Using Logic Models and the Action Model/Change Model Schema in Planning the Learning Community Program: A Comparative Case Study

  • Huey Chen Mercer University
  • Hui-Ling Wendy Pan Tamkang University
  • Liliana Morosanu Mercer University
  • Nannette Turner Mercer University
Keywords: logic model, action model/change model schema, program planning, learning community


Recent interest was noted in the evaluation community in expanding focus from program implementation and outcomes to program design and planning. One important step for moving in this direction is to examine existing evaluation models and to assess their relative strengths and weaknesses for planning purposes. We present a comparative case study of applying logic models and the action model/change model schema for planning the Learning Community Program in Taiwan. Lessons learned from these applications indicate that logic models are relatively easy to learn and effective for identifying major program components and indicators, but not sufficient in articulating the theoretical significance of the program.  On the other hand, the action model/change model schema requires more time to learn and practice, but it has relative advantages for providing theoretical insights on contextual factors and causal mechanisms of the program unlike logic models. This comparison can serve as a guide for evaluation practitioners when selecting evaluation tools to apply in planning and/or evaluating their programs.   

Author Biographies

Huey Chen, Mercer University

Professor, Departemnt of Public Heatlh 

Director, Center for Evaluaiton anad Applied Research

Mecer University 

Hui-Ling Wendy Pan, Tamkang University

Professor, Graduate Institute of Educational Policy and Leadership

Executive Director, Center for Learning and Teaching

Liliana Morosanu, Mercer University

Instructor, Department of Public Health 

Associate Researcher, Center for Evaluaiton and Applied Research