Building Capacity in Program Practitioner Realist Evaluation Through Application of CAE Principles

Kevin Harris

    Research output: Chapter in Book/Report/Published conference proceedingChapterpeer-review

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    Abstract

    Sport for Development (SfD) projects are under close scrutiny, concerning the capacity that sport has to create social change. Critics have argued that understanding ‘what works for whom and why’ is required when evaluating SfD projects. This chapter explores stakeholder involvement in evaluation, mobilising an Integrated Instructional Framework (IIF) with emerging SfD practitioners which incorporates elements of both Shulha et al’s (2016) principles to guide collaborative approaches to evaluation (CAE) and realist evaluation (Pawson & Tilley, 1997). Specifically, 15 practitioners participated encompassing 5 community focused SfD projects delivered within an innovation program at a university in the United Kingdom. The IIF was evaluated incorporating Q-method factor analysis. Findings on the value of the IIF for practitioners emerged. Four groups of practitioners emerged depicting how the CAE principles applied to enable the practitioners to mobilise realist evaluation. These groups were ‘new and emerging evaluators’, ‘polished problem solvers’, ‘passive passengers’, and ‘proficient yet sceptical practitioners’. These were described using holistic narratives demonstrating shared viewpoints about the IIF and the relevance of the CAE principles. In conclusion, the CAE principles embedded within the IIF were pivotal to enable emergent practitioner evaluation capacity development
    Original languageEnglish
    Title of host publicationCollaborative Approaches to Evaluation
    Subtitle of host publicationPrinciples in Use
    EditorsJ. Bradley Cousins
    Place of PublicationThousand Oaks, California
    PublisherSage Publications
    Chapter7
    ISBN (Electronic)9781544344669
    ISBN (Print)9781544344645
    DOIs
    Publication statusPublished - 2020

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