Data Use Leads to Data Valuing: Evaluative Inquiry for School Decision Making

Cousins, J. Bradley; Goh, Swee C.; Clark, Shannon

doi:10.1080/15700760500365468

Cited by 24 publications

(19 citation statements)

References 21 publications

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“…That is, the more an organization experiences successful use of evaluation, the more inclined it would be to engage in such practice. This is consonant with our hypothesis that data use leads to data valuing (Cousins et al., ).…”

Section: Framework For Organizational Evaluation Capacitysupporting

confidence: 92%

“…Results of our own research have tentatively shown that the successful use of evaluation data in organizations fosters their valuing by members as a powerful force for organizational and program change (Cousins, Goh, & Clark, ). From the perspective of integrating evaluation into organizational culture, “data use leads to data valuing” is a hypothesis worth pursuing.…”

Section: Use and Organizational Evaluation Capacitymentioning

confidence: 81%

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Framing the Capacity to Do and Use Evaluation

Cousins

Goh

Elliott

et al. 2014

New Drctns Evaluation

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The construct of organizational evaluation capacity is a concept that is receiving increasing attention in theoretical and research-based literature. It is situated within a stream of inquiry that has come to be known as evaluation capacity building (ECB). This chapter reviews evolving conceptions of ECB and recent research and theory in the area. A conceptualization of organizational capacity for evaluation is explicated. The framework addresses not only the capacity to do but also the capacity to use evaluation. This framework has evolved within our ongoing research program and has also informed other research activities focusing on the integration of evaluation into organizational culture. This chapter concludes with a discussion of implications for ongoing research and practice.

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Section: Framework For Organizational Evaluation Capacitysupporting

confidence: 92%

Section: Use and Organizational Evaluation Capacitymentioning

confidence: 81%

Framing the Capacity to Do and Use Evaluation

Cousins

Goh

Elliott

et al. 2014

New Drctns Evaluation

Self Cite

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“…Hamid's (2008) empirical study claimed that principals should cultivate competent knowledge strategies among teachers to consolidate the knowledge culture in schools and help schools become knowledge centers. Cousins et al (2006) suggested that systematic evaluative inquiry, as a means of collecting data, could provide support for decision making in schools. Moreover, the increasing amount of information that should be ordered and taken into account during decision-making processes necessitates the use of information technologies.…”

Section: A Decision-making Support Methods In Educational Institutionsmentioning

confidence: 99%

A decision support method for poorly structured problems in school management

Męczyńska

Kmieciak²,

Michna³

et al. 2013

Baltic Journal of Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to propose and present a decision-making support method for poorly structured problems in schools, using the example of one of the most important and difficult decisions that principals face: terminating a teacher's employment. Design/methodology/approach -A literature review was conducted, along with observations and interviews with 30 experienced principals, in order to identify decisions made by Polish principals. In order to sort non-programmable decisions according to their importance and difficulty, data were collected from 377 principals. Opinions from two groups, consisting of 22 and 25 experts, respectively, were collected in order to identify and order a set of criteria for making a specified non-programmable decision. Findings -The four following areas of school activities were distinguished: finances, teaching and care, internal processes, and development of organisation. Within these categories, 126 decisions made by principals were identified, 96 of which were non-programmable. One of the most difficult and important non-programmable decisions was related to the termination of a teacher's employment. In order to support decisions regarding a teacher's dismissal, 44 criteria with different importance levels were identified. Practical implications -Principals can use the method proposed in this paper, as it increases the rationality and objectivity of making a dismissal decision. The method can also be adapted for other difficult non-programmable decisions. Originality/value -The expert opinion method might be useful for solving poorly structured problems in the management of educational institutions. As far as it can be ascertained, no previous empirical studies have identified and ranked the most important and difficult non-programmable decisions facing principals.

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“…Several authors have advocated that the use of evaluation findings is an important outcome of ECB efforts (Compton et al, 2001;Cousins, Goh, & Clark, 2006;Cousins, Goh, & Elliot, 2007;Dabelstein, 2003;Mackay, 2002;McDonald et al, 2003, Patton, 2008. For evaluation practice to be sustained, organization members must not only use evaluation findings for decision making and action but also communicate and celebrate the uses of their findings.…”

Section: Use Of Evaluation Findingsmentioning

confidence: 99%

A Multidisciplinary Model of Evaluation Capacity Building

Preskill

Boyle

2008

American Journal of Evaluation

287

429

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Evaluation capacity building (ECB) has become a hot topic of conversation, activity, and study within the evaluation field. Seeking to enhance stakeholders' understanding of evaluation concepts and practices, and in an effort to create evaluation cultures, organizations have been implementing a variety of strategies to help their members learn from and about evaluation. Though there is a great deal of ECB occurring in a wide range of organizations, there is no overarching conceptual model that describes how ECB should be designed and implemented to maximize its success. If ECB is about learning how to think evaluatively and how to engage in sound evaluation practice, then something is missing in our work. The purpose of this article is to describe a model of ECB that may be used for designing and implementing capacity building activities and processes as well as for conducting empirical research on this topic.

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Data Use Leads to Data Valuing: Evaluative Inquiry for School Decision Making

Cited by 24 publications

References 21 publications

Framing the Capacity to Do and Use Evaluation

Framing the Capacity to Do and Use Evaluation

A decision support method for poorly structured problems in school management

A Multidisciplinary Model of Evaluation Capacity Building

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