Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.Evaluation research (Social action programs)

Search Results

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    The practice of evaluative reasoning in the Aotearoa New Zealand public sector : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand
    (Massey University, 2016) Nunns, Heather
    This study argues that sound evaluative reasoning, defined as “the systematic means for arriving at evaluative conclusions . . . the principles that support inferences drawn by evaluators” (Fournier, 1995, p.1), is an essential element of evaluation quality. As such, evaluative reasoning is a lens through which to consider how to improve the quality of evaluations undertaken or commissioned by the Aotearoa New Zealand public sector. The argument is grounded in the theory of evaluation derived from western philosophy, specifically, informal logic. This theory underpins the conceptualisation and design of this study examining how evaluative reasoning is understood and practised by professionals who undertake public sector evaluation in Aotearoa New Zealand. A multiple method research design is used to generate diverse understandings of the topic and offer opportunities for abductive thinking. The methods used are Q methodology, meta-evaluation, and key informant interviews with local and international evaluation experts. The findings from this study point to three ways in which evaluative reasoning has an impact on the quality of evaluation. It increases the robustness of the reasoning chain from value claim to evaluative conclusion/judgment; underpins the professional competencies required of evaluation practitioners; and reinforces the ethical dimensions of evaluation practice in a public sector context. Lastly, two abductively-derived conjectures point evaluators toward diverse ways of knowing in their reasoning from evaluative claim to evaluative conclusion/judgment. Amplifying the work of previous theorists, it is suggested that expert intuition and abductive inference provide further paths of evaluative knowing in addition to inductive logic and probative inference.
  • Thumbnail Image
    Item
    Evaluating contestable grants in facilitating NGO-government collaborative projects to create safer, peaceful communities : a case in Papua New Guinea : a research presented in partial fulfilment of the requirements for the degree of Master of International Development in Development Studies at Massey University, Palmerston North, New Zealand
    (The Author, 2014) Camilus, Betty
    Monitoring and evaluation is a key feature in contracting relationships between government, donors, private sector, NGOs and the wider civil society in law and justice service provision. However, less effort are placed on evaluating the impacts of NGO-Government collaborative projects funded with contestable grants to create safer, more peaceful communities. This research explores the role of monitoring and evaluation of projects funded with contestable grants focusing on issues and challenges raised by the lack of evaluation and identifies ways in which local communities define a successful collaborative NGO-Government project. The research proposes a potential evaluation pathway as a culturally appropriate monitoring and evaluation tool.
  • Thumbnail Image
    Item
    Fitting feelings into frameworks : an examination of the involvement of primary stakeholders in the design and use of outcome indicators and evaluation use for development interventions : a thesis presented in partial fulfilment of the requirements for the degree of Master of International Development, Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Mpunga, Shupayi
    The aim of this thesis is to examine the involvement of primary stakeholders in the design and use of outcome indicators, and evaluation use for development interventions. It seeks to understand the characteristics of indicators developed by or with primary stakeholders, the dynamics of such involvement, and what is achieved in such practice. The experiences and achievements recorded in eight international case examples and one local case study.
  • Thumbnail Image
    Item
    Why do evaluators intentionally seek process use? : exploring meaning and reason as explanation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Wellington, New Zealand
    (Massey University, 2014) Blewden, Michael Brock
    Process use describes the learning that occurs through stakeholder engagement in the evaluation process. It is more likely to occur when evaluators choose to pursue it through intentionally adopted practices. When it does occur, the value and utility of evaluation can be enhanced. This thesis explores reasons and seeks explanations for why evaluators are intentional in seeking process use and why they choose the practices they do to achieve it. The epistemological stance of constructivism and theoretical perspective of interpretivism are adopted. Epistemologically, process use is framed as a constructed phenomenon, interpretable only through individual experience and likely to have different meanings and manifestations in different contexts. The assumption is made that evaluators’ intent and practice regarding process use will be explained by understanding what the concept means to them and by understanding the constitutive influence of the contexts within which they practice. To address the research questions, 24 practicing evaluators in Aotearoa New Zealand were interviewed in-depth about their evaluation practice. Participants were intentionally selected by gender, ethnicity, and workplace context, and by criteria that enhanced the likelihood that they would be aware of process use. For this reason, they were more experienced evaluators. Their practice context was described through a literature review of developments in evaluation theory, through participants’ accounts of their understanding and approach to evaluation, and through participants’ descriptions of the settings they worked in. The values, beliefs, aspirations, and traditions that underpinned their practice were explored to reveal what was important to them as evaluators and what process use meant to them. How these factors explained types of process use, identified by participants as important and intentional within their recent practice, was explored. Participants’ intent and practice regarding process use was explained as an outcome of multiple converging factors. It was understandable given participants’ awareness of evaluation as a change process and their desire to address issues related to social justice, equality, and tikanga Maori. Process use was facilitated by practices that were utilization and learning focused, pragmatic and contextually responsive, and relational. These practices were explained by the social, cultural, organizational, political, and historical contexts within which the evaluators worked. Intent and practice regarding process use was also shown to simply reflect developments in contemporary evaluation practice and common practice traditions. It inevitably occurred when practice was participatory, relational, learning orientated, coconstructed, just, and fair. Participants’ intent and ability to conduct evaluation in these ways reflected their skills, credibility, and status as more experienced evaluators. Overall, the research findings show how evaluators’ intent and practice regarding process use can be traced to values, beliefs, aspirations, and traditions of importance to them. For many participants, process use was integral to their understanding of good evaluation. By identifying these explanatory relationships, this research shows that process use needs to be understood as more than just useful extra utility that is achievable through special effort or method. It inevitably occurs when the evaluator understands that they are essentially tasked with addressing relational, moral, socio-cultural, organizational, and historical concerns. Deeper examination of the role and responsibilities of the evaluator within this context of practice may be the most profitable way of further understanding the occurrence of process use.