JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

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Public Service Education: Adding Value in the Public InterestTime, resources, and analytical challenges have constrained outcomeresearch. Outcome measurement in public service education rarely is evaluatedbeyond Kirkpatrick’s second level, and infrequently it examines the impactof public service education on organizations or governance. Related literaturefocuses predominately on outcomes that directly and immediately emerge frompublic service education (Aristigueta & Gomes, 2006; Boyle & Whittaker, 2001;Castleberry, 2006; Cleary, 1990; Jennings, 1989; Nishishiba, Nelson, & Shinn,2005; Williams, 2002; Yeager, Hildreth, Miller, & Rabin, 2007). Research in Table1 from economics and education shows a similar focus (Lee, 2006; Michlitsch& Sidle, 2002; Yamarik, 2007). As mentioned, studies in the fields of humanresource development and business offer some interesting insights. For example,this literature examines self-efficacy, an important concept that does not fit neatlyinto Kirkpatrick’s model (Carter, 2002; Lucas & Cooper, 2004; Schwoerer, May,Hollensbe, & Mencl, 2005; Stone & Bailey, 2007). We will return to this conceptin our Model of Learning Outcomes for Public Service Education.Logic Model of Public Service EducationFigure 1 is a logic model for public service education programs (for more onlogic models, see McLaughlin & Jordan, 2004). A logic model is a useful toolto describe how a program is supposed to work, and can be used for evaluativepurposes (McLaughlin & Jordan, 2004). Logic models are constructed to helpall stakeholders understand and communicate about a program. In addition,these models can help identify areas of the program that need to be evaluated(Newcomer, 2008). A logic model traces the path of a program — from thecomponents that go into a given program, to the intended outcomes of theprogram, and ultimately to its projected longer-term impacts. In this case,given the expected inputs and activities in public service education programs,the model offers expected outputs and short-, intermediate-, and longer-termoutcomes (Wholey, 1983). [See Figure 1]Reading from left to right, the logical progress flows from inputs — thepeople, resources, services, and standards of public service education — tothe activities of public service education. Activities include an assessment ofthe mission and of collaborative projects between the school, community,and government. These inputs and activities are expected to result in outputs— changes that occur in both the students and faculty who are involved inpublic service education. Beginning at this stage, we have separated the facultyand student outputs, as well as short-term and intermediate outcomes, inorder to indicate the more specific, intended aims of public service educationand its effect on both students and faculty. These outputs result in publicservice education outcomes, in the short, intermediate, and longer-term. 2 Theintended outcome of public service education is to add value to individualsand organizations — ultimately in the public interest. In order to point outJournal of Public Affairs Education 215
Public Service Education: Adding Value in the Public InterestFigure 1.A Logic Model for Public Service EducationSOCIO-POLITICAL-ECONOMIC ENVIRONMENTOutcomesInputs Activities OutputsShort-term Intermediate Longer-term-Faculty-Students-AcademicSupportServices-GovernmentalPartners-AlumniSupport-CareerServicesResources-NASPAAStandards-DevelopingandAssessingSchoolMission-PeerInteraction-FacultyMentoring-Research-Classes-Community-GovernmentProjects-PublicServiceInternshipsFACULTY- FacultyReinforcementof Mission- Creation ofNew PublicService Faculty- Policy RelevantResearch- Consulting- Pro BonoServicesSTUDENTS- StudentsLeave withAcquiredSkills andKnowledge- StudentEvaluationof ProgramValue- StudentsLeave withAcquiredSkills andKnowledge- StudentEvaluationof ProgramValue- EnhancedSense ofKnowledgeGained- Student Useof Knowledge,Skills andCompetenciesin Employment- Placement intoPublic ServicePositions- Practitioner/AcademicInterchangeImprovesSpecificPublic, Private,and NonprofitProgramsImprovedProgramManagement- ImprovedLeadership inGovernmentand NGOs- Successfulchange in workprocessesby alumni- Teaching byAlumni-Practitionersto ImprovePublic ServiceEducation- ImprovedPublic ServiceEducationPrograms- MoreEthical andTransparentGovernment- More Efficientand EffectiveGovernment- Improved,MoreProductiveNGOs- IncreasedPrestige ofPublic ServiceEducationValue Addedin thePublic Interest216 Journal of Public Affairs Education
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