A Course Model for Building Evaluation Capacity Through a University–Community Partnership

Bakken, Lori L.; Nunez, Jennifer; Couture, Cathy

doi:10.1177/1098214014523671

Cited by 26 publications

(12 citation statements)

References 28 publications

(41 reference statements)

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“…• securing funding or resources (Bakken, Núñez, & Couture, 2014;Labin, Duffy, Meyers, Wandersman, & Lesesne, 2012) • showing effective management (Cousins, Goh, Elliott, Aubry, & Gilbert, 2014) • being accountable for commitments and resources (Bakken et al, 2014;Bourgeois & Cousins, 2013;Cousins, Bourgeois, & Associates, 2014) • transparency of process (Labin et al, 2012) • proving adaption to a constantly changing environment (Bakken et al, 2014) • the organisation's values or an overall desire to improve and learn .…”

Section: Drivers For Creating Evaluation Demandmentioning

confidence: 99%

“…However, as claimed by Ensminger et al (2015), often organisational evaluation activity is driven internally rather than by externals. Bakken et al (2014) reported that, when employees participate in evaluation, they take a greater sense of ownership suggesting that an internal approach may encourage greater buy-in from participants. It might be argued than an external evaluator may be less biased than an internal one, yet de Laat (2014) points out that unbiased evaluators do not exist; rather, it is the mode of operation and conduct instigated in the evaluation by the evaluator which manages for bias.…”

Section: Creating Ecb In a Science Organisationmentioning

confidence: 99%

“…Labin et al (2012) indicate that employing multiple approaches in this way helps to achieve optimal outcomes. The team identified the importance of not only ensuring that expertise is imparted when undertaking ECB activities but also trying to ensure that empowerment for learning occurs for everyone involved (Bakken et al, 2014). For this reason, a coaching approach was integrated into the organisation's ECB efforts.…”

Section: Embedding Evaluation In Agresearchmentioning

confidence: 99%

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Creating an evaluation culture through capacity building: A new frontier in a science organisation

Morabito¹,

Pace²,

Previtali³

2018

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Evaluative capacity building is a critical element of weaving the action of evaluation, evaluative activity, evaluative thinking, and appreciation of evaluation into the fabric of organisations. AgResearch, the Crown Research Institute for the New Zealand pastoral farming sector, is embarking on the evaluative capacity building journey following an internal review identifying the need for evaluation to enable better measuring and monitoring of impact from science research programmes. Evaluation has not traditionally been a core component of New Zealand science programmes. However, with funders and stakeholders requiring science organisations to demonstrate impact and outcomes from research, this situation is changing. The newness of an evaluation culture, whereby monitoring and evaluation are built into science research programmes for learning purposes as much as accountability, to many science organisations within New Zealand means that this is an era for development, learning, and investment in evaluative activity.

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Section: Drivers For Creating Evaluation Demandmentioning

confidence: 99%

Section: Creating Ecb In a Science Organisationmentioning

confidence: 99%

Section: Embedding Evaluation In Agresearchmentioning

confidence: 99%

See 1 more Smart Citation

Creating an evaluation culture through capacity building: A new frontier in a science organisation

Morabito¹,

Pace²,

Previtali³

2018

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“…According to an examination by LaVelle and Donaldson (2010), there were almost twice as many university-based evaluation programs than previous literature indicated. One university conducted a program evaluation class that educated the student and the community partners on conducting quality evaluations (Bakken, Núñez, and Couture 2014). These programs will continue to help strengthen the field by producing quality evaluators.…”

Section: Agency/university Partnerships For Successful Evaluationsmentioning

confidence: 99%

The Impact of Sociology in My Role as an Evaluator

Sutphin

2015

Am Soc

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The skills gained from an education in sociology make for those of a great evaluator. This article describes how my theoretical and methodological training in sociology has impacted my current position in evaluation at a large research-focused university. In addition to the importance of quality training, I also discuss how universities and agencies can work together to create successful partnerships for program evaluations. My position as an evaluator in the university, however, is not without its challenges. I discuss my views on how evaluators are viewed by other academics and why I remain dedicated to being both a sociologist and an evaluator.BThe philosophers have only interpreted the world in different ways; the point, however, is to change it^ (Marx 1978(Marx [1845, p. 145) As a sociologist out of graduate school, my first position was a research associate, and now a research assistant professor, at a large state university. In my position, I have focused largely on program and training evaluation. As an evaluator, I have shifted my focus from basic sociological research, which I conducted in graduate school, to a more applied approach with program evaluation. In this regard, my sociological training has been invaluable. This paper will address how sociology has shaped my theoretical and methodological approach to evaluations, university and state agency partnerships for evaluation, my role as an evaluator, and my perception of the view of evaluators in academics.

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“…The capacity of organizations to do evaluation cannot be divorced from the capacities of staff who often report "a lack of resources and internal expertise as primary challenges to implementing sustainable evaluation practices in their organizations. "47 Staff need to be supported to develop the skills to not only create but adapt their program logic model and their…”

mentioning

confidence: 99%