Journal of Public Affairs Education

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Linking Students with Community in Collaborative Governance Table 2. Expressed Changed Expectations and Perceived Barriers Theme Categories Have your expectations regarding the project changed as you have read more about networks and network management? Application of Theory Concern for Willing Participation More Challenging than Anticipated No Change Optimistic for Meaningful Recommendations Pessimistic for Meaningful Recommendations Recognized Potential of the Work Based on your readings and class lecture notes regarding network structure and management, what barriers do you foresee in creating a cross-sector network of child-serving agencies in Orange County? Achieving Buy-In Coordination across Cultures Coordination across Rules External Leadership External Legitimacy Information Flow and Communication Maintaining Link to Passion Network Evaluation Network Management Skills Relational Conflicts Resource Constraints Size of Prospective Network Number of References in Student Journals 4 1 8 6 2 1 3 6 7 5 1 1 5 1 3 4 7 10 6 their effort to create a collaborative network. Six barriers were identified five or more times in student journals. Several students identified funding as a barrier, particularly in the current recessionary climate. However, some students considered resource constraints as significant, regardless of the macroeconomic condition. As an example, one student offered the following perspective: Journal of Public Affairs Education 105
Linking Students with Community in Collaborative Governance The first and foremost barrier that I foresee is one of survival or self interest. Many of these service providers are in reality competitors for the same funding sources. If the networking structure indicates that a specific organization(s) need to focus their efforts in a different direction or that funding should be allocated toward an endeavor that is not a core mission of an organization; then that organization faces the need for change or a lack of relevancy. Students’ reading of the literature and exposure to community members also focused their attention on the potential for relational conflicts, or lack of trust. For instance: As each organization strives to find its role and maintain relevance in such a competitive culture where limited funding forces agencies to compete against each other. As performance equals funding organizations will seek to create new benchmarks for performance and work to secure funding to maintain their existence. This adversarial system breeds conflict between organizations that may detract from collaborative efforts and service provision. Last, students demonstrated an ability to apply theory to the barriers. For instance, the following journal excerpt addresses the barrier of coordination across organizational cultures. A final challenge regarding the establishment of a network among the various agencies is the inherent differences in the sectors involved. These differences in sector orientation are important because they will likely affect how each organization establishes priorities, interprets situations, commits funding, and interacts with other players. The challenge will be in designing a collaborative network that can keep members from each of the sectors committed to the network while allowing enough flexibility so that each of these orientations can be satisfied. Lessons Learned, Applicable Theories, and Contribution to Community Table 3 summarizes student reflections from the third and final journal assignment, which was submitted just before the finalization of recommendations to the child-serving community. Students were asked to consider lessons learned through bridging course content with field research, identify applicable theories to assist the child-serving community, and specify the nature of the contribution the class will be making to the community. 106 Journal of Public Affairs Education
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