.
9. Uteng, T. P. (2021). Gender gaps in urban mobility and
transport planning. In Advances in transport
policy and planning (Vol. 8, pp. 33-69). Academic Press.
10. Vyas-Doorgapersad, S. (2015). Gender mainstreaming in
policy and political contexts.
Planned learning activities and 1. Interactive lecture
teaching methods 2. Case study discussion
3. Individual assignments
4. Group presentation
Language of instruction Indonesian

Assessment methods Discussion and debate (25%)

and criteria Article review (25%)
Mini research paper (25%)
Final exam: Policy brief/policy paper (25%)

© FIBAA – December 2020

 Description of Course Unit

Course unit title Public Private Partnership

Course unit code SPMK171120

Type of course unit (compulsory, Optional

optional)

Level of course unit (according to Second Cycle Master

EQF: first cycle Bachelor, second
cycle Master)

Year of study when the course unit 1st Year

is delivered
(if applicable)

Semester/trimester when 2nd / 3rd Semester

the course unit is delivered

Number of ECTS credits allocated 5.34 ECTS

Name of lecturer(s) 1. Dr. Bevaola Kusumasari

2. Dr. A.G. Subarsono

Learning outcomes of the 1. Able to manage technology for problem solving (ELO 2)
course unit 2. Able to manage public issues (ELO 5)
3. Able to build networks (ELO 8)
4. Able to manage and lead change in the public sector
(ELO 10)

Mode of delivery (face-to- Face to face

face, distance learning)

Prerequisites and co- -

requisites (if applicable)

Course content This subject discusses the understanding of the driving forces
of partnership (public private partnership), types of
partnerships; collaborative governance &; partnership;
privatization &; partnership. At the end of the lecture, students
will present a paper related to one of the topics above.
Recommended or required 1. Theoretical And Practical Aspects Of The Public-Private
reading and other learning Partnership In The European Uni
resources/tools 2. Critical Success Factors In Public-Private Partnership (Ppp)
On Infrastructure Delivery In Nigeria
3. The Role Of The Public-Private Partnership In Providing Of
Public Goods: Possibilities And Constraints
4. A Partnership Of Public And Private Sectors As A Model For
The Implementation Of Urban Revitalization Projects
5. Public Private Partnerships: An Exploratory Study In Health
Care
6. Public Private Partnerships: An Introduction
7. Success Factors: Public Works And Public-Private
Partnerships
8. Energy Performance And Public Private Partnership
9. Actewagl: A Genuine Public-Private Partnership?
10. Public Private Partnerships In Transport: Theory And
Practice
11. Can Public Private Partnerships Solve Indonesia’s
Infrastructure Needs?
12. Reasons For Implementing Public Private Partnership
Projects: Perspectives From Hong Kong, Australian And
British Practitioners
13. Knowledge Banking In Global Education Policy: A
Bibliometric Analysis Of World Bank Publications On Public-
Private Partnerships
14. Are Public-Private Partnerships A Healthy Option? A
Systematic Literature Review Of “Constructive” Partnerships
Between Public And Private Actors
15. Public-Private Partnership In Western And Non-Western
Countries: A Search For Relevance
16. Comparing Risk Transfers Under Different Procurement
Arrangements
17. Feasibility Study Of Public-Private Partnership
18. Foreign Experience In The Implementation Of PPP Projects
For The Improvement Of The Russian Model
19. Overview Of Ppp Models And The Analysis Of The
Opportunities For Their Application
20. Types, Forms And Models Of Public-Private Partnerships
And Their Application In The Kazakhstani Practice
21. Public–Private Partnerships: Principles Of Policy And
Finance
22. Conflict Prevention Measures For Public-Private
Partnerships In Developing Countries
23. Drivers Of Conflict In Developing Country Infrastructure
Projects: Experience From The Water And Pipeline Sectors
24. How To Engage With The Private Sector In Public-Private
Partnerships In Emerging Markets
25. Root Causes Of Conflict And Conflict Resolution
Mechanisms In Public-Private Partnerships: Comparative
Study Between Ghana And China
26. Understanding Of Public–Private Partnership Stakeholders
As A Condition Of Sustainable Development
27. A Review Of Studies On Public–Private Partnership Projects
In The Construction Industry
28. Public-Private Partnerships For E-Government Services:
Lessons From Malaysia
29. The Case For Public-Private Partnerships In Infrastructure
30. Advantages And Limitations Of The Public Private
Partnerships And The Possibility Of Using Them In Romania
31. Digital Health Care In Public Private Partnership Mode
32. Learning From Past Pandemic Governance: Early Response
And Public-Private Partnerships In Testing Of Covid-19 In
South Korea
 33. Public Private Partnership And Nigerian Economic Growth:
Problems And Prospects
34. Public-Private Partnership 2.0: Value For People An Value
For Future
35. Role Of Chinese Government And Public–Private
Partnership In Combating Covid‐19 In China

Planned learning activities Learning methods

and teaching methods This class is designed as a synchronous and asynchronous
online class delivered through online learning management
systems (such as the Zoom Platform, Google classroom).
Course interaction and participation in online classes is critical
to the process education. Class participation includes voicing
opinions, facilitating online discussion, and speak with full
knowledge of the assigned material.

Week 1: Introduction of PPP

Week 2 : Debate of PPP
Week 3 : Models of PPP
Week 4 : Conflict of PPP
Week 5 : Weakness of PPP Practices
Week 6 : Strength of PPP Practices
Week 7 : Future of PPP
Week 8 : Urgent of PPP
Week 9 : Case study of PPP Models
Week 10 : Advantages & Disadvantages of PPP
Week 11 : PPP in Indonesia Context
Week 12 - 13 : Class Presentation of All Topics
Week 14 : Wrapped Up Topics

Language of instruction Indonesian

Assessment methods and Assessment Component

criteria 1. Assessing Student Participation through Role-Play:
20%
2. Assessing the results of class presentations by class
group based on analytical sharpness in developed and
developing countries: 20%
3. Assessing the quality of Mid-Term by policy brief: 30%
4. Assessing the quality of the Final Exam by case study
paper: 30%

A: Outstanding qualification. Expressed by authentic ideas,

novelty, analysis that comprehensive and creative for
qualitative research methods using valid data
and qualified references.
B: Good qualifications. Expressed by new ideas, original
analysis for qualitative research methods using valid data and
references.
C : Satisfactory qualifications. Expressed in a way of thinking
that is less creative, weak analysis, weak data and
references.
D : Low qualification. Expressed by failure to provide a proper
way of thinking creative and/or contains some plagiarism.
E: Failed. E is given to students who are proven to have
committed plagiarism and they
 must repeat the class

© FIBAA – December 2020

 3rd / 4th SEMESTER

Intensive Preparation for Research Proposal & Master Thesis

MASTER OF PUBLIC POLICY IN PUBLIC POLICY AND MANAGEMENT

UNIVERSITAS GADJAH MADA
 Description of Course
according to the ECTS User’s Guide 2015

Course unit title Intensive Preparation for Research Proposal & Master Thesis

Course unit code SPMK211114

Type of course unit (compulsory, Compulsory Courses

optional)
Level of course unit (according to Second cycle master
EQF: first cycle Bachelor, second
cycle Master)
Year of study when the course unit 2nd Year
is delivered
(if applicable)
Semester/trimester when the 3rd – 4th Semester
course unit is delivered

Number of ECTS credits allocated 16.2 ECTS

Name of lecturer(s)
Thesis Advisor

Learning outcomes of the course Thesis exam is an oral exam conducted on students who have
unit completed the thesis and meet the thesis exam requirements
set by Faculty of Social and Political Sciences UGM, to assess
their ability as a prerequisite for graduation.
Mode of delivery (face-to-face, Face-to-face and Distance Learning
distance learning)

Prerequisites and co-requisites Proposal thesis defense

(if applicable)

Course content 1. Students with the guidance thesis supervisor do the

thesis work based on the approved proposal
2. Students may conduct research or thesis writing after
getting approval from the thesis supervisor
3. Students are welcomed to write the thesis in English or
Indonesian
4. Thesis will be scored based on the material,
methodology, the systematical of the writing, and thesis
examination performance.
Recommended or required -
reading and other
learning resources/tools

Planned learning activities and Supervision, Tutorial, and Independent Study

teaching methods

Language of instruction Indonesian

© FIBAA – December 2020