JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

More documents

Recommendations

Info

Public Service Education: Adding Value in the Public InterestFigure 2.Model of Learning Outcomes for Public Affairs Education ModelInputs ActivitiesIndividualCharacteristicsClassroomLearningInstitutionalResourcesand IntegrityFieldExperiences(Public ServiceStudentsand Faculty)Short-termOutcomesEnhanced Senseof KnowledgeGainedStudent Useof Knowledge,Skills, andCompetenciesin EmploymentPlacementinto PublicService PositionsPerceptionsof Quality& Value ofEducationalExperienceEnablingIndividualCharacteristicsSelf Confidence_________Self Efficacy_________Skills-Job Match_________ReflectiveJudgmentand Learning_________IntermediateOutcomesIndividualPerformancein Public ServiceOrganizationsImprovedLeadershipSuccessfulChanges inWork Processesby AlumniTeaching byAlumni-PractitionersEnablingOrganizationalCharacteristicsLearningCulture_________Risk Culture_________TransformationalLeadership-Empowering-Creative-Mission-Driven_________Span ofAuthority_________Longer-TermOutcomesImprovedOverallPerformance,Effectiveness,andTransparencyof PublicServiceOrganizations(Public andNGOs)IncreasedPrestigeof andImprovementsto PublicServiceEducationProgramsJournal of Public Affairs Education 217
Public Service Education: Adding Value in the Public Interesttheir collaborative and integrated nature, longer-term outcomes do not separatestudents and faculty. This entire process is embedded in the socio-politicaleconomicenvironment: Public service programs naturally are tied to contextualfactors that surround public service. 3This logic model illustrates how we currently analyze outcomes of publicservice programs. As can be seen in Figure 1, Kirkpatrick’s four levels relaterespectively to characteristics listed in outputs (student perceptions of quality),short-term outcomes (using skills and knowledge), intermediate outcomes(improved leadership and processes in organizations), and longer-term outcomes(more efficient and effective government). While this model is useful indemonstrating the intended outcomes of public service education, given theinputs and activities of public service education, we feel that it can be refinedin order to trace the learning outcomes for alumni of specific public serviceprograms. The next section develops our Model of Learning Outcomes forstudents of public service education. In a sense, this model (provided in Figure 2)is an iteration of Figure 1 that also provides a framework to better assess the valuethat public service education adds for specific alumni. Figure 1 and Figure 2 arenot mutually exclusive approaches to outcome assessment. However, we suggestthat the nuances of the logic model in Figure 2 can improve our understanding ofthe intended learning outcomes for cohorts of alumni. [See Figure 2]ModelFigure 2 is quite similar in many ways to Figure 1. Both are logic modelsof public service education that highlight the intended outcomes of programs.However, the inputs and activities of Figure 2 are simplified so that they relatemore specifically to the enabling characteristics, and only are applicable toprogram alumni (not faculty). By contrast, Figure 1 more broadly defines inputsand activities according to existing literature. The short-term, intermediate, andlonger-term outcomes generally are analogous in the two models, but, again,Figure 2 details the steps between the short-term, intermediate, and longer-termoutcomes only for program alumni.Our conception of short-term, intermediate, and longer-term outcomesis similar to the approach Jennings (1989) took to measuring MPA outcomes.Much like his value-added approach, short-term outcomes are the changesin student skills and knowledge. Similar to his career success approach,the intermediate outcomes involve individual career progress. Finally,Jennings’ impact approach (1989) evaluates “the impact of graduates on theirorganizations” (p. 442), which is a longer-term outcome in the Model ofLearning Outcomes for Public Service Education. Also, this model attempts toremedy Holton’s (1996) criticism that Kirkpatrick’s four-level model failed toprovide linkages between the various levels. To gauge the contribution of ourprograms, we judge that Figure 2 is a more useful logic model than Figure 1.218 Journal of Public Affairs Education
Page 2 and 3:
National Association of Schools of
Page 4 and 5:
From the Editor — Special 15th An
Page 6 and 7:
Reflections on theJournal of Public
Page 8 and 9:
Reflections On the Journal of Publi
Page 10 and 11:
Emotional Labor: Why and How to Tea
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Page 20 and 21:
Page 22 and 23:
Page 24 and 25:
Page 27 and 28:
Page 29 and 30:
Preparing for and Responding toStud
Page 31 and 32:
Preparing for and Responding to Stu
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Safeguarding the Public Trust: Can
Page 49 and 50:
Safeguarding the Public Trust: Can
Page 51 and 52: Safeguarding the Public Trust: Can
Page 67 and 68: Teaching Administrative Ethics in N
Page 93 and 94: Public Service Education: Adding Va
Page 101: Public Service Education: Adding Va
Page 115 and 116: Knowledge Transfer of EducationalPr
Page 117 and 118: Knowledge Transfer of Educational P
Page 139 and 140: Methods Taught In Public Policy Pro
Page 153 and 154:
Methods Taught In Public Policy Pro
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Information Literacy inPublic Affai
Page 163 and 164:
Information Literacy in Public Affa
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Conversation StartersLet’s Get Th
Page 191 and 192:
Conversation Starters — Let’s G
Page 193 and 194:
Conversation Starters — Let’s G
Page 195 and 196:
Review ofThe Application of Statist
Page 197 and 198:
Review of The Application of Statis
Page 199 and 200:
Review of The Application of Statis
Page 201 and 202:
Call for PapersThe Innovation Journ
Page 203:
National Association of Schools of
show all

JOURNAL OF PUBLIC AFFAIRS EDUCATION - Naspaa

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?