This paper reports on research into the professional needs of those embarking on impact evaluation in the museum, archive and library sector. The research used a web portal providing impact evaluation research findings and examples of methods and toolkits as a means of facilitating response and discussion about practitioner attitude to, and resource needs for, impact evaluation in their own organisations. The various challenges associated with impact evaluation are briefly explored in relation to the conflicting interests of policy makers, managers and practitioners working in the frontline. Respondents' reactions to issues associated with information accessibility are discussed and reflect the complexity of providing adequate support for a wide range of professionals with varying experience and potential or perceived needs. Although the study focused on one sector of practitioners, the findings are relevant to all professionals aiming to develop high quality information services and systems in relation to their end users.Keywords: Impact evaluation; Professional learning; Museums; Archives; Libraries 2
IntroductionThis paper reflects on a study, funded by Resource, the Council for Museums, Archives and Libraries (now Museums, Libraries and Archives Council, MLA), which investigated practitioner support needs for impact evaluation in museums, archives and libraries (Williams, Baxter, Wavell & MacLennan, 2003). The study was conducted as a result of the findings of an earlier report, also commissioned by Resource, which reviewed the available evidence of the social, learning and economic impacts of museums, archives and libraries, that is, what difference these services make to their clients and the wider community (Wavell, Baxter, Johnson & Williams, 2002). During this review of evidence, it became apparent that impact evaluation posed a number of challenges for practitioners, policy makers and indeed researchers, including mechanisms to assess impact locally and to demonstrate evidence to policy makers and financial stakeholders at a regional and national level. There is evidence that practitioners themselves need to be involved both to buy into the evaluation process and findings (Torres, Stone, Butkus, Hook, Casey & Arens, 2000) and as a means of encouraging reflective or evidence-based practice and organisational learning (Preskill & Torres, 1999). Some organisations employ external consultants to conduct project evaluations. However, other practitioners have attempted to undertake the task themselves and, while Feinstein warns of the difference between the capacity to produce evaluations and the capacity to use them (Feinstein, 2002), the process of self-evaluation itself can be seen as a means of engaging in reflective and evidencebased practice. The question then arises as to the kinds of support which may help practitioners engage in meaningful impact evaluations which can lead to improvements in services and benefits to end-users.This study examined the views of a range of practitioners, using t...