Abstract
Educational outcomes assessment can improve public service education programs. This article applies the Model of Learning Outcomes for Public Service Education which suggest that enabling characteristics—factors that mediate the relationship among immediate, intermediate, and longer term outcomes—can improve our understanding of public service education. A survey was conducted of alumni at The George Washington University in Washington, DC, and the American University in Cairo in Cairo, Egypt. The responses from the two groups of MPA program alumni were striking: curriculum understanding and application were markedly similar, suggesting that this model is appropriate for use in different contexts.
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