FIELD NETWORK RESEARCH IN POLICY EVALUATION

The field-network evaluation studies (FNES) approach to policy evaluation research seeks to overcome deficiencies of small-sample case study method and of the large-sample survey research approach. Methodologically, FNES uses many of the familiar techniques of both these approaches interviews, data collection and analysis, limited sampling, field observation, and document analysis. The crucial difference is sample size. The FNES approach using a middle-range sample of 50 to 60 research sites has the advantages of the case study method in being able to provide an in depth account of a program and how it operates, and is sufficiently flexible to permit a shift in the analytical framework as the research proceeds thus overcoming the inflexibility of the instruments of survey research.
Seven major studies employing the FNES approach have been carried out or are underway in the United States of America. The principal components of the methodology are a network of university-based field associates and a central management group. The field associates collect the information and the data using a uniform analytical framework and reporting form. The central staff aggregates these analyses into a single report that cuts across the sample. This approach and the use of a middle-range sample make it possible to draw generalizable conclusions based on the national experience, and also provide sufficient detail to differentiate policy impacts among the sample jurisdictions.     

PUBLIC ADMINISTRATION EDUCATION AND TRAINING IN THE THIRD WORLD: PROBLEMS AND OPPORTUNITIES

Nations of the Third World are not developing as quickly as their potential suggests they should. This article posits that one of the major reasons for this lack of development is a scarcity of trained public managers. Teaching citizens of developing countries public administration presents a special challenge. The authors point out that the emphasis in training these individuals should be placed on practical learning. In addition, curriculum should not be based solely on the American model, but should recognize the cultural and economic dissimilarities that exist. The authors close the article by suggesting some possible training approaches for developing nations.     

The International Economic Interests of U.S. States

During the 1970s, global interdependence penetrated deeply intothe U.S. economy, drawing state governments into novel internationaltrade and investment activities. State promotional programssought to capture revenue and job creation benefits from exportexpansion and foreign investment inflows, while other stateactions attempted to minimize costly local disruptions associatedwith import competition and foreign control of resources. Asforeign and domestic economic factors intertwined, nationaljurisdiction in matters of foreign affairs increasingly overlappedtraditional state government prerogatives concerning economicdevelopment and citizen welfare. State governments began directlobbying on international issues, leading to both complementaryand conflictual national-state positions. As the United Statesadjusts to an interdependent global economy, a new internationaldimension will be added to federal relationships. National andstate officials must fashion creative new instruments to accommodatediverse domestic political and economic needs while still exertingpositive leadership in international economic forums.     

Comparison of applicants and nonapplicants to human relations training laboratories

Students who applied to participate in a human relations training laboratory were compared with a group of students who did not apply by means of the administration of several relationship assessment instruments. Statistical analysis of the results indicated that the two groups were not significantly different in the manner by which they evaluated their relationship styles. The findings also imply that few if any psychological differences exist between applicants and nonapplicants to human relations training laboratories.Received Ph.D. in College Student Personnel from The University of Iowa in 1970. Interests are the use of remedial and developmental groups with college students and mental health programs for rural areas.