Step by step process from logic model to case study method as an approach to educational programme evaluation

Kalu, Michael E; Norman, Kathleen E.

doi:10.4314/gjedr.v17i1.10

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…In contrast to these informal evaluative practices, formal evaluations should aim to, first, assess knowledge brokering impact in terms of practice and/or policy change and, second, determine how and to what extent particular knowledge brokering activities helped achieve those outcomes. The literature on evaluative practices, especially programme evaluation, has proliferated in the past decade [27][28][29], and includes widely accepted guidance on developing project-appropriate logic models, outcomes and outcome indicators. Dobbins et al [30] recently found that a knowledge translation intervention delivered by KBs resulted in improvements in evidence-informed decisionmaking knowledge, skills and behaviours, suggesting that, if KB researchers develop concrete, actionable indicators and ways to measure theminformed by theories, models or frameworks and keeping in mind a wide range of stakeholder perspectivesperhaps a culture of evaluation can grow within knowledge brokering.…”

Section: Discussionmentioning

confidence: 99%

A mixed methods examination of knowledge brokers and their use of theoretical frameworks and evaluative practices

Newman

DeForge

Eerd

et al. 2020

Health Res Policy Sys

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Background: Knowledge brokering is a knowledge translation approach that includes making connections between researchers and decision-makers to facilitate the latter's use of evidence in health promotion and the provision of healthcare. Despite knowledge brokering being well-established in Canada, many knowledge gaps exist, including understanding what theoretical frameworks have been developed and which evaluative practices knowledge brokers (KBs) use. Methods: This study used a mixed methods design to examine how KBs in Canada (1) use frameworks, models and theories in their practice and (2) how they evaluate knowledge brokering interventions. We gathered interview and survey data from KB practitioners to better understand their perspectives on effective practices. Our analysis focused on understanding the theoretical frameworks used by KBs. Results: This study demonstrates that KBs in Canada tend not to rely on theories or models that are specific to knowledge brokering. Rather, study participants/respondents draw on (sometimes multiple) theories and models that are fundamental to the broader field of knowledge translationin particular, the Knowledge to Action model and the Promoting Action Research in Health Sciences framework. In evaluating the impact of their own knowledge brokering practice, participants/respondents use a wide variety of mechanisms. Evaluation was often seen as less important than supporting knowledge users and/or paying clients in accessing and utilising evidence. Conclusions: Knowledge brokering as a form of knowledge translation continues to expand, but the impact on its targeted knowledge users has yet to be clearly established. The quality of engagement between KBs and their clients might increasethe knowledge brokering can be more impactfulif KBs made efforts to describe, understand and evaluate their activities using theories or models specific to KB.

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Section: Discussionmentioning

confidence: 99%

A mixed methods examination of knowledge brokers and their use of theoretical frameworks and evaluative practices

Newman

DeForge

Eerd

et al. 2020

Health Res Policy Sys

View full text Add to dashboard Cite

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“…The model (see Figure 1) consists of four components: inputs (funding sources as previously described), activities (tuition support, recruitment activities, and resources), outputs (the number of paraprofessionals who received some form of tuition support and obtained certification as anticipated), and outcomes (short-, medium-, or long-term impact of the paraprofessional tuition grant program) both intended and unintended. The conceptual framework of our evaluation is similar in concept while smaller in scale to other program evaluations used in education environments (Kalu & Norman, 2018; Martin & Carey, 2014).…”

Section: Methodsmentioning

confidence: 99%

Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage

Fogle,

Pua,

Wilt

2024

Teacher Education and Special Education: The Journal of the Tea

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As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels.

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“…Case studies are often used for intervention programme evaluations (Crowe et al, 2011;Fetters et al, 2013;Yin, 2013). Kalu and Norman (2018) argue this can assist in overcoming criticisms of the logic model, in particular simplification of the context and lack of sophistication in assessing complex interactions (Jones et al, 2020;Funnell and Rogers, 2011;Renger et al, 2011).…”

Section: Evaluation Methodologymentioning

confidence: 99%

Developing SME performance management practices: interventions for improving productivity

Jones

Devins

Barnes

2023

IJPPM

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PurposeThe paper is a proof of concept (PoC) intervention study aimed for developing performance management (PM) practices in manufacturing small and medium-sized enterprises (SMEs) with the longer-term aim enabling the SMEs to improve their productivity. The intervention was designed and deployed by a collaborative quartet of academics, management consultants, accountancy firm and a commercial bank manager.Design/methodology/approachThe paper firstly musters a set of initialising PM practices aligned to productivity improvement. These are utilised to design a knowledge transfer intervention for deployment with a set of manufacturing SMEs incorporating some associated productivity tools. The evaluation of the intervention utilised a case study approach founded on a logic model of the intervention to assess the development of the PM practices.FindingsThe intervention contributed to a partial development of the mustered practices and the productivity diagnostic based on the multi-factor productivity (MFP) abstraction and a data extraction protocol had the strongest impact. The study revealed the importance of the three interlaced factors: Depth of engagement, feedback opportunities and the intervention gradient (the increase of independent action from the participating SME's and the diminishment of the external intervention effort).Research limitations/implicationsThe case study is based on a limited number of individual SME's, and within just the manufacturing sector.Practical implicationsSME businesses will require a more sustained programme of interventions than this pilot to develop PM capability, and depth of engagement within the SME is critical. Professional stakeholders can be utilised in recruitment of firms for intervention programmes. Business can start developing PM capability prior to PMS implementation using the tools from this programme.Originality/valueThe productivity diagnostic tool, based on a synthesis of MFP and the performance pyramid, an array of potential initialising practices for PM capability and discovery of potential mechanisms for PM practice development.

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Step by step process from logic model to case study method as an approach to educational programme evaluation

Cited by 6 publications

References 15 publications

A mixed methods examination of knowledge brokers and their use of theoretical frameworks and evaluative practices

A mixed methods examination of knowledge brokers and their use of theoretical frameworks and evaluative practices

Paraprofessional to Teacher: Attracting and Preparing Special Educators for a Critical Shortage

Developing SME performance management practices: interventions for improving productivity

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