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Air Force Professional Military Education Considerations for Change for More Information on This Publication, Visit C O R P O R A T I O N LAWRENCE M. HANSER, JENNIFER J. LI, CARRA S. SIMS, NORAH GRIFFIN, SPENCER R. CASE Air Force Professional Military Education Considerations for Change For more information on this publication, visit www.rand.org/t/RRA401-1. About RAND The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. To learn more about RAND, visit www.rand.org. Research Integrity Our mission to help improve policy and decisionmaking through research and analysis is enabled through our core values of quality and objectivity and our unwavering commitment to the highest level of integrity and ethical behavior. To help ensure our research and analysis are rigorous, objective, and nonpartisan, we subject our research publications to a robust and exacting quality-assurance process; avoid both the appearance and reality of financial and other conflicts of interest through staff training, project screening, and a policy of mandatory disclosure; and pursue transparency in our research engagements through our commitment to the open publication of our research findings and recommendations, disclosure of the source of funding of published research, and policies to ensure intellectual independence. For more information, visit www.rand.org/about/principles. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Published by the RAND Corporation, Santa Monica, Calif. © 2021 RAND Corporation is a registered trademark. Library of Congress Cataloging-in-Publication Data is available for this publication. ISBN: 978-1-9774-0711-5 Cover: Photo of students: U.S. Air Force photo by Melanie Rodgers Cox. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. Preface Professional military education (PME) is provided to Air Force officers at several points throughout their careers. All officers at the rank of major or lieutenant colonel who intend to continue in the Air Force are expected to complete a command and staff college (officers with the rank of major) and a war college (officers with the rank of lieutenant colonel). These colleges are offered by the Air Force through its Air University, at the other U.S. military services colleges or U.S. joint-service colleges, and at select international military institutions. The majority of officers complete these requirements through distance learning (DL); however, a select few spend one or two years away from their regularly assigned duties to attend these in-residence educational experiences. In addition, some officers are selected to attend a year at smaller fellowship programs offered at various public and private universities and other organizations. These officers spend a year participating in a fellowship and complete their command and staff college and war college requirements through distance learning. Senior Air Force leadership has in recent years observed that there is an apparent imbalance in the assignment of Air Force officers to specific PME programs. Notably, a greater proportion of officers who were ranked lower by the central developmental education board are assigned to PME at Air University than those higher on the central developmental education board rankings. Although there is speculation about why this occurs, the actual reasons are unknown. In this report, we consider the outcomes of the process by which officers are selected for assignment to these in-residence schools and fellowships and the opinions of recent graduates of these programs in answer to the question, “What options for change might the Air Force consider in order to increase the value of PME to the Air Force?” The research reported here was commissioned by the Director, Force Development, Deputy Chief of Staff for Manpower, Personnel and Services, Headquarters U.S. Air Force, Washington, D.C., and conducted within the Manpower, Personnel, and Training Program of RAND Project AIR FORCE as part of a fiscal year 2019 project titled “Balancing Readiness and Officer Development.” This report is intended for Air Force leaders who are responsible for officer development. RAND Project AIR FORCE RAND Project AIR FORCE (PAF), a division of the RAND Corporation, is the Department of the Air Force’s (DAF’s) federally funded research and development center for studies and analyses, supporting both the United States Air Force and the United States Space Force. PAF provides the DAF with independent analyses of policy alternatives affecting the development, employment, combat readiness, and support of current and future air, space, and cyber forces. iii Research is conducted in four programs: Strategy and Doctrine; Force Modernization and Employment; Manpower, Personnel, and Training; and Resource Management. The research reported here was prepared under contract FA7014-16-D-1000. Additional information about PAF is available on our website: www.rand.org/paf/ This report documents work originally shared with the DAF on September 24, 2019. The draft report, issued on September 30, 2019, was reviewed by formal peer reviewers and DAF subject-matter experts. iv Contents Preface ............................................................................................................................................ iii Figures........................................................................................................................................... vii Tables ........................................................................................................................................... viii Summary ......................................................................................................................................... x Acknowledgments ......................................................................................................................... xii Abbreviations ............................................................................................................................... xiii 1. Introduction ................................................................................................................................. 1 Background and Motivation ....................................................................................................... 1 Organization of This Report ....................................................................................................... 2 2. Analytic Approach ...................................................................................................................... 3 Survey Population and Respondent Characteristics ................................................................... 3 Overview of Survey Content and Analyses ................................................................................ 8 3. Overview of the PME Landscape ............................................................................................. 10 Policy Foundations for PME ..................................................................................................... 10 Senior Leaders’ Views and Priorities ....................................................................................... 13 Allocating Air Force PME ........................................................................................................ 14 4. Students’ Views of PME Quality and Value ............................................................................ 17 Perceived Purpose of PME ....................................................................................................... 17 Benefits Received from PME ................................................................................................... 20 Perceptions of the Usefulness of PME ..................................................................................... 24 Ratings on Structural Quality Elements: Perceptions of Peers, Faculty, and the Extent to Which PME’s Objectives Are Met ..................................................................................... 26 Perceptions of Key Content: Ratings of Preparation for Joint Work, Independence of Action, and Intellectual Leadership and Military Professionalism ..................................... 29 Respondents’ Comments on the Quality of Their PME Experience ........................................ 31 Views on the Assignment System ............................................................................................ 32 Factors Affecting Choice of a PME Program ........................................................................... 35 What Programs Do PME Graduates Consider to Be of the Highest Quality? .......................... 39 Additional Data and Explanations for the Observed Imbalance in Program Assignment ........ 41 Factors That Affect the Decision to Bring Family During PME .............................................
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