Abstract
Through a case-study approach, Outcome-Driven Learning (ODL) is introduced as the first model to be grounded in the academic literatures of communication, action learning, and personal development, each of which has forged the understanding and teaching of public administration. This model is significant in that it defines success as a process where the teaching of public and nonprofit administration puts communication at the forefront of the learning experience in a way that allows students to articulate how they may become more effective citizens and better public service administrators. It is particularly suited to the teaching of administration through personal development because it uses communication to bridge the gap between the public and private aspects of service. Here, communication is the quintessential tool in promoting a balance between individual creativity and organizational constraint. Furthermore, through action learning, ODL enables students to attain a higher level of service learning where objectives are co-determined with organizational partners who strive to create meaningful outcomes.
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