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Journal of Public Affairs Education

Linking Students with

Linking Students with Community in Collaborative Governance example of a student discussion in this area, taken in this case from the stakeholder engagement category: Finally, I think that the network once created needs to learn from citizens that utilize services some of the concerns that they have regarding service delivery. Using methods of citizen engagement that were discussed in class, the Cabinet can begin to work with citizens to create a network that fits their needs, which is the ultimate purpose. This might involve information exchange between citizens and service providers. Additionally, using deliberative methods (issue forums, study circles, and deliberative polling) to learn from citizens about what they feel their needs are and possible solutions that might be useful; while also considering the ideas of the “experts” in the field. Contribution to Community Last, students were asked to reflect on what precisely, after all their work, they were contributing to the child-serving community. Four specific contributions were identified. First among those was the development of a plan for action for the community. Second is a contribution of providing the community with new information. Third is the hope that the research and report will inspire new thinking in the community. Last, one student suggested that the contribution is the first step of several in laying the groundwork for future progress. Conclusion Dicke, Dowden, and Torres (2004) identify four rationales on the use of service-learning pedagogical strategies: (1) community service, (2) moral, (3) political, and (4) instrumental. The case reported herein offers documentation of how a course can be taught in furtherance of a community service objective and an instrumental objective, primarily. Students reflected on the contributions made to community while also acknowledging skills learned and applied in offering a consultation service to community members. Additionally, students had the opportunity through journaling to reflect on their role as emerging leaders in the public administration discipline. As one student wrote in defining his expectations for the project, “I think our service learning project will be our road to becoming professional citizens.” As networks, collaboration, and cross-sector relations become topics increasingly taught in Masters in Public Administration classrooms, and as scholars continue to innovate in researching these topics, it is important to apply these theories in practice. Developing collaborative relationships between universities and communities through service-learning and other client-based courses is a strategy that can enrich the learning environment and orient our faculty, staff, and students toward the pursuit of public work and professional citizenship. Journal of Public Affairs Education 109

Linking Students with Community in Collaborative Governance References Bingham, L. B., & O’Leary, R. (2008). Big ideas in collaborative public management. Armonk, NY: M. E. Sharpe. Boyte, H. C., & Kari, N. N. (2000). Renewing the democratic spirit in American colleges and universities: Higher education as public work. In T. Ehrlich (Ed.), Civic responsibility and higher education. Phoenix, AZ: Oryx Press, 37–60. Bryer, T. A. (2009). Explaining responsiveness in collaboration: Administrator and citizen role perceptions. Public Administration Review, 69, 271–283. Bryson, J. (2004). Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement (3rd ed.). San Francisco: Jossey-Bass. Cooper, T. L., & Bryer, T. A. (2007). William Robertson: Exemplar of politics and public management rightly understood. Public Administration Review, 67(5), 816–824. D’Agostino, M. J. (2008). Fostering a civically engaged society: The university and service learning. Journal of Public Affairs Education, 14(2), 191–204. Dewey, J. (1916). Democracy and education. New York: Macmillan. Dicke, L., Dowden, S. & Torres, J. (2004). Successful serving learning: A matter of ideology. Journal of Public Affairs Education, 10(3), 199–208. Freeman, R. E. (1984). Strategic management: A stakeholder approach. Boston: Pitman. Herranz, J. Jr. (2007). The multisectoral trilemma of network management. Journal of Public Administration Research and Theory, 18(1), 1–31. Imperial, M. T., Perry, J. L., & Katula, M. C. (2007). Incorporating service learning into public affairs programs: Lessons from the literature. Journal of Public Affairs Education, 13(2), 231–252. Kiefer, J. J., & Montjoy, R. S. (2006). Incrementalism before the storm: Network performance for the evacuation of New Orleans. Public Administration Review, 66(Special Issue), 122–130. Lambright, K. (2008). Lessons outside of the classroom: Examining the effectiveness of service learning projects at achieving learning objectives. Journal of Public Affairs Education, 14(2), 205–217. Lawther, W. C. (2002). Contracting for the 21st century: A partnership model. Washington, DC: IBM Center for the Business of Government. Milward, H. B., & Provan, K. G. (2000). Governing the hollow state. Journal of Public Administration Research and Theory, 10(2), 359–379. ———. (2006). A manager’s guide to choosing and using collaborative networks. Washington, DC: IBM Center for the Business of Government. Moynihan, D. P. (2005). Leveraging collaborative networks in infrequent emergency situations. Washington, DC: IBM Center for the Business of Government. O’Leary, R., & Bingham, L. B. (Eds.). (2009). The collaborative public manager: New ideas for the twenty-first century. Washington, DC: Georgetown University Press. 110 Journal of Public Affairs Education

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