Writing Assignment – respond to the following questions.

1. What are the three most important takeaways/lessons from the material provided in this module? (150 words or more)

2. Drawing on the material that was provided what else would like to know? What other related questions/ideas/topics would you like to explore in the future? (100 words or more)

After reading the syllabus, share the following (100 words or more):

3. At least two important elements in the syllabus

4. Something you found interesting

5. Have you taken online courses before?  If so, what did you find helpful/useful that contributed to your learning?

（Here are the video links provided by the professor：https://csusb.blackboard.com/bbcswebdav/pid-2499991-dt-content-rid-15520058_1/xid-15520058_1

https://csusb.blackboard.com/bbcswebdav/pid-2499992-dt-content-rid-14906889_1/xid-14906889_1

 

 

https://www.khanacademy.org/humanities/us-government-and-civics/us-gov-american-political-beliefs-and-behaviors/us-gov-american-attitudes-about-government-and-politics/v/core-beliefs-around-the-role-of-government-in-the-us

）

1

PA 315: WINTER 2019

GOVERNMENT-BUSINESS RELATIONS

CLASS: FULLY ONLINE

CALIFORNIA STATE UNIVERSITY SAN BERNARDINO

PROFESSOR SHARON VELARDE PIERCE

PHONE: 909-537-5758

EMAIL: Sharon.pierce@csusb.edu

OFFICE: JB 549

ADDRESS: Department of Public Administration, 5500 University Parkway,

San Bernardino, CA 92407-2397

OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment

COURSE DESCRIPTION:

The course examines government policies affecting business development at local, state and

national levels. It discusses major international trade treaties, trading blocs, and international

financial institutions and the impact of globalization on government’s involvement with business.

Issues regarding governance, planning and economic development will be addressed along

with topics of international trade regimes. Topics also covered include the ethical implications of

government-business interactions and roles; and its applications to the government-business

relations. One of the most important parts of the course represents the detailed discussion of

the ethical implications of government-business interactions.

Course Learning Objectives:

This course targets several important objectives.

1. Students will develop a knowledge base regarding the foundation, concepts, principles and

facts regarding government-business interactions.

Evaluated through discussions, quizzes, writing assignments and ethics research paper.

2. Students will develop clear understandings of the value and significance of ethics and

corporate social responsibility within the context of government-business interactions.

Evaluated through discussions, quizzes, exams, writing assignments and ethics research

paper.

3. Students will be able to identify and argue the rationale behind the most important models and

theories of government-business relations.

Evaluated through discussions and writing assignments.

4. Students will be able to analyze local and regional macroeconomic ramifications of

government and business interactions, with a specific focus on sustainable, strategic and

economic development.

Evaluated through discussions, writing assignments and presentation.

5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the

historical evolution of government-business interactions in particular on such matters as

delivery of public goods, business support, partnerships, outsourcing, contracting out as well

as collaboration in terms of regulation design and compliance.

Evaluated through discussions, writing assignments and ethics research paper.

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6. Student will develop a practical understanding of the global ramifications of government-

business relations within the context of international institutions and such dynamics as

globalization

Evaluated through in discussions, writing assignment and globalization reflective essay.

7. Students will improve their critical analysis, presentation, writing and communication skills.

Evaluated through discussions, writing assignments and presentation.

8. Professional behavior and responsibility.

Evaluated through course interaction, discussion and presentation.

COURSE TEXT AND MATERIALS:

• Textbook: Building Business-Government Relations: A Skills Approach, 2016 Routledge,

ISBN: 9780765640086.

• Additional required readings/videos can be accessed from Blackboard under the various

Modules.

Class Structure and Grading Scheme:

General Class Expectations:

Students are expected to complete the required readings for module. Given that discussions

represent a critical component of the course it is imperative that students are prepared. One will

not receive a positive grade for the course if one does not complete all of the required readings.

Interaction and participation are very important.

Classroom with Web Component Course:

This is a “Classroom with Web Component” course. You must have an adequate Internet

connection or use campus student computer centers for full participation in the course. Blackboard

supports the course (https://blackboard.csusb.edu) and must be checked daily for announcements

and course information. Students are responsible for an active CSUSB email address associated

with Blackboard throughout the course.

Course Assignments and Weights:

Final class grades will be determined with the following breakdowns:

• Weekly Writing Assignments (9 weeks at 10 points) 90

• Weekly Quizzes (9 quizzes at 5 points) 45

• Ethics Research Paper 10

• Economic Development Case Study Paper 10

• Economic Development Case Study Presentation 10

• Globalization Reflective Essay 10

• Final Exam 25

Total points = 200

GRADING SYSTEM

There are 200 total points for the course.

Grades will be given based on the following point-grade scale:

https://blackboard.csusb.edu/

https://blackboard.csusb.edu/

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190 – 200 A

180 – 189 A –

174 – 179 B +

166 – 173 B

160 – 165 B –

154 – 159 C +

146 – 153 C

140- 145 C –

134 – 139 D +

126 – 133 D

120 – 125 D –

124 or less F

Incompletes are given at the discretion of the instructor and only with documented circumstances.

ASSIGNMENTS:

All written assignments must follow APA style and format. Abstracts are not required.

Weekly Writing Assignments: Due weekly

Students will be required to complete a weekly writing assignment that will require critical

thinking, reflection and application of learned materials. Writing prompts are provided in each

module. Each writing assignment is worth up to 10 points.

Weekly Writing Assignment Rubric

Criteria
Meeting Course

Expectations

(10 – 9 points)

Close to Course

Expectations

Very Good

(8.9 – 7 points)

Below Course

Expectations

Acceptable

(6.9 – 5 points)

Not Meeting
Course

Expectations
Unacceptable
(4.9 – 0 points)

Content
Understanding.

Fulfilling the

requirements of the

writing assignment

prompt.

Clear and accurate answers; insightful,

specific. Deals fully with all elements of

the writing assignment prompt. The

student understands main ideas

relevant to the materials provided in the

module. The student correctly uses

terminology and topic related

information.

The student demonstrates

appropriate use of examples.

Information and knowledge are

accurate.
Meets or exceeds word

count.

Overall, exceptional paper.

Ideas and

arguments are

relatively clear.

Some terminology is

used correctly. The

student understands

most main ideas

relevant to the

materials provided in

the module. Meets

word count. Overall,

good paper.

The student uses

most of topic

vocabulary

incorrectly. The

student shows little

mastery of main

ideas relevant to the

materials provided in
the module. Meets

word count. Overall,

poorly written paper.

Gives little

indication that the

readings were

completed. Does

not meet word

count.

4

Language &
Communication
Quality

The student uses correct

vocabulary and

syntax. The student demonstrates

mastery of academic

English without

grammatical errors.

The student uses

everyday vocabulary.

Statements not always

clearly constructed.

There is occasional

vocabulary, spelling

and

syntax errors.

The student uses

language that makes
it

difficult for others to

understand.
Language is abstract

or trite. There are

frequent vocabulary

and syntax errors.

Student fails to

express oneself

appropriately.

Others cannot

understand what

is being said.

There are many

vocabulary and
syntax errors.

Weekly Quizzes: Due weekly

There will be nine quizzes in this course. The format for each quiz may include multiple choice

and true/false questions and will be designed to test recall and application of information

covered in the textbook and readings. The quizzes will cover all assigned weekly readings

and material covered for the week assigned. You will have 60 minutes to complete the quiz.

Each quiz is worth up to 5 points.

Ethics Research Paper: Due Sunday, February 2nd no later than 11:59 pm Students will

have to identify and analyze an ethical dilemma related to the government business

interaction. Write a 750 – 1000 words, double-spaced paper, and APA style. Students are

expected to identify the key stakeholders, discussion the implications of the ethical dilemma,

and identify available solutions through recommendations.

Each paper should have the following sections (and only these sections):

• Introduction

• The ethical dilemma

• Stakeholders

• Case Study Questions

• Your recommendations

• References

Instruction for the Online Assignment: go to Ethics Research Paper Directions and

Submission click View/Complete Assignment #  you may either type in the Comments

box or attach a file of your essay  click Save (will save your file and you can go back and

modify your essay) click Submit.

This assignment will be graded based on the following rubric:

Ethics Research Paper Rubric

Criteria Exceptional (10-9
points)

Very Good
(8.9 – 7.5 points)

Acceptable
(7.4 – 5 points)

Unacceptable
(4.9 points or less)

Stakeholders
Identification of key

stakeholders and their

responsibilities to the

public in the

situation

Identification of all stakeholders

and clear articulation of their

responsibilities to the public in

the situation

involved

Identification of all key

stakeholders and their
responsibilities to the

public in the situation

involved

Identification of some key

stakeholders and/or their

responsibilities to the public in

the

situation involved

Failure to identify key

stakeholders and/or

their responsibilities to

the public in the

situation involved

5

Values
Articulation of ethical

dilemma and

competing values in

the business

situation

Clear articulation of the ethical

dilemmas and identification of

all issues and values involved in

the situation

Correct identification and

description of the ethical

dilemma and the major

tradeoffs of competing

values

Some

understanding of the

general ethical dilemma and

the major tradeoffs of

competing values

Little or no

understanding of the

general ethical dilemma

and the major tradeoffs

of competing values

Solutions
Provision of feasible

and

effective

solution(s) to resolve

the ethical problem

Recommending the most

feasible course of action that

would resolve the ethical

problem most effectively under

the circumstances

Recommending a

feasible course of action

that would resolve the

ethical problem

effectively

Recommending a

course of action that is

workable, but less effective

than other options/solutions

Failure to recommend

or recommending a

course of action that is

neither feasible nor

effective

Writing Word choice,

sentence variety,

grammar,

punctuation, and

spelling

Choice of language and
sentence structure; precise and
purposeful, demonstrating a
command of language and
variety of sentence structures;
control of conventions;
contribute
to the writer’s ability to
communicate purpose; free of

most mechanical errors

Competent use of
language and
sometimes
varies sentence
structure; generally
focused; occasional
errors do not interfere
with writer’s ability to
communicate purpose

Developing agility in
language use, sometimes
uses weak
vocabulary or inappropriate
usage or word choice;
sentences structure tends
to be pedestrian and often
repetitious; errors interfere
with the ability to
communicate purpose

Displays frequent and

fundamental errors in

vocabulary; sentences

may be simplistic and

disjointed;

errors

interfere with writer’s
ability to consistently

communicate purpose;

pervasive mechanical

errors obscure meaning

Economic Development Case Study Paper and Presentation: Due Sunday, February 16th

no later than 11:59 pm

The Economic Development Case Study a two-part assignment – the written paper and

video presentation. Economic Development Case studies must be posted prior to

January 19th to receive approval. Case studies are approved on first posted basis – case

studies must be unique, and students are required to review previously posted case studies

to alleviate duplicate case studies.

The first part of the assignment is to write a paper on a local (San Bernardino or Riverside

counties) economic development. You may identify a case as reported from a city’s website,

local newspapers, or other quality source. Remember, a low-quality source, or insufficient

information from your sources, will affect the quality of your grade for this assignment. The

Economic Development project cannot have been completed.

Your case study should be approximately 750~1000 words long. In your case study paper,

you should briefly describe the following:

• Introduction to the economic development case

• Identify the role government played

• Identify the role of the public, if any

• Economic impact to the community – What is the economic impact to the

community? How will it benefit or not benefit the community?

• Analysis – What is your analysis of the project?

• Conclusion – Where is the project currently?

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Instructions for the case study: go to Economic Development Case Study – Submit Here

click View and Complete  type in your information, case study title and your content

 click Upload.

Scoring Rubric for Economic Development Case Study Paper
Criteria Exceptional

(10-9 points)
Very Good

(8.9 – 7.5 points)
Acceptable
(7.4 – 5 points)

Unacceptable
(4.9 points or less)

Content

Provides an accurate and

complete description of

the case. All sources of

facts and examples fully

documented

For the most part, description of

the case is accurate and
complete.

Most sources of facts and
examples documented.

Description of the case is
inaccurate or incomplete.

Some sources of facts
and examples
documented.

No reference is

made to the case.

Organization

Writer presents
information in

logical, interesting
sequence, which

reader can follow

Writer presents information in

logical sequence which reader can

follow.

Reader has
difficulty following

case study because

it jumps around

Reader cannot

understand the

case

study

because there is

no consistent flow

of information.

Analysis

Writer provides excellent

analysis of the role of

government and the

economic impact of the

case supported by

information provided

Writer provides good analysis of

the role of government and the

economic impact of the case.

Writer provides analysis

of either the role of

government or the
economic impact of the

case, but not both

Limited analysis of

the role of
government and the

economic impact

Language &
Communication

Quality

The student uses correct

vocabulary and syntax.

The student demonstrates

mastery of academic

English without

grammatical errors

The student uses everyday

vocabulary. Statements and

arguments are not always clearly

constructed. There is occasional

vocabulary, spelling and syntax

errors
The student uses

language that makes it

difficult for others to

understand. Language is

abstract or trite. There are

frequent vocabulary and

syntax errors.

Student fails to
express oneself

appropriately. Others

cannot

understand

what is being said.

There are many
vocabulary and
syntax errors.

Length of case

study

About 750~1000 words

with substantially all

material covered and little

extraneous material.

Over 1000 words or less than
750 words with most of topic

appropriately covered

Over 1200 words or less

than 500 words; too much

extraneous material,

verbosity or incomplete

coverage

Over 1400 words or

less than 350
words. Overly
extraneous or

incomplete

Economic Development Case Study Presentation: Due no later than 11:59 pm on February 16th.
The second part of the Economic Development Case Study is to create a presentation (PowerPoint, Prezi,

etc.) and create a video of the presentation. The time frame should be seven to ten minutes in length. If a

video is embedded within the presentation, it cannot be longer than one minute.

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Scoring Rubric for Economic Development Case Study Presentation

Criteria Exceptional (10-

9 points)
Very Good
(8.9 – 7.5 points)

Acceptable
(7.4 – 5 points)
Unacceptable
(4.9 points or less)

Subject

Knowledge
Student demonstrate full

knowledge (more than

required) by answering all

assignment outline and

case study

Student is at ease and followed the

assignment outline and is
knowledgeable about the

economic development case study

Student is uncomfortable

with

information; student

followed some of the

assignment outline

Student does not

have grasp of

information; student

did not follow

assignment outline

Organization Student presents
information in logical,

interesting sequence

which the audience can

follow

Student presents information in

logical sequence which audience

can follow

Audience has difficulty

following

presentation

because student jumps

around

Audience cannot

understand
presentation

because there is no

sequence of

information
Mechanics Presentation has no

misspellings or

grammatical

errors

Presentation has no more than two

misspellings and/ or grammatical

errors

Presentation has three

misspellings and/or

grammatical errors

Presentation has

four or more

spelling errors

and/or grammatical

errors
Graphics Student’s graphics

explain and reinforce

screen text and

presentation

Student’s graphics relate to text and

presentation
Student occasionally uses

graphics that rarely support

text and presentation

Student uses

superfluous

graphics or no

graphics
Elocution /

Eye Contact
Student uses a clear

voice and maintains eye

contact, seldom using

notes

Student’s voice is clear. Student

maintains eye contact most of the

time but frequently returns to notes

Student’s voice is low.
Student occasionally uses

eye contact, but still reads

most of report

Student mumbles

and speaks too

quietly. Student

reads all of report

with no eye contact.

Length of

Presentation
Around ten minutes long Seven to ten minutes long Less than seven minutes

long
Less than five

minutes long

Globalization Reflective Essay: Due Sunday, March 1st no later than 11:59 p.m.

Please answer the following question in a 500 – 750 word essay. This assignment is meant to be a

reflective essay on the impact of globalization. APA style is required for this assignment.

Please upload your assignment to the link under “GLOBALIZATION REFLECTIVE ESSAY”. Essay

is worth 10 points.

ESSAY PROMPT:

Explain the impact of globalization on your own life and your country (provide specific examples).
Provide examples of evidence of changes. Consider how modernization and growth has affected
your consumption behavior and your thoughts. Do you support globalization why or why not?

Essay will be graded as follows:

9-10 points = Excellent paper is well written, clearly answers the items for the assignment.
7-8 points = Good paper but has errors in the writing.
5-6 points = Fine job but has writing errors and there are some issues with the analysis.
3-4 points = Poor job that does not show pride in work or that time and effort was spent.

8

1-2 points = Turned in something but does not meet the requirements at all

0 points = Missing

EXTRA CREDIT: This is the ONLY extra credit opportunity and is worth up to 4 points. No
additional extra credit will be provided.

Extra Credit: Introduction Post (up to 4 points): Create a post of a minimum of 350 – 500 words introducing

yourself. Please include information about your hobbies, work situation, your major and why you chose it,

future goals after college, and at least one topic of interest regarding the course. Please attach at least one

personal picture (if you do not feel comfortable sharing your personal picture, you may substitute it with any

picture that is related to your life. By Sunday, January 12th, 2020 no later than 11:59 pm.

Final Exam: Open from Friday, March 13th through Wednesday, March 18th, 2020.

The final consists of an open book multiple choice and one essay exam. It is a timed exam and

will be two hours in length. Do not leave your test until the last minute. You are strongly

encouraged to begin your exam no later than 6 hours before it is due. If you encounter computer

or internet failure during your test, it is your responsibility to have a backup plan (school

computer lab, library etc).

Note: Accommodations will be made as necessary for students with disabilities. Please speak to me

at the beginning of the course to make me aware of extenuating circumstances.

Late Assignments:

Late assignments will not be accepted. Please provide ample time to complete assignments to

ensure you turn in your assignments before the deadline. No exceptions.

Assignments and Blackboard: Assignments will only be accepted through Blackboard.

Assignments sent via email will not be accepted. No exceptions.

Critical Due Dates:

Assignment Due Date Note

Weekly Quizzes Weekly Quizzes located in each module.

Weekly Writing Assignments Weekly Writing assignments located in each
module.

Extra Credit –
Introduction Post

Sunday, January 12th –

11:59 pm
Individual post submitted online

Economic Case Study Approval Sunday, January 19th no
later than 11:59 pm

Thread will be posted on Blackboard.

Ethical Case Study Sunday, February 2nd –
11:59 pm

Essay to

be submitted online

Economic Development Case

Study Paper AND Presentation
Sunday, February 16th –

11:59 pm
Case study paper and Video presentation to

be submitted online

9

Globalization

Reflective Essay

Sunday, March 1st – 11:59

pm
Individual post submitted online

Final Exam Available between Friday,
March 13th through

Wednesday, March 18th.

To be taken online. Timed exam.

SCHEDULE OF READINGS AND ASSIGNMENTS:

Students are expected to keep current with the readings and be prepared to complete weekly

assignments.

This syllabus is subject to change. Changes, if any, will be announced and an updated syllabus

will be posted on Blackboard. Students will be held responsible for all changes presented.

Module 1: January 4th – January 12th

Introduction to class, syllabus, assignments, and Blackboard

Comparing the Roles of Business and Government

• What is Economic Development?

• Ni & Van Wart, Chapter 1

• What is due:

o Introduction (only extra credit opportunity)

o Weekly Writing Assignment

o Weekly Quiz

Module 2: January 13th – January 19th

Theories about Business – Government Relations in Society

Historical and general background on government: 5 eras

• Ni & Van Wart, Chapter 2

• Ni & Van Wart, Chapter 3

• What is due:
o Weekly Writing Assignment

o Weekly Quiz

o Choose an Economic Development in the Inland Empire.

Module 3: January 20th – January 26th

Government as Regulator of Business: Protection of Consumer, Employee & Environment

Corporate Social Responsibility Ethics

• Ni & Van Wart, Chapter 5

• Ni & Van Wart, Chapter 6

• “Inside the Meltdown” movie – The Financial Crisis and Bailout of 2008-2009

• What is due:
o Weekly Writing Assignment

o Weekly Quiz

10

Module 4: January 27th – February 2nd

Business’s Involvement in Government

• Ni & Van Wart, Chapter 7

• What is due:

o Weekly Writing Assignment

o Weekly Quiz

o Ethical Case Study Analysis Paper

Module 5: February 3rd – February 9th

Economic Development

Industrial Recruitment

• Ni & Van Wart, Chapter 8

• Ni & Van Wart, Chapter 9

• What is due:
o Weekly Writing Assignment
o Weekly Quiz

Module 6: February 10th – February 16th

• What is due:

o Weekly Writing Assignment
o Weekly Quiz

o Economic Development Papers

o Economic Development Presentations

Module 7: February 17th – February 23rd

Public Entrepreneurs and Privatization

• Ni & Van Wart, Chapter 10

• What is due:
o Weekly Writing Assignment
o Weekly Quiz

Module 8: February 24th – March 1st

Globalization and Free Trade

• Ni & Van Wart, Chapter 11

• What is due:

o Weekly Writing Assignment
o Weekly Quiz

o Globalization Reflection Due

Module 9: March 2nd – March 8th

Examples of and Challenges for Trade Regimes in the World

Business and Global Governance

• Ni & Van Wart, Chapter 12

11

• Ni & Van Wart, Chapter 13

• What is due:
o Weekly Writing Assignment
o Weekly Quiz

Module 10: March 9th – March 20th

• What is due:

o Final Exam

COURSE APPS

Remind App: In addition to Blackboard, I will be using a free application called “Remind” to

send reminders (e.g., upcoming due dates), announcements, and other important information.

Instructions for joining – Get the app by searching “remind 101” on your app store then join with a

class code: pa315w. You can also join by texting @pa315w to 81010. You can also visit

https://help.remind.com/hc/enus/articles/203179887-How-do-I- join-a-class- for a Quick Start

Guide. This service is optional (i.e., students are not required to sign up for “Remind”); however,

it is strongly encouraged. After joining, you can choose to receive reminder messages via text,

email, or push notification to the mobile app (or any combination of these). “Remind” protects the

privacy of the students and instructor by keeping their phone number hidden during messaging.

All personal information is kept private. Instructors will never see your phone number, nor will you

see theirs.

ACADEMIC HONESTY

Students are expected to be familiar with California State University, San Bernardino’s policy on

cheating and plagiarism. Any violations of academic honesty will result in a failing grade in the

class. Violations will be forwarded to the University for appropriate action. Joint/group responses

are not allowed in any written work in this class. All postings and written assignments must be

original; cited material must be in quotation marks and provide the source. This includes

completing class assignment for participation. Plagiarism will result in a zero grade for the

assignment and will result in a failing grade for the class. Please see the Academic Dishonesty

section on Blackboard for more information. For more information, please refer to the “Academic

Regulations and Standards” in the

CSUSB Bulletin of Courses for the university’s policies.

ACCOMMODATION NEEDS

Students with documented learning disabilities or special needs must clearly identify those

accommodation requirements at the beginning of the quarter. Students with personal/work- related

needs should contact the instructor before the class or during the first week to see if they are

resolvable. For additional information, please contact Services to Students with Disabilities (SSD)

at (909)537-5238 (voice), (909)537-7230(TTY), or fax (909) 537-7090. The Office of Services to

Students with Disabilities is committed to providing eligible students accommodations that ensure

equal access to learning and equal opportunity for

academic success.

12

ONLINE MATERIALS AND SECTIONS USED IN BLACKBOARD:

All students must be able to access Blackboard to participate in this class. Some of the elements

of Blackboard that will be used are:

• Announcements: I will post important comments, adjustments to the schedule or

syllabus, class feedback, etc.

• Syllabus: the syllabus will be placed here.

• Meet Your Instructor: information of your instructor.

• Modules & Assignments: weekly modules will hold video lectures, reading, and

assignments for the week.

• Economic Development Case Study Forum: you are required to submit your

proposed economic development case here.

• I have a question…: if you have any questions, please submit here and I will attempt

to answer within 12-24 hours.

• Remind App: information to sign up for the Remind App.

• Tools: you can access Announcement, Messages, Roster (access to your

classmates’ homepage), email (emails to the instructor sent out here will get my

priority in response), and My Grades (you can get your grades as they are posted) in

this section.

• Blackboard Help: technical assistance resources

Other help numbers: If you are having problems with your Blackboard account or need

information about how to use a Blackboard function call: 537-3395.

ADMINISTRATIVE DROPS IN THE FIRST WEEKS OF CLASS

“Students who fail to attend two consecutive class meetings during the first two weeks of

the term without contacting the faculty member or making special arrangements may be

dropped.” (University policy)

LATE ADDS AND WITHDRAWAL FROM CLASS

Late adds are allowed within the first week but students are fully responsible for the work and

assignments missed if they do add late. Official withdrawal must occur directly with the

registrar; the instructor has no responsibility for dropping you. Withdrawal is allowed through

the end of the third week of the semester (Census). The College routinely denies late drops

(after census) without documentation.

For more information, please refer to the “Academic Regulations and Standards” in the

CSUSB Bulletin of Courses for the university’s policies.

PA 315
GOVERNMENT BUSINESS RELATIONS
CHAPTER 1
California State University San Bernardino
College of Business & Public Administration
Professor Sharon Pierce

*

DEFINING GOVERNMENT-BUSINESS RELATIONS
Business Government relations –
how the public and private sectors interact in their numerous complementary, cooperative, and conflicting roles.

*

RELATIONSHIP BETWEEN GOVERNMENT AND BUSINESS

Relationship between Government & Business Organizations

Government = ensure economic stability and growth vs. Private Business = profit

*

GOVERNMENT BUSINESS RELATIONS
Major factors shaping the relationship:
Mix of strategies used for implementation of public policy
Monetary policy
Fiscal policy
Amount of government protection of society’s most vulnerable
The amount of promotion of the business sector domestically
The influence of the private sector on government policy making and administrative actions

*

MIX OF STRATEGIES USED FOR IMPLEMENTATION OF PUBLIC POLICY
government ownership
partial ownership (government corporations or government backed corporations or state-owned enterprises)
public- private partnership (P3s)  is a contractual arrangement between a public agency (federal, state or local) and a private sector entity – which the government has been using a great deal more in the several administrations
contracting out – These types of activities include contracting out with for-profit vendors, non-profit organizations, and local government agencies from other jurisdictions to continue the delivery of public goods and services
procurement – secures purchases
tax incentives
regulations

*

MONETARY POLICY

FISCAL POLICY
Fiscal Policy –  is considered any changes the government makes to the national budget in order to influence a nation’s economy.
Trump – Tax Cuts and Jobs Act
Obama – in 2010 – the affordable care act
Bush – in 2008 – create policies to counteract the 2008 financial crisis
Clinton – 1996 he cut spending the TANF program or what was considered welfare
Reagan – Reaganeconomics – he based his policies on the theory of supply side economics that says increased production drives economic growth – tax cuts and deregulation
Gives incentives to businesses to expand while removing restrictions to encourage growth

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WHY GOVERNMENT AT ALL?
The need for government, however, does not mean that government itself cannot
Underperform
Perform very badly
One purpose of this class: provide tools for fair analysis of success and weakness of government in general, and the role it plays with its roles with business.

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WHY GOVERNMENT AT ALL?
Hobbes: Without government life would be “continual fear, and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short.”
What government does, in the modern world is enormous and its contribution is indisputable. Can you imagine a world in which…
All airplanes have “flyer beware signs” because there are no safety regulations, except there would be no one to enforce such signage!
All roads would be private roads and most would be toll roads!
You would need to pay for fire protection or the fire truck would not put out your fire (as it was in colonial times)! And so on.

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DEBATE ABOUT THE ROLE AND SIZE OF GOVERNMENT

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HISTORICAL BACKGROUND ON GOVERNMENT

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TWO DISTINCT INTELLECTUAL TRADITIONS
Adam Smith
The Market-oriented tradition
Government lacking the qualities
Nonintervention by the state
Freely operating markets.
Alexander Hamilton
The active government tradition
Associated with mercantilism
Government controlling all aspects of economic activity
Aiding fledging industries by providing economic assistance and tariff protection.

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LAISSEZ-FAIRE VERSUS ACTIVIST GOVERNMENT APPROACHES
Laissez-faire: “leave it alone” or less government is better
Adam Smith
Hayek Milton Friedman (Supply side economics)
Best examples today: Anglo-countries, Switzerland, Singapore
Mercantilism: more activist approach
Alexander Hamilton
Keynes (Keynesian economics, e.g., countercyclical spending, social and physical infrastructure, etc.)
Today seen somewhat in corporatist economies of East Asia (i.e., strong state involvement)

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THE RELATIVE SIZE OF GOVERNMENT

RELATIVE SIZE: EMPLOYEES (ABSOLUTE NUMBERS)
Local government employees – almost 24 million
State Government employees – almost 8 million
Federal government employees – about 2 million

Local government employees – almost 24 million
State Government employees – almost 8 million
Federal government employees – about 2 million
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WHY IS OUR GOVERNMENT DEBT GROWING?
Complex societies place greater demands on government
Wars and other national calamities
Many special interests are successful in finding a place in the public sphere over time.

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LIMITS OF GOVERNMENT EXPANSION
The natural aversion to taxes is seemingly universal.
As governments become larger and occupy more of the economy, the more they can become political targets if they are not successfully managed.

THE MOST BASIC ROLES OF GOVERNMENT
Defense
Public safety

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8 GOVERNMENT-BUSINESS ROLES
Fiscal structure
Regulator
Safeguard against risks
Provider of infrastructure
Purchaser
Social architect
Service provider
Promoter of business

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THE GOOD, THE BAD, AND UGLY OF GOVERNMENT

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THE GOOD… (GENERALLY STRENGTHS)
Providing a stable financial system
Providing a social contract for a stable society
Public welfare
“The commons”: shared goods like roads
International and domestic safety
Reducing risk
Shared social infrastructure, e.g., K-12 education

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THE BAD… (GENERALLY WEAKNESSES)
When governments take over areas completely and become monopolies (or dictatorships)
Government corruption
When government takes on too much and gets over-extended
Becoming excessively complex, e.g., tax code
Dealing with special interests over time
Inefficiency over time

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THE UGLY… (IMPORTANT THINGS THAT GOVERNMENT DOES BUT EITHER ARE NOT UNDERSTOOD OR APPRECIATED)
Taxes: necessary but hated (excessive taxes are bad but then we must decide what “excessive taxes” means)
Foreign aid (example of necessary item that is hated)
Government doing the unpleasant jobs, like prisons

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AMERICAN GOVERNMENT INSTITUTIONS
How many governments do we have in the United States of America?

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# OF GOVERNMENTS IN US

WHAT DOES THE FEDERAL
GOVERNMENT DO?

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WHAT ABOUT CALIFORNIA STATE GOVERNMENT?

WHAT ABOUT CALIFORNIA LOCAL GOVERNMENTS?

BIG GOVERNMENT
VS.
SMALL GOVERNMENT –
WHICH IS IDEAL FOR THE UNITED STATES?

FACTORS AFFECTING THE ROLE AND SIZE OF GOVERNMENT
1. Population Density – government grows larger as the population grows larger
2. Size and Complexity of the Economy – in the US – early 20th century less industrialized and more agriculture
3. Interaction with Other Countries – globalization
4. Social Goals and Beliefs – basic needs of food, shelter, and clothing need to be met. Also – employment, good schools, retirement
The role, reach, and impact of government is directly affected by a range of factors:

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WHAT IS THE IDEAL GOVERNMENT?
QUESTION –
What do you believe is the ideal role of government?

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HOPE YOU ALL HAVE A GREAT WEEKEND!

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