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Kushnier L, Nadin S, Hill ME, Taylor M, Jun S, Mushquash CJ, Puinean G, Gokiert R. Culturally responsive evaluation: A scoping review of the evaluation literature. EVALUATION AND PROGRAM PLANNING 2023; 100:102322. [PMID: 37315348 DOI: 10.1016/j.evalprogplan.2023.102322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 05/23/2023] [Accepted: 05/24/2023] [Indexed: 06/16/2023]
Abstract
Evaluators have become increasingly aware of the influence of culture in evaluation, leading to new evaluation approaches that account for the cultural considerations in which evaluations are situated. This scoping review sought to explore how evaluators understand culturally responsive evaluation and identify promising practices. A search of nine evaluation journals yielded 52 articles that were included in this review. Nearly two-thirds of the articles stated that community involvement was essential to culturally responsive evaluation. Power differentials were discussed in almost half of the articles, and the majority used participatory or collaborative approaches to community engagement. Findings from this review suggest that in culturally responsive evaluation, evaluators prioritize community involvement and have an awareness and attentiveness to power differentials. Yet, gaps exist in how culture and evaluation are defined and interpreted, and consequently, inconsistency in how culturally responsive evaluation is practiced.
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Affiliation(s)
- Lauren Kushnier
- Centre for Rural and Northern Health Research, Lakehead University, Thunder Bay, Canada; Department of Psychology & Centre for Rural and Northern Health Research, Lakehead University & Northern Ontario School of Medicine, Thunder Bay, Canada
| | - Shevaun Nadin
- Centre for Rural and Northern Health Research, Lakehead University, Thunder Bay, Canada
| | - Mary Ellen Hill
- Centre for Rural and Northern Health Research, Lakehead University, Thunder Bay, Canada
| | - Mischa Taylor
- Faculty of Nursing, University of Alberta, Edmonton, Canada
| | - Shelly Jun
- School of Public Health, University of Alberta, Edmonton, Canada
| | - Christopher J Mushquash
- Centre for Rural and Northern Health Research, Lakehead University, Thunder Bay, Canada; Department of Psychology & Centre for Rural and Northern Health Research, Lakehead University & Northern Ontario School of Medicine, Thunder Bay, Canada
| | - Giulia Puinean
- School of Public Health, University of Alberta, Edmonton, Canada
| | - Rebecca Gokiert
- School of Public Health, University of Alberta, Edmonton, Canada.
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Buetti D, Bourgeois I, Jafary M. Examining the competencies required by evaluation capacity builders in community-based organizations. EVALUATION AND PROGRAM PLANNING 2023; 97:102242. [PMID: 36736193 DOI: 10.1016/j.evalprogplan.2023.102242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2021] [Revised: 01/10/2023] [Accepted: 01/19/2023] [Indexed: 06/18/2023]
Abstract
Increasing demand for evidence generated through program evaluation has led many community-based organizations (CBOs) to seek external support for evaluation capacity building (ECB). However, studies have yet to explore the essential competencies required by evaluation capacity builders working in the community sector. Our qualitative study aimed to examine the perceptions of ECB practitioners (n = 12) regarding essential competencies for building evaluation capacity in this sector. Our findings reveal that ECB practice requires competencies not found in known evaluation competency frameworks, such as instructional design, knowledge of organizational change models, motivating stakeholders, and understanding of the community sector. Our findings provide valuable information to help guide future education and training related to building the evaluation capacity of community organizations.
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Affiliation(s)
- David Buetti
- Faculty of Education, University of Ottawa, Canada.
| | | | - Maziar Jafary
- School of Sociological and Anthropological Studies, Faculty of Social Sciences, University of Ottawa, Canada.
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Bourgeois I, Lemire ST, Fierro LA, Castleman AM, Cho M. Laying a Solid Foundation for the Next Generation of Evaluation Capacity Building: Findings from an Integrative Review. THE AMERICAN JOURNAL OF EVALUATION 2023; 44:29-49. [PMID: 37069836 PMCID: PMC10102917 DOI: 10.1177/10982140221106991] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Evaluation capacity building (ECB) continues to attract the attention and interest of scholars and practitioners. Over the years, models, frameworks, strategies, and practices related to ECB have been developed and implemented. Although ECB is highly contextual, the evolution of knowledge in this area depends on learning from past efforts in a structured approach. The purpose of the present article is to integrate the ECB literature in evaluation journals. More specifically, the article aims to answer three questions: What types of articles and themes comprise the current literature on ECB? How are current practices of ECB described in the literature? And what is the current status of research on ECB? Informed by the findings of the review, the article concludes with suggestions for future ECB practice and scholarship.
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Affiliation(s)
| | | | - Leslie Ann Fierro
- Max Bell School of Public Policy, McGill
University, Montreal, Canada
- Division of Behavioral & Organizational
Sciences, Claremont Graduate University, Claremont, CA, USA
| | | | - Minji Cho
- Division of Behavioral & Organizational
Sciences, Claremont Graduate University, Claremont, CA, USA
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Lachance L, Watson C, Blais D, Ungar M, Healey G, Salaffie M, Sundar P, Kelly L, Lagace MC. Strengthening child and youth programs: A look at inter-organizational mentoring strategies. EVALUATION AND PROGRAM PLANNING 2019; 76:101679. [PMID: 31330444 DOI: 10.1016/j.evalprogplan.2019.101679] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Revised: 06/29/2019] [Accepted: 07/04/2019] [Indexed: 06/10/2023]
Abstract
Community-based non-profit organizations rarely have access to research or evaluation evidence to inform their programs and often lack the capacity to gather or use this information independently. In 2016, Wisdom2Action-a network of knowledge mobilization (KMb) experts, policy makers and service providers across Canada-launched an inter-organizational mentorship program to facilitate the implementation and sharing of best and promising practices within community-based programs for young people. This article outlines the findings from a developmental evaluation of eight mentoring relationships. Drawing on the Promoting Action on Research in Health Sciences (PARiHS) model of KMb, we look at mentoring as a type of facilitation that supports the increased use of evidence and evaluation information by non-profit organizations and identify key themes that support effective organizational mentorship in this sector. Findings reinforce the importance of establishing connected relationships and understanding context in mentoring relationships, creating adaptive and responsive work plans, ensuring consistent communication, and maintaining a focus on capacity-building if knowledge mobilization is to occur.
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Affiliation(s)
- Lisa Lachance
- Resilience Research Centre, Dalhousie University, Canada.
| | - Crystal Watson
- Resilience Research Centre, Dalhousie University, Canada
| | - Daniel Blais
- Resilience Research Centre, Dalhousie University, Canada
| | - Michael Ungar
- Resilience Research Centre, Dalhousie University, Canada
| | - Gwen Healey
- Qaujigiartiit Health Research Centre, Canada
| | | | - Purnima Sundar
- The Ontario Centre of Excellence for Child and Youth Mental Health, Canada
| | - Laura Kelly
- The Ontario Centre of Excellence for Child and Youth Mental Health, Canada
| | - Marie Claude Lagace
- Centre de liaison surr l'intervention et la prévention psychosociale, Canada
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Crooks CV, Exner-Cortens D, Siebold W, Moore K, Grassgreen L, Owen P, Rausch A, Rosier M. The role of relationships in collaborative partnership success: Lessons from the Alaska Fourth R project. EVALUATION AND PROGRAM PLANNING 2018; 67:97-104. [PMID: 29289925 DOI: 10.1016/j.evalprogplan.2017.12.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/03/2017] [Revised: 12/07/2017] [Accepted: 12/19/2017] [Indexed: 05/14/2023]
Abstract
Collaborative partnerships are critical to achieving health equity. As such, it is important to understand what contributes to the success of such partnerships. This paper describes the Alaska Fourth R collaborative, a multisectoral group of agencies (including education, health and human services, the violence against women sector, the governor's council on domestic violence, and an external evaluator) that successfully planned, implemented and evaluated a multi-focus health education program statewide. The purpose of this paper was to explore the ways in which seven pre-identified factors contributed to the successful achievement of the collaborative's goals. This project was grounded in community-based research principles, and collectively, the group chose to use Roussos and Fawcett's (2000) seven-factor model as the basis for the project. Using this model as a guide, semi-structured interviews were conducted with five leaders from the key organizations in the collaborative. In interviews, stakeholders described how each of the seven factors functioned in the Alaska collaborative to contribute to project success, with a particular focus on the critical role of relationships. Three specific relationship facets emerged as cross-cutting themes: flexibility, transparency, and prioritization. In sum, taking the time to build deep and authentic relationships, and then developing a shared vision and mission within the context of relationships that are flexible, transparent and prioritized, provided a strong foundation for future success in this collaborative.
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Affiliation(s)
- Claire V Crooks
- Centre for School Mental Health, Western University, 1137 Western Road, London, ON N6G 1G7, Canada.
| | - Deinera Exner-Cortens
- Faculty of Social Work, University of Calgary, 2500 University Drive NW, PF3222, Calgary, AB T2N 1N4, Canada
| | - Wendi Siebold
- Strategic Prevention Solutions, 1752 NW Market Street #402, Seattle, WA 98107, United States
| | - Kami Moore
- SouthEast Alaska Regional Health Consortium, 3100 Channel Drive, Suite 300, Juneau, AK 99801, United States
| | - Lori Grassgreen
- Association of Alaska School Boards, 1111 W 9th St., Juneau, AK 99801, United States
| | - Patricia Owen
- Alaska Dept. of Ed. and Early Development, 801 West 10th St., Suite 200, Juneau, AK 99801, United States
| | - Ann Rausch
- State of Alaska Department of Public Safety, Council on Domestic Violence and Sexual Assault, 450 Whittier Street, Room 105, Juneau, AK 99801, United States
| | - Mollie Rosier
- Division of Public Health Section of Women's, Children's and Family Health, 3601C Street, Suite 322, Anchorage, AK 99503, United States
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