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Examining Factors Affecting Evaluation Use: A Concurrent, Qualitative Study

  • Author / Creator
    Lejeune, Andrew J
  • Evaluation use is an area of research with important implications for evaluation theory and practice. A review of the evaluation use literature reveals the factors that affect evaluation use provide important implications for evaluation practice (Burr, 2009; Cousins & Leithwood, 1986). Using a concurrent, phenomenological approach, the current study examined a model forwarded by Peck and Gorzalski (2009) within an ongoing program evaluation at two sites. Three findings emerged from the analysis revealing implications for evaluation practice and research. 1) Conceptual and process use occurred at both sites. 2) Evaluation factors appeared to specifically affect process use, while contextual factors appeared to affect use in general. 3) Organizational receptiveness of evaluation and the evaluator’s role emerged as two contextual factors affecting use. The study also provides implications for evaluation use research, as the use of concurrent, qualitative methods used appear to be effective in investigating the factors affecting use.

  • Subjects / Keywords
  • Graduation date
    2012-06
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3SD38
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Measurement, Evaluation, and Cognition
  • Supervisor / co-supervisor and their department(s)
    • Poth, Cheryl (Educational Psychology)
  • Examining committee members and their departments
    • Varnhagen, Stanley (Extension)
    • Rogers, Todd (Educational Psychology)