Evaluation Research (Session 3): Evaluation Theory – Contextualizing Evaluation Frames

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Session 3: Evaluation Theory – Contextualizing Evaluation Frames

This session will introduce and describe in some detail several mainstream and non-mainstream approaches to evaluation. Each of these approaches provides a different ways of seeing/valuing. The different approaches to evaluation frame will be disused with reference to four key assumptions; assumptions about methodology, ontology and epistemology, assumptions about the complexity of problems, assumptions regarding decisional contexts, institutional settings and policy processes and assumptions about welfare.

This is the third of six sessions on the advanced, three day course 'Evaluation Research'.

The course is offered as part of the Social Science Research Methods Centre training programme and the ESRC Advanced Training Network. Students may attend all of the course or book for individual sessions.

If you intend to follow the entire course you must make a separate booking for each of the six sessions.

The training as a whole will introduce students to the basic general concepts that underlie evaluation research. Topics covered include basic theory, cost-benefit analysis, additionality, time discounting, net-present value, valuation techniques, evaluation design, the use of evidence in policy evaluation and more.

Appropriate for graduate students who have no prior training in evaluation and for experienced students who want to acquire specialized skills and knowledge in evaluation.

• University of Cambridge computer login access
• Access to the SSRMC CamTools site

Each session will be appropriate for graduate students who have no prior training in evaluation and for experienced students who want to acquire specialized skills and knowledge in evaluation.

To gain maximum benefits from the course it is important that students do not see this course in isolation from other MPhil courses or research training they are taking.

Responsibility lies with each student to consider the potential for their own research using methods common in fields of the social sciences that may seem remote. Ideally this task will be facilitated by integration of the SSRMC with discipline-specific courses in their departments and through reading and discussion.

Number of sessions: 1

For the course as a whole:

• That students obtain a thorough overview of evaluation research
• That those students who have attended all sessions have a strong basis with which to conduct evaluation research themselves or to apply these skills in a professional position.

For the course as a whole:

• To introduce students to the basic general concepts that underlie evaluation research
• To move towards advanced evaluation theory, design and methodology

Presentations, demonstrations and practical exercises

For Session 3:

• Fischer, F. (1995). Evaluating public policy: Nelson-Hall Publishers.
• Parsons, D. W. (2002). ‘From Muddling Through To Muddling Up: Evidence Based Policy Making and the Modernization of British Government’, Public Policy and Administration, Vol 17, No 3. pp 43- 60
• Parsons, D. W. (2002). ‘Analytical Frameworks for Policy and Project Evaluation: Contextualizing Welfare Economics, Public Choice and Management Approaches’ in L. Giorgi (ed ) Project and Policy Evaluation, Ashgate /ICCR Vienna, pp 56-78

No textbook is used, however the following are given as recommended background texts:

• The Green Book: Appraisal and Evaluation in Central Government. HM Treasury. 2003.
• Fujiwara, D. and Campbell, R. (2011) Valuation Techniques for Social Cost-Benefit Analysis: Stated Preference, Revealed Preference, and Subjective Well-Being Approaches. HM Treasury

For the course as a whole:

• One written submission on major course themes
• One written submission on evaluation design and application

The course is designed to give a thorough overview of evaluation research. Students who have attended all sessions should have a strong basis with which to conduct evaluation research themselves or to apply these skills in a professional position.

To gain maximum benefits from the course it is important that students do not see this course in isolation from other MPhil courses or research training they are taking

Responsibility lies with each student to consider the potential for their own research using methods common in fields of the social sciences that may seem remote. Ideally this task will be facilitated by integration of the SSRMC with discipline-specific courses in their departments and through reading and discussion.

Refreshments are available locally but are not included.

4 hours (including a break)

Once in 2013/14