Search

This article reports findings from a research program exploring the role of mediation in an "adaptive learning" process through study of developmental evaluation (DE). Our study focuses on how mediators might influence the relationships between components of a social learning system and the implications for adaptive learning. Specifically, we focused on evaluators making space for the interrogation of ideas and choices, why this is important, what strategies are used, and what challenges present. Data from a multiple case study of four DEs revealed multiple drivers behind a need to make space, including new trust factors, uncertainty and anxiety, and learning-related norms. Strategies that were employed included turning down the heat, seeking balance among competing needs, normalizing evaluation practice, and legitimizing DE. Results are discussed in terms of implications for evaluation capacity building in adaptive learning contexts. Questions for future inquiry are posed.

Social innovations (SIs) frequently bring previously unrelated actors, ideas, and practices together in new configurations with the goal of addressing social needs. However, the dizzying variety of definitions of SI and their dynamic, exploratory character raise dilemmas for evaluators tasked with their evaluations. This article is based on a systematic review of research on evaluation, specifically an analysis of 28 published peer-reviewed empirical studies, within SI contexts. Given that design considerations are becoming increasingly important to evaluators as the complexity of social interventions grows, our objectives were to identify influences on design of evaluations of SI and clarify, which SI features should be taken into account when designing evaluations. We ultimately developed a conceptual framework to aid evaluators in recognizing some differences between SI and conventional social interventions, and correspondingly, implications for evaluation design. This framework is discussed in terms of its implications for ongoing research and practice.

There has been global growth in the number of social innovation initiatives launched in the university sector over the last decade. These initiatives aim to address complex social problems and to promote institutional change. This surge is occurring without a well-developed empirical knowledge base. This article provides a comprehensive description and analysis of the landscape of social innovation initiatives in the Canadian university sector. Findings show that nearly half of Canada’s 96 universities are associated with at least one initiative; many are interdisciplinary and emphasize collaborative problem-solving with sectors outside the university; and government agencies and charitable foundations are the most common funding sources. Findings suggest there is room for growth and for linking and clustering initiatives. The article concludes with directions for future research. [ABSTRACT FROM AUTHOR]

Social innovations (SIs) frequently bring previously unrelated actors, ideas, and practices together in new configurations with the goal of addressing social needs. However, the dizzying variety of definitions of SI and their dynamic, exploratory character raise dilemmas for evaluators tasked with their evaluations. This article is based on a systematic review of research on evaluation, specifically an analysis of 28 published peer-reviewed empirical studies, within SI contexts. Given that design considerations are becoming increasingly important to evaluators as the complexity of social interventions grows, our objectives were to identify influences on design of evaluations of SI and clarify, which SI features should be taken into account when designing evaluations. We ultimately developed a conceptual framework to aid evaluators in recognizing some differences between SI and conventional social interventions, and correspondingly, implications for evaluation design. This framework is discussed in terms of its implications for ongoing research and practice. [ABSTRACT FROM AUTHOR]

Social innovation has gained prominence as a way to address social problems and needs. Evaluators and social innovators are conceptualizing and implementing evaluation approaches for social innovation contexts; however, no systematic effort has yet been made to explore and assess the overlap between evaluation and social innovation based on the empirical knowledge base. We address this gap, drawing on 28 empirical studies of evaluation in social innovation contexts to describe what evaluation practices look like, what drives those practices, and how they affect social innovations. Findings indicate most had developmental purposes, emphasized collaborative approaches, and used multiple methods. Prominent drivers were a complexity perspective, a learning-oriented focus, and the need for responsiveness. Reported influences on social innovations included advancing strategies, improving delivery, balancing aggregate and local information needs, and reducing risk. Conflict resolution, the quality of relationships, and availability of time and capacity mediated these influences. More peer-reviewed empirical studies and a broader range of study designs are needed, including research on how evaluations influence social innovation processes over time, phases, space and scale. [ABSTRACT FROM AUTHOR]

Calls for more and better research on evaluation (RoE) have been sounded for some 20 years now and the recent appearance of several significant reviews of empirical research suggests that interest in RoE is on the rise. Although many empirical studies on evaluation and syntheses of such studies result in implications for evaluation policy and practice, to date there has been little attention devoted to tracking the practice impact of RoE. The chapter draws on recent work on research and knowledge utilization to develop a conceptual approach to assessing the impact of RoE on evaluation policy and practice. Specifically, a theory of change for RoE is developed as part of a contribution analysis (CA) approach to the problem. Recommendations for moving forward are then considered. [ABSTRACT FROM AUTHOR]

Background: Surveillance of rare diseases in children is an important aspect of public health. Rare diseases affect thousands of children worldwide. The Canadian Paediatric Surveillance Program (CPSP) has been in existence since 1996, and provides an innovative means to undertake paediatric surveillance and increase awareness of childhood disorders that are high in disability, morbidity, mortality, and economic costs to society, despite their low frequency. Traditionally, CPSP used manual paper-based reporting on a monthly basis, which although had an impressive response rate, it had inherent longer processing times and costs associated with it., Objectives: To provide an overview and evaluate an innovative web-based system that enables seamless reporting from participants across the country providing a quick, reliable and simple mechanism for the participants to submit data while yielding better data quality, timeliness and increased efficiencies., Methods: In 2011, a proprietary electronic CPSP (eCPSP) system was developed to provide a simple, quick and reliable reporting environment for participants. It supports both the electronic and hardcopy reporting. The analysis presented in this paper was conducted based on usage data of this system., Results: The response rates of the new eCPSP were found to be very favorable with adjusted rate of 80%, which equals the baseline. Approximately 50% of online participants report the first day they receive the notification e-mail. The response time was also reduced considerably. Furthermore, there has been significant reduction in data handling related activities (by almost 70%) from estimated 690 hours per year. Finally, the number of cases reported that do not fit the study case criteria has fallen, likely because participants can now immediately access the case definition and protocol via the online system. This has reduced both staff and investigator time for case processing., Conclusion: The eCPSP has modernized the CPSP program from paper-based reporting to efficient online technology while maintaining the core principles of the program. This simple and intuitive approach has proven to be an efficient approach cutting response times significantly while maintaining the desired response rates.