Accountability and Learning: Exploding the Myth of Incompatibility between Accountability and Learning

Guijt, Irene

doi:10.1201/9781849775427-36

Cited by 11 publications

(12 citation statements)

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“…The present research demonstrates that evaluation is seen as a mechanism for the promotion of both accountability and learning as fundamental purposes for evaluation, although capacity building was also mentioned with some frequency. In fact, the tension between accountability and learning as justifications for, and results of, evaluation has been a subject of increasing interest (Chouinard, 2013; Feinstein, 2012; Guijt, 2010). While both functions were cited in most evaluation policies in our sample, a challenge may be that their meaning is largely assumed rather than being explained (Kogan, 2018).…”

Section: Discussionmentioning

confidence: 99%

Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies

Hudib

Cousins

2022

New Drctns Evaluation

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Research and theory on evaluation capacity building (ECB) and organizational evaluation capacity have been developing at a good pace over the past decade. On the other hand, there is a paucity of research on the nature and consequences of organizational evaluation policy. Evaluation policies are developed and implemented ultimately to inform and shape evaluation practice and its consequences. It is therefore natural to consider the interface between evaluation policy and ECB. The present exploratory descriptive study examines 52 evaluation policies from bilateral and multilateral aid agencies to explore connections between evaluation policy content and ECB principles and considerations. The results shed light on some interesting relationships; they are discussed in terms of evaluation use, evaluation purposes, and organizational leadership. The study also resulted in a revision of Trochim's (2009) definition of evaluation policy and a refinement and expansion of his eight‐category taxonomy. Implications for ongoing inquiry are considered and practical implications are offered to organization members and evaluation policy developers.

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Section: Discussionmentioning

confidence: 99%

Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies

Hudib

Cousins

2022

New Drctns Evaluation

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“…This position, common among aid donor agencies, holds that accountability and learning are different, but compatible -they are 'two faces' or 'two sides' of the same coin (Asian Development Bank (ADB), 2014; Guijt, 2010;Heider, 2016;OECD, 2001OECD, , 2016Picciotto, 2018; U.S. Agency for International Development (USAID), 2016). The two donor agencies analysed in this article, Norad (in Norway) and Sida (in Sweden), also take this position.…”

Section: Ideal Type 1: Complementary Objectivesmentioning

confidence: 99%

Accountability versus learning in aid evaluation: A practice-oriented exploration of persistent dilemmas

2022

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Learning and accountability are customarily defined as ‘the dual purpose’ of development aid evaluation, yet this notion is contested. Based on an overview of the existing literature, we identify four ideal type positions in this debate: (1) accountability and learning are complementary objectives, (2) there is a reconcilable tension, (3) there are problematic trade-offs and (4) the two are irreconcilable. Drawing on empirical evidence from Sweden and Norway relating to evaluation processes, evaluation reports and evaluation systems within the sector of development aid, we conclude that pursuing this dual purpose in practice involves trade-offs which need to be recognised. We end with implications for aid evaluation policy and practice.

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“…This tension between accountability and learning as competing justifications for evaluation has been a subject of interest for a number of scholars in recent years because of its significant impact on evaluation practice (Chouinard, 2013;Feinstein, 2012;Guijt, 2010). Some evaluation theorists assert that "accountability-based" and "learning-based" evaluations are qualitatively different (Armytage, 2011;Lennie & Tacchi, 2014).…”

Section: Evaluation Purpose: Accountability and Learningmentioning

confidence: 99%

Understanding Evaluation Policy and Organizational Capacity for Evaluation: An Interview Study

Hudib

Cousins

2021

American Journal of Evaluation

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Evaluation policy has been identified as an important means of shaping and influencing organizational evaluation practice, yet, to date, little empirical research has been conducted to deepen our understanding of this relationship. The purpose of this study was to illuminate evaluation policy’s role in leveraging organizational capacity to do and use evaluation. We interviewed 18 published evaluation scholars and practitioners from North America and Europe about this topic. A thematic analysis of findings underscores the importance of context, policy attributes, enablers, and organizational benefits. Based on the findings, we developed an ecological conceptual framework to guide thinking about the role of evaluation policy in capacity building. We discuss these findings in terms of practical implications of understanding context, redressing the imbalance between learning and accountability purposes of evaluation, and organizational leadership, and we conclude with some implications for research.

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Accountability and Learning: Exploding the Myth of Incompatibility between Accountability and Learning

Cited by 11 publications

References 0 publications

Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies

Evaluation policy and organizational evaluation capacity building: A study of international aid agency evaluation policies

Accountability versus learning in aid evaluation: A practice-oriented exploration of persistent dilemmas

Understanding Evaluation Policy and Organizational Capacity for Evaluation: An Interview Study

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