Factors affecting evaluation culture within a non-formal educational organization

Vengrin, Courtney A; Westfall-Rudd, Donna; Archibald, Thomas; Rudd, Rick D.; Singh, Kusum

doi:10.1016/j.evalprogplan.2018.04.012

Cited by 13 publications

(8 citation statements)

References 34 publications

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“…Diferentes líneas de investigación muestran la falta de formación y de tiempo que se disponen en este tipo de programas y la necesidad de facilitar herramientas que midan el aprendizaje de los participantes (Baughman et al, 2012), con similares conclusiones tenemos el estudio de Vengrin (2018) donde se invita a las entidades sociales a profundizar en la cultura de la evaluación y se muestran resultados positivos sobre estos procesos. Relevante para el presente estudio son los resultados presentados por Valls (2021) donde el origen social tiene un papel fundamental el desarrollo educativo del menor.…”

Section: Conclusiónunclassified

Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda

De La Rosa-Ruiz

2023

RISE

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La agenda 2030 invita a todas las personas a contribuir a la mejora del mundo desde la realidad de cada uno/a, esta nueva agenda internacional buscar reforzar el trabajo de pequeñas entidades que pueden ayudar a que las metas propuestas se cumplan. El objetivo de este estudio es analizar la contribución de las entidades sociales a la meta 4.7 de los Objetivos de Desarrollo Sostenible y conocer si el aprendizaje de la educación para el desarrollo sostenible es mayor que en otras formas de enseñanza. Se mide el constructo en una muestra muy amplia de menores que participan en asociaciones de intervención socio educativa en el barrio de Entrevías. Los resultados muestran diferencias estadísticamente significativas entre los grupos (Z = -11.549; p <.001) siendo el grupo experimental (M= 128.63; DT = 13.11) quien obtuvo una media significativamente mayor al grupo control (M= 84.85; DT =18.50. Estos resultados parecen apuntar que las metodologías usadas por las entidades sociales favorecen un mayor aprendizaje de la educación para el desarrollo sostenible con respecto a los centros de educación formal.

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Section: Conclusiónunclassified

Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda

De La Rosa-Ruiz

2023

RISE

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“…In this way, it is possible to verify that the constitution of the current Brazilian social security was the result of the historical context of the 80s of the 20th century. These changes in public organizations draw attention to understanding how leadership (Dias & Borges, 2015) affects or does not organizational cultures (Brandão & Bruno-Faria, 2013) and how to develop plans for leadership (Burbaugh, Seibel, & Archibald, 2017) and organizational culture (Janzen, et al, 2017;Vengrin, et al, 2018) in public organization.…”

Section: The National Institute Of Social Securitymentioning

confidence: 99%

“…This context implies the need for new studies to understand how leadership (Dias & Borges, 2015) affects or does not organizational cultures (Brandão & Bruno-Faria, 2013) in Brazilian public management. This setting also implies rethinking new practices for developing leadership (Burbaugh, Seibel, & Archibald, 2017) and organizational culture (Janzen, et al, 2017;Vengrin, et al, 2018) in public organizations.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Leadership on the Organizational Culture: The Case of the National Institute of Social Security

Somenzari,

Sacomano Neto,

Ganga

et al. 2023

Adm. Púb. e Gest. Social

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Research objective: Leadership and culture are critical dimensions to understanding organizational dynamics. This article analyses the effect of leadership on organizational culture at the National Institute of Social Security in Brazil. The study also identifies the predominant types of leadership through the Multifactor Leadership Questionnaire and the type of organizational culture through the Competing Values Framework.Theoretical framework: Models of leadership and organizational culture widely used in the international literature support the article. The Multifactor Leadership Questionnaire is a model composed of constructs about leadership styles and leadership outcomes. The Competing Values Framework is a model that provides a classification of corporate culture and values.Methodology: This study is based on the survey as a research method. Data collection includes 153 professionals from the National Institute of Social Security. For data processing, descriptive and exploratory analyzes were performed. Structural equation modelling and partial least squares estimation were also used in the research method.Results: The results reveal that leadership influences culture through a positive effect relationship with statistical significance. The results also show the predominance of the transformational leadership style and the clan culture in the case studied.Originality: The article originally contributed by exploring the relationship between forms of leadership and organizational culture in a public organization. The study uses new constructs for the national literature by incorporating the models of the Multifactor Leadership Questionnaire and Competing Values Framework.Theoretical and practical contributions: The article contributes to the advancement of theory in Public Administration by showing the influence of forms of leadership on organizational culture. The study also has practical and managerial implications as it indicates how forms of leadership should be developed to create collective identities. Keywords: Leadership, Organizational culture, Structural Equations, Public administration, Non-profit organization.

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“…This literature focuses on the extent to which organizations have the required capacity to both conduct high-quality evaluations and use them to inform organizational improvement and decision-making. Evaluation scholars and practitioners in this area have identified, over time, various factors that support the development of evaluation capacity in organizations; these include organizational policies that structure evaluation practice, the availability of full-time evaluation staff in the organization, program staff involvement in evaluation, dedicated time and resources for evaluation, leadership and its role in developing an evaluation culture within the organization, and institutional coherence around the value of evaluation (for example, see Bourgeois et al 2016;Lindeman et al, 2018;Vengrin et al 2018).…”

Section: Evaluation Capacity Assessmentsmentioning

confidence: 99%

Evaluating the evaluators: What have we learned from “neutral assessments” of the Canadian federal evaluation function?

Bourgeois¹,

Maltais²

2022

Can Public Adm

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Most Canadian federal government departments and agencies are required to conduct a "neutral assessment" of their evaluation function every five years. Such assessments should focus on the capacity of the evaluation units to produce high-quality evaluation reports which serve the needs of organizational decision-makers. Our study sought to analyze neutral assessment reports produced over a ten-year period. Overall, our review suggests that the neutral assessments consistently conform with central-agency requirements as well as indicate evolving evaluation capacity and utilization. We provide recommendations for improving the function and its impact.Sommaire : La plupart des ministères et organismes du gouvernement fédéral canadien sont tenus d'effectuer un « examen neutre » de leur fonction d'évaluation tous les cinq ans. De tels examens devraient être axés sur la capacité des directions d'évaluation à produire des rapports d'évaluation de haute qualité qui répondent aux besoins des décideurs organisationnels. Le but de notre étude était d'analyser des rapports d'examens neutres effectués sur une durée de dix ans. Dans l'ensemble, notre analyse indique que les examens neutres sont invariablement conformes aux exigences des organismes centraux et indique aussi un progrès au niveau de la capacité et de l'utilisation de l'évaluation. Nous proposons des recommandations pour améliorer la fonction et ses résultats.

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Factors affecting evaluation culture within a non-formal educational organization

Cited by 13 publications

References 34 publications

Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda

Measurement and analysis of Education for Sustainable Development in vulnerable environments within the framework of the 2030 Agenda

The Effects of Leadership on the Organizational Culture: The Case of the National Institute of Social Security

Evaluating the evaluators: What have we learned from “neutral assessments” of the Canadian federal evaluation function?

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