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Responding to the Client: Choices from Across the Spectrum of Evaluation Practice

Responding to the Client: Choices from Across the Spectrum of Evaluation Practice. John Owen (Dr) Centre for Program Evaluation The University of Melbourne IPEN Conference, Batumi, Georgia, September 2011. Key Ideas . Responding to client needs Developing appropriate evaluation protocols

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Responding to the Client: Choices from Across the Spectrum of Evaluation Practice

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  1. Responding to the Client: Choices from Across the Spectrum of Evaluation Practice John Owen (Dr) Centre for Program Evaluation The University of Melbourne IPEN Conference, Batumi, Georgia, September 2011

  2. Key Ideas • Responding to client needs • Developing appropriate evaluation protocols • Applying relevant theoretical concepts

  3. Example 1 Organisation: AusAID Program: Introductory Academic Program [IAP] • Induction program for overseas graduates • Implementation in 38 universities Nature of the evaluation: One ‘point in time’ review of IAP.

  4. Example 1 Evaluation Protocol: IAP • Process-outcomes focus • Mixed-methods approach • Report uncertainty in findings Manager control turned to positive involvement

  5. Example 1 Key Theory - Pragmatic Principles • Are key questions answerable? • Can a design be developed to answer questions? • Can we implement this design? • Will the results be usable?

  6. Example 2 Organisation: Asia Education Foundation Program: Studies of Asia in Australian Schools • Influencing school curricula and teaching about Asian culture Nature of the evaluation: Advice required on impact of range of existing and future initiatives

  7. Example 2 Evaluation Protocol - Studies of Asia Evaluation Decisions • Several small studies at intervals over three years • Mixed-methods • Strategic reporting Evaluator involved in influential political settings

  8. Example 2 Key theory Strategic Interactivity Professional linkage between knowledge producer (evaluator) and knowledge user (policy maker) increases the quality of program related decision-making.

  9. Example 3 Organisation: University of Third Age Program: U3A Adult Education Program for Seniors Nature of the evaluation: Provision of information about future program directions.

  10. Example 3 Evaluation Protocol: U3A Seniors Evaluation decisions • Trained evaluator manages evaluation • Needs assessment to establish program direction • Involvement of U3A members in data management • Conference to celebrate findings High work load for trained evaluator Facilitation and management role of evaluator essential

  11. Example 3 Key theory Transformative Participative Evaluation Program deliverers and participants control all aspects of organisational decision making, including evaluative action.

  12. Roles for Evaluators: Type 1

  13. Roles for Evaluators: Type 2

  14. Roles for Evaluators: Type 3

  15. Lessons Learned: Evaluator Roles • Expansion of what counts as evaluation • Clients may prefer one approach • Evaluators indifferent operational roles (independent/interested/involved) • Types have theoretical bases • Types have theoretical champions • Pragmatic: eg Datta • Interactive: eg Huberman • Participative: eg Cousins

  16. Issues for Discussion • What approaches to evaluation are currently favored in your workplaces? Why? • Are there implications for your work - based on this presentation?

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