The politics of program logic

English, Brian; Kaleveld, Lisette

doi:10.1177/1035719x0300300106

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…Weiss (1997a)a leading proponent of the techniquedescribed key challenges in theory-driven evaluation: program theory is notoriously difficult to construct and the level of granularity to which the evaluator must go is often uncertain; multiple theories are possibleoften requiring multiple sets of measurement indicators thus, the technique is resource and data intensive; and by focusing on the program theory, the evaluator may ignore many other important effects and causes (see also Shaw & Crompton, 2003). Others have noted that although program theory may provide focus to an evaluation, it provides a focal point of the evaluation (English & Kaleveld, 2003). Finally, it has been pointed out that in reality, few social science theories actually exist for the program areas that evaluators typically face, thus evaluator often begins with a grounded theory approach in developing program theory (Stufflebeam, 2001).…”

Section: Wwwijsrporgmentioning

confidence: 99%

A Proposed Evaluation Framework for School Management Information Systems (SMIS) in secondary schools

Amollo¹,

Agola²,

Rodrigues³

2022

IJSRP

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Many organizations decide to implement information systems in order to improve the effectiveness and efficiency of their organizations, however, lack of awareness of numerous and varied challenging issues surrounding the implementation process could be problematic for the whole process. In particular lack of key success issues seems to be a serious obstacle for the management information system implementation process.The use and application of ICT is on the rise impacting positively on educational institutions and their programs, a number of secondary schools have also adopted information technology fully thus recording improved efficiency in their operations. However, the situation is not the same in all schools because others have been dissatisfied with their investments. For a school to optimally use and benefit from use of IT then it should subject its MIS to the evaluation framework proposed here, by first, addressing the following organization issues; Personnel issues, Technical system issues, Leadership issues, Organization environmental issues and Management Process issues. Furthermore, for successful MIS implementation; all the stakeholders should undergo some training on system use and that the top management should provide enough funding for infrastructure improvement and management of the system.

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Section: Wwwijsrporgmentioning

confidence: 99%

A Proposed Evaluation Framework for School Management Information Systems (SMIS) in secondary schools

Amollo¹,

Agola²,

Rodrigues³

2022

IJSRP

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“…Program logic models are routinely applied across diverse settings and disciplines, including to operationalise multi-site school interventions (Holliday 2014), research programming (O'Keefe and Head 2011), public health promotion (Crosby and Noar 2011), conservation planning (Margoluis et al 2009), forensic treatment (Stinchcomb 2001) and organisational development and coaching (Oosthuizen and Louw 2013) as just some examples. Logic models offer a method to support agencies or work teams to develop a shared understanding of the program model, including its delivery and underpinning philosophies (English and Kaleveld 2003;McLaughlin and Jordan 2004). The models can also be used to describe the relationship between short-, medium-and longer-term outcomes (Julian 1997), thereby operationalising program evaluation (Cooksy et al 2001;Jordan 2013).…”

Section: Program Logic Modellingmentioning

confidence: 99%

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

Raymond¹,

Iasiello

Kelly

et al. 2019

Int J Appl Posit Psychol

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Positive psychology interventions (PPIs) and programs differ markedly in implementation quality. Lower quality implementation is associated with interventions that include multiple components (or PPIs), are delivered across multiple layers (individual, workgroup/ classroom and organisation/school) or agency sites, and include cohorts with heterogeneous or complex needs (e.g., trauma). This paper collectively refers to these interventions as 'complex PPI's' or 'complex programs'. Drawing upon the implementation science literature, we argue that logic modelling represents a method to guide the design and implementation of 'complex' interventions. We describe a growth-focused logic model and implementation methodology (titled intentional practice) that operationalises positive psychology outcomes and processes to support program developers to achieve a balance between fidelity and adaptation. The Resilient Futures program, developed by the South Australian Health and Medical Research Institute (SAHMRI) Wellbeing and Resilience Centre, is described as a case example of the approach. This program represents a large scale and multi-site implementation of a resilience and wellbeing skill-building program for 850 young people from disadvantaged backgrounds with heterogeneous needs. The case study describes how logic modelling and intentional practice consolidated early theory building work to operationalise the intervention at the program level, but also to support multi-site nuancing and translation of the program to individual sites and agency/youth needs. The article argues that logic modelling offers a flexible and evidence-based method for program designers, facilitators and researchers to design and implement complex PPI's or programs. Key considerations for utilising logic models are offered.

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“…Weiss (1997a)-a leading proponent of the technique-described key challenges in theory-driven evaluation: Program theory is notoriously difficult to construct and the level of granularity to which the evaluator must go is often uncertain; multiple theories are possible-often requiring multiple sets of measurement indicatorsthus, the technique is resource and data intensive; and by focusing on the program theory, the evaluator may ignore many other important effects and causes (see also Shaw & Crompton, 2003). Others have noted that although program theory may provide focus to an evaluation, it provides a focal point for politicization of the evaluation (English & Kaleveld, 2003). Finally, it has been pointed out that in reality, few social science theories actually exist for the program areas that evaluators typically face, thus the evaluator often begins with a grounded theory approach in developing program theory (Stufflebeam, 2001).…”

Section: Theory-driven Evaluationmentioning

confidence: 99%

The Development of Theory-Driven Evaluation in the Military

Williams

Morris

2009

American Journal of Evaluation

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The use of theory-driven evaluation is an emerging practice in the military-an aspect generally unknown in the civilian evaluation community. First developed during the 1991 Gulf War and applied in both the Balkans and Afghanistan, these techniques are now being examined in the North Atlantic Treaty Organisation (NATO) as a means to evaluate the effects of military operations in complex, asymmetric conflict environments. In spite of these practices, theory-driven evaluation in the military is still in the developmental stages. This article traces the development to date of theory-driven evaluation in NATO and assesses its strengths and weaknesses in the military context. We conclude that a cross-pollination of ideas between military and civilian evaluators is urgently needed to improve the quality and effectiveness of military evaluation. F rom the development of methodologies to test the effectiveness of various educational initiatives in schools and universities in the early 20th century, the field of evaluation has evolved and grown into a discipline of study in its own right, and one that interlinks with many research disciplines including: Social science, public administration, public policy, and education. Throughout the world, it is now commonplace to find whole evaluation departments integrated with government agencies, nonprofit, nongovernmental, and international organizations. Furthermore, within each respective organization, the role of evaluation typically has a place throughout the entire policy and service delivery process, from the identification of a public need to ensuring the value and quality of final, implemented solutions (Rogers, 2007).The processes involved in planning, executing, and evaluating a military operation bear many similarities to that of planning, implementing and evaluating projects and services in civilian organizations. At the simplest level, in both civilian and military domains, a problem is identified that requires some action to be taken to alter the situation and rectify the problem. Although the idea of assessing both the progress and the impact of this action has been relatively well understood and extensively studied in civilian settings, the concept is surprisingly underdeveloped in the military domain.

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The politics of program logic

Cited by 5 publications

References 15 publications

A Proposed Evaluation Framework for School Management Information Systems (SMIS) in secondary schools

A Proposed Evaluation Framework for School Management Information Systems (SMIS) in secondary schools

Program Logic Modelling and Complex Positive Psychology Intervention Design and Implementation: The ‘Resilient Futures’ Case Example

The Development of Theory-Driven Evaluation in the Military

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