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Paper - Academic Registry and Council Secretariat - Queen Mary ...

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Taught Programmes Board<br />

TPB2012-015<br />

organisational design are addressed, <strong>and</strong> processes of change management in the politically sensitive conditions of the public<br />

services are explored”. A text (Brown <strong>and</strong> Osborne) has been added to the reading list which addresses change management<br />

processes specifically for the public services. Many of the texts already listed under strategy also include chapters on<br />

organisational design. We have added a text (Agranoff) which addresses design issues in inter-organisational settings.<br />

5. Public financial management <strong>and</strong> accounting module. In two passages in his comments, Professor Metcalfe notes the<br />

importance of financial management for all public managers – not just for finance department specialists – <strong>and</strong> for<br />

underst<strong>and</strong>ing organisational <strong>and</strong> inter-organisational imperatives <strong>and</strong> risks <strong>and</strong> he notes, with a hint of reservation, that the<br />

module was an elective one. Reflecting carefully on this point, we have decided to restructure the programme, to make the<br />

module a compulsory one. In order to balance the programme, we have therefore decided to make the module on leadership<br />

<strong>and</strong> strategy an elective one, on the ground that – as Professor Metcalfe says – all public managers must demonstrate<br />

accountability for public funds, but not all will be involved in the explicit development of strategy. However, the involvement of<br />

all public managers in the implicit development of emergent strategy is an issue addressed by the organisation behaviour<br />

module.<br />

6. Public financial management <strong>and</strong> accounting module. Agreeing with Professor Metcalfe that the finance module should also<br />

identify issues of unintended longer term organisational risk to which financial innovations made to address short-term<br />

financial crisis may give rise, we have strengthened the module description in three passages to make it clear that the module<br />

will indeed address these issues. For example, we have added the point that the module will explore “the ways in which<br />

financial pressures can have both beneficial <strong>and</strong> unintendedly risky consequences for organisations commissioning or<br />

providing public services” <strong>and</strong> the aims now clearly state that we shall examine the impacts of new accounting rules on<br />

“organisations involved both in commissioning <strong>and</strong> in providing public services”.<br />

7. Emphasis on public management issues at the global, international <strong>and</strong> European levels. We agree strongly with Professor<br />

Metcalfe about the importance of stressing this dimension across the curriculum for the programme, <strong>and</strong> of giving it particular<br />

stress in marketing. Our completed marketing questionnaire for the programme already does weight these issues very heavily.<br />

Because the principal cross-curriculum documents submitted for approval are the Parts 1 <strong>and</strong> 2 <strong>and</strong> the programme<br />

specification forms, we have given this point additional emphasis in several appropriate places – for example, by adding the<br />

point that one of the distinctive features of the QM MPA will be that, as well as being international in content, it “makes<br />

intensive use of cross-nationally comparative frameworks across the curriculum”. We shall shortly write the marketing brochure<br />

<strong>and</strong> in it, as Professor Metcalfe urges, this aspect of our approach will be emphasised.<br />

The following documents must accompany the Part 2 Programme Proposal.<br />

Proposals that are not accompanied by the necessary documentation will not be<br />

considered by Taught Programmes Board.<br />

> Has a Programme Specification been completed <strong>and</strong> submitted with the Part 2? Yes<br />

> Have module proposal forms for each new module been submitted with the Part 2? Yes<br />

> Is there evidence of support from at least one external adviser? Yes<br />

> Have the <strong>Academic</strong> Regulations (including progression, if not within the modular<br />

regulation structure) been clearly documented <strong>and</strong>/or appended?<br />

N/A<br />

Collaborative provision: programmes that are offered in partnership with an<br />

external organisation should usually have the following documents appended to<br />

the Part 2 Programme Proposal.<br />

> Has a draft Memor<strong>and</strong>um of Agreement been completed <strong>and</strong> submitted with the Part<br />

2?<br />

N/A

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