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A meta-evaluation is an assessment of evaluation practices. Meta-evaluations include assessments of validity and usefulness of two or more studies that focus on the same issues. Every performance audit is grounded explicitly or implicitly in one or more theories of program evaluation. A deep understanding of alternative theories of program evaluation is helpful to gain clarity about sound auditing practices. We present a review of several theories of program evaluation.

This study includes a meta-evaluation of seven government audits on the efficiency and effectiveness of tourism departments and programs. The seven tourism-marketing performance audits are program evaluations for: Missouri, North Carolina, Tennessee, Minnesota, Australia, and two for Hawaii. The majority of these audits are negative performance assessments. Similarly, although these audits are more useful than none at all, the central conclusion of the meta-evaluation is that most of these audit reports are inadequate assessments. These audits are too limited in the issues examined; not sufficiently grounded in relevant evaluation theory and practice; and fail to include recommendations, that if implemented, would result in substantial increases in performance.

Through the perspectives of a project director/principal investigator and external evaluator, this chapter explores the methods, strategies, and processes used to design and conduct ongoing, comprehensive evaluation of the Math and Science Teacher Initiatives at California State University, Dominguez Hills. Initiatives include an undergraduate program for students interested in STEM teaching careers, multiple alternative route programs to teacher certification in math and science and a fellowship program for master science teachers. Using a collaborative evaluation framework (O’Sullivan, 2004), the authors highlight the benefits of conducting multiprogram evaluation from a collaborative lens and describe the systematic processes used to engage stakeholders, from the design phase of the evaluation through data collection, analysis, and reporting of participant impact and outcomes. The strengths of the program and evaluation approach, along with specific strategies and methods utilized, will be explored. The chapter will conclude with challenges, lessons learned, and best practices, as well as implications for the field of teacher education and leadership within a STEM context.

The purpose of the chapter is to study possible approaches to determining the notion “business system” and to describe possible optimization models of decision-making in modern business systems from the position of these approaches.

The methodology of the research includes systemic analysis, discrete event approach in simulation modeling, modeling of complex hierarchical system on the basis of turning criteria into a generalized indicator with the help of functional Kolmogorov mean, and mathematical tools of the Theory of games.

The authors study possible variants of modeling of business systems from the position of various approaches: commercial, practice-oriented, and organizational. Within the commercial approach to defining the notion “business system,” the discrete event approach to simulation modeling on the basis of Markov chains was compiled. A model of starting a certain new commodity in sales was compiled for determining the long-term strategy in the market. Within the practice-oriented approach, evaluation of effectiveness of personal as a component of business system is modeled. Within the organizational approach, two competing companies are modeled on the basis of the positional game.

Finding the optimization model of decision-making in modern business systems is impossible without of the system approach – that is, without considering possible definitions of the term “business system” and compiling the corresponding models. Only the systemic approach will allow for objective and comprehensive modeling of behavior of business systems. The offered methodologies will allow modeling evaluation of the current state of business system, changes of the system in dynamics, and its relations with other business systems.

As sociologists we all try to make a contribution to our field. Having completed our comprehensives and dissertations we have read in depth in several areas, have focused on an area that interests us, and have learned the research process whether it uses quantitative or qualitative methodology. We all make our contributions available to the field, but occasionally one among us makes a startling discovery, has an unusual idea or a way to approach a problem, starts examining a new problem at just the right moment, or has an insight into a specific conceptual problem with unusual alacrity. A few among us combine all that skill and happenstance and lead the way into new sociological insights, new areas of research and provide a notable foundation or advancement to an area of knowledge. Saad Nagi is one of those contributors with vision, insight, and skill to see ahead of his time. This paper attempts to bring together in one place his major contributions to the disability knowledge base in sociology.

The approach used in this paper is an in depth review of all of Nagi’s published works in the area of disability. The published literature is grouped into the five areas in which Nagi made major contributions, including major research of the Social Security Disability Insurance process; development of a framework for the disability process; epidemiological definitions and research; development of a coherent set of disability measures; and an examination of the social problem, policy, and program process as developed and practiced in this country.

Nagi made a large and significant contribution in all the areas listed above and much of the measurement, and process examination is still relevant and useful in current research. His framework is still the basis for the very newest models of disability which dominate disability research today.

Researchers need to go back to find Nagi books and articles written in the 60s, 70s, and 80s to ground their work in the originals rather than to take the interpretations of others on this material. The ICF and the Social Model did not originate in Europe alone, but much of the work began in the states in the early 60s with the work of Nagi, Haber, and others and should not be overlooked or ignored.

This article attempts to capture and extend the lessons rendered in the previous articles in this book. In overview we may observe that over the past three decades, criticisms about government performance have surfaced across the world from all points of the political spectrum. Critics have alleged that governments are inefficient, ineffective, too large, too costly, overly bureaucratic, overburdened by unnecessary rules, unresponsive to public wants and needs, secretive, undemocratic, invasive into the private rights of citizens, self-serving, and failing in the provision of either the quantity or quality of services deserved by the taxpaying public (See, for example, Barzelay & Armajani, 1992; Osborne & Gaebler, 1993; Jones & Thompson, 1999). Fiscal stress has also plagued many governments and has increased the cry for less costly or less expansive government, for greater efficiency, and for increased responsiveness. High profile members of the business community, financial institutions, the media, management consultants, academic scholars and the general public all have pressured politicians and public managers to reform. So, too have many supranational organizations, including OECD, the World Bank, and the European Commission. Accompanying the demand and many of the recommendations for change has been support for the application of market-based logic and private sector management methods to government (see, for example, Moe, 1984; Olson, Guthrie, & Humphrey, 1998; Harr & Godfrey, 1991; Milgrom & Roberts, 1992; Jones & Thompson, 1999). Application of market-driven solutions and business techniques to the public sector has undoubtedly been encouraged by the growing ranks of public sector managers and analysts educated in business schools and public management programs (Pusey, 1991).

This concluding chapter attempts to capture and extend the lessons rendered in the previous chapters in this book. In overview we may observe that over the past three decades, criticisms about government performance have surfaced across the world from all points of the political spectrum. Critics have alleged that governments are inefficient, ineffective, too large, too costly, overly bureaucratic, overburdened by unnecessary rules, unresponsive to public wants and needs, secretive, undemocratic, invasive into the private rights of citizens, self-serving, and failing in the provision of either the quantity or quality of services deserved by the taxpaying public (see, for example, Barzelay & Armajani, 1992; Jones & Thompson, 1999; Osborne & Gaebler, 1993). Fiscal stress has also plagued many governments and has increased the cry for less costly or less expansive government, for greater efficiency, and for increased responsiveness. High profile members of the business community, financial institutions, the media, management consultants, academic scholars and the general public all have pressured politicians and public managers to reform. So, too have many supranational organizations, including OECD, the World Bank, the European Commission. Accompanying the demand and many of the recommendations for change has been support for the application of market-based logic and private sector management methods to government (see, for example, Harr & Godfrey, 1991; Jones & Thompson, 1999; Milgrom & Roberts, 1992; Moe, 1984; Olson et al., 1998). Application of market-driven solutions and business techniques to the public sector has undoubtedly been encouraged by the growing ranks of public sector managers and analysts educated in business schools and public management programs (Pusey, 1991).

In the decades following Chile's 1990 return to democracy, successive governments adopted pioneering reforms aimed at modernizing the state and strengthening democratic governance. This chapter discusses the major developments within Chile's public sector since 1990, with an emphasis on reforms affecting the civil service and public sector management. The politics of the reform process was notable for successful consensus building and led to a more meritocratic, professionally managed public employment system. This chapter also provides an overview of initiatives to strengthen accountability through greater transparency and citizen participation in government, as well as the major public sector management reforms adopted during the last three decades.

With the rapid development of the Chinese economy and society, the number of international schools in China has increased sharply. As a core part of school quality, the curriculum development in international schools is facing a series of challenges due to the changing requirements from both the government and the market. In order to better understand the current practices of curriculum development in these international schools in China, this study adopts Tyler’s and Gu’s curriculum theories to design a questionnaire to collect data from 104 international schools national-wide. In addition, a semi-structured interview for teachers and principals was also conducted in nine international schools in five different cities in China.

The findings show that most international schools aim at cultivating “global citizens” or “leaders and elites.” In China, most schools attach importance to foreign language teaching, and most courses are offered in English. Group work, inquiry and discussion, and project-based learning are frequently adopted in international schools. The findings also show there is a strong integration of “Chinese culture” and “global vision,” and schools generally try to balance the two aspects. Some schools rely heavily on foreign curriculum resources, and are in urgent need of capacity building in term of curriculum development based on Chinese policy, market demands and their school realities. Compared with developed countries, international schools in China endorse the new mission, mixing the requirements of modernization and globalization at the same time. Therefore, how to reconstruct a Chinese neo-modern curriculum system is the fundamental challenge for all international schools in China.