Rapid Evidence Assessments (REA), sometimes referred to as Rapid Reviews, are increasingly being used to inform evidence-based policy. They use the methodological rigour of systematic reviews but with some elements simplified or streamlined in order to generate faster results.

The research question for this Rapid Evidence Assessment (REA) is: “What outcomes are associated with Action Learning Sets for public leadership and collaboration and what are the underpinning success factors?”

We initially identified 78 studies of potential relevance to this research question. Following a systematic sifting of these sources using predefined inclusion and exclusion criteria, a total of 49 publications were included in the analysis for this REA. The analysis was conducted using a narrative synthesis approach to analyse the evidence. A narrative synthesis is a means of analysing diverse forms of evidence side-by-side in order to generate new insights. In line with the research question most studies related to leadership and collaboration outcomes, with some additional outcomes also being examined. Overall, outcomes were categorised as leadership and management skills; leadership and management knowledge; networking; cost; equalities; other issues and enabling factors.

In the last two decades we have witnessed a change in the traditional functions performed by universities. Universities around the world are being called upon to fulfill more and more roles, often with fewer resources. Traditionally, teaching and research were the two main functions performed by universities. Since the 1970s, first in the USA, but also in other countries, new functions have been taken on by universities: the transfer of knowledge and technology to industry, the commercialization of knowledge and a more active role in national and regional innovation systems. Also, in most developed countries, increasing attention is being paid to the economic use of publicly funded research. There is currently EU-wide recognition of the changing role of universities. In 2022 we have the first European Strategy dedicated to universities. A significant dimension is that the Strategy recognizes the changing role of universities and the importance of them being active actors within local innovation networks. The European strategy for universities emphasizes how universities should be the central nodes of local innovation systems and use a living lab approach – piloting public solutions/policies in a real context and generating them through co-design with beneficiaries. Universities worldwide are responding to these challenges, and this translates into the emergence of new pedagogies based on concepts such as active learning and experiential learning. Living Labs can be seen in this context as tools or learning strategies which allow students to engage in active learning. With this paper we explore a specific Living Lab, FSPAC Living Lab. The aim of this research is to investigate if using the Living Lab format creates new skills and competences for PA students. Moreover, the authors have tried to develop quantitative and qualitative research tools through which the impact of experiential learning on students’ development of new skills and competences is measured. At the level of the students, the questionnaire mainly tries to identify what new skills they acquired through the participation in the Living Lab. The survey was complemented by a focus group with participating students and instructors. At the level of the teaching staff, the interviews look at aspects such as interest in experiential learning, the difficulties encountered, the likelihood of applying these new methodologies also outside the FSPAC Living Lab (in other courses). The research is currently ongoing.

The concept of good governance is multi-dimensional, including various public values. Public administrators’ understanding of good governance determines the future direction of a country; however, this understanding can vary significantly across different institutional settings, even within the same cultural context. Therefore, the present study investigates how future public administrators, namely students majoring in public administration, assess the importance of eleven public values related to good governance. The sample is comprised of students from China, Singapore, and Taiwan, three Confucian societies in Asia. MANCOVA, ANCOVA, and logistic regression findings show that students from disparate societal backgrounds perceive good governance differently. We conclude that future public administration education in the three societies should lay more emphasis on low-ranked values so that students can have a balanced and well-rounded view on good governance.