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The purpose of this chapter is to discuss theory-based evaluation of public–private partnership (PPP) projects/programmes and to develop an intervention logical framework. It aims to draw attention to the need to go beyond the measurement of project/programme results to address not only the question of whether or not the project/programme worked but also the how and why questions. The study follows an interpretative methodology. It analytically discloses the mechanics of theory-based evaluation in relation to a ‘PPP theory’ and describes a theory-based analytical framework that portrays an explicit path towards ultimate impacts so as to assess, in a more systematic and integrated way, the success or failure of a PPP. Theory-based evaluation is a promising evaluation approach that would fit into the complexities of PPP projects/programmes and would expand the available toolbox of evaluators. Proper use of theory-based evaluation in PPP interventions contributes to better policy formulation and project implementation, thus leading to improved socio-economic benefits derived from PPP projects and programmes. The main contribution of the study is that it develops a ‘PPP theory’ and a related logical intervention framework drawing on theory-based approaches. Although the framework is developed for a representative sector, transport, it can easily be applied to any other PPP intervention.

This chapter examines the nature and role of theory in criminal justice evaluation. A distinction between theories of and theories for evaluation is offered to clarify what is meant by ‘theory’ in the context of contemporary evaluation practice. Theories of evaluation provide a set of prescriptions and principles that can be used to guide the design, conduct and use of evaluation. Theories for evaluation include programme theory and the application of social science theory to understand how and why criminal justice interventions work to generate desired outcomes. The fundamental features of these three types of theory are discussed in detail, with a particular focus on demonstrating their combined value and utility for informing and improving the practice of criminal justice evaluation.

English social housing providers are increasingly turning to social impact measurement to assess their social value. This paper aims to understand the contextual factors causing this rise in the practice, specifically within this sector; the mechanisms that enable it to be effectively implemented within an individual organisation and the outcomes of successful implementation for individual organisations and more widely across the sector and beyond.

A realist theory-based approach is applied to the study of a small number of social housing organisations and leaders within the sector to explore the use of social impact measurement. The paper addresses three questions: Why is social impact measurement being adopted in this sector? How is it successfully implemented? And what happens (outcomes) when it is successfully implemented? Addressing these questions necessitates deeper insight into the contextual pressures that have brought to the fore social impact measurement within the sector and the beneficial outcomes the practice provides (or is anticipated to provide) to social housing providers. The methodological approach of Realist Evaluation (Pawson and Tilley, 1997, 2004) is used to structure and analyse the empirical data and findings into a programme theory for social impact measurement. Realist Evaluation provides a programme theory perspective, seeking to answer the question “what works, for whom and in what circumstances?”. In this research, the “whom” refers to English social housing providers and the circumstances are the contextual conditions experienced by the sector over the past decade. The programme theory aims to set out the links between the contextual drivers for social impact measurement, the mechanisms that bring about its implementation and the outcomes that occur as a result. Within this, greater detail on the implementation perspective is provided by developing an implementation theory using a Theory of Change approach (Connell et al., 1995; Fulbright-Anderson et al., 1998). The implementation theory is then embedded within the wider programme theory so as to bring the two elements together, thereby creating a refinement of the overall theory for social impact measurement. In turn, this paper demonstrates its importance (the outcomes that it can achieve for organisations and the sector) and how it can effectively be implemented to bring about those outcomes.

Social housing providers use social impact measurement both internally, to determine their organisational priorities and externally, to demonstrate their value to local and national governments and cross-sector partners then to shape and influence resource allocation. The practice itself is shown to be an open and active programme, rather than a fixed calculative practice.

The intensive nature of the research means that only a limited number of cases were explored. Further research could test theories developed here against evidence collected from a wider range of cases, e.g. other types of providers or non-adopters.

The research makes a strong contribution to practice in the form of a re-conceptualisation of how social impact measurement can be shown to be effective, based on a deeper understanding of causal mechanisms, how they interact and the outcomes that result. This is of value to the sector as such information could help other organisations both to understand the value of social impact measurement and to provide practical guidance on how to implement it effectively.

As the practice of impact measurement continues to develop, practitioners will need to be aware of any changes to these contextual factors and consider questions such as: is the context still supportive of impact measurement? Does the practice need to be adjusted to meet the needs of the current context? For instance, the recent tragedy at Grenfell Tower has led to a reconsideration of the role of social housing; a new Green Paper is currently being drafted (Ministry for Housing, Communities and Local Government, 2018). This may have a number of implications for social impact measurement, such as a rebalancing of emphasis on outcomes relating to environmental improvements, towards outcomes relating to the well-being of tenants.

Existing literature is largely limited to technical guides. This paper links theory-based evaluation to practice contributing to social housing practice.

In this paper we are concerned with the question: what is it about management development programmes that determines what effect they have, in terms of the learning that people take away from them? This question, and our attempt to contribute to an answer to it, will be of interest to all those who are directly or indirectly concerned with designing such programmes (we use the term ‘management development programmes’ to denote any form of event intended to influence management performance through a learning process).

This paper aims to present a discursive and evaluative analysis of Energy + Illawarra, an Australian Government Low Income Energy Efficiency Program (LIEEP) funded interdisciplinary social marketing energy efficiency programme. Energy + Illawarra was a community programme working with low-income older people in Australia and involving social marketers, human geographers and engineers. The paper aims to identify how ecological systems theory can inform social marketing, and what practicalities there may be in doing so. The paper also aims to assess whether a social marketing programme that draws on ecological systems theory can have a positive impact on people’s thermal comfort.

First, the paper uses critical discursive analysis to examine the use of various elements of a social marketing energy efficiency programme in relation to the different levels of ecological systems theory. Second, a longitudinal cohort survey study design is used to evaluate the programme’s influence on people’s perceptions of thermal comfort and satisfaction with thermal comfort in their homes.

The study found that ecological systems theory could be an effective framework for social marketing programmes. The evaluation study found that the intervention had a positive impact on participant’s perceptions of thermal comfort, satisfaction with thermal comfort and attitudes towards energy efficiency. However, the paper identifies some potential tensions in using ecological systems theory and suggests that issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences are important considerations in social marketing programmes.

The work presented here suggests that multi-level social marketing programmes that draw on ecological systems theory can make a useful contribution to social change as demonstrated by the evaluation survey finding positive impacts on thermal comfort and attitudes of participants. However, issues of power, representation, agenda setting, the need for reflexive practice and consideration of unintended consequences should be considered in social marketing programmes.

One ambition of most mid-career MPA programmes is to combine the attainment of an academic master degree with a qualitative leap in professional skills and functioning. This ambition requires that academic insights and methods be sensibly linked to real-life professional contexts and challenges. This chapter develops a rationale to enhance conditions and mechanisms that help to produce such linking, based on insights in professional learning.

Two methods used in the mid-career MPA programme at Erasmus University Rotterdam to help students to establish such links will be discussed. The first method involves an evolving personal learning agenda and the second method involves peer-to-peer coaching. Both methods will also be used to evaluate the added value of the programme for the professional functioning of the students.

The MPA programme makes students link theory to their own real-life practice and changes their perspective on analysis and professional intervention. Often, however, these new perspectives are quite general in nature, not taking much account of the specific context. Thorough lecturer feedback and training in peer consultation may help students to become more reflexive and to develop better situation-specific strategies.

The findings point to the need for further development of didactical strategies.

The chapter analyses professional added value of an academic programme.

This study aims to develop a research agenda for the advancement of theory application in practical contexts by presenting a case study of the Engagement in Plastic-free Innovation for Change (EPIC) programme delivered by Plastic Oceans Australasia (POA).

EPIC is a behaviour change programme by POA that aims to reduce single-use plastic (SUP) consumption in workplaces. The study evaluates the programme’s impact on employee perceptions and actual behaviour through pre- and post-programme data collection in two Australian workplaces. Data was gathered via online surveys and waste audits and analysed using SPSS statistics and Excel.

The case study highlights the need for theory application in programme evaluation instruments. Theory was not used in the programme evaluation tool, and theory could not be mapped onto the tool retroactively. The data from the present study showed mixed results. Data from Workplaces 1 and 2 indicated that EPIC successfully improved three out of seven employee perceptions of SUP reduction efforts. However, individual workplace data showed that EPIC only improved one out of seven perceptions in Workplace 1 and three out of seven perceptions in Workplace 2. Surprisingly, Workplace 1 observed a decrease in plastic waste after the programme, while Workplace 2 saw an increase. Without the clear integration of theory, it is difficult to pinpoint areas for improvement. It is, however, posited that COVID-19 restrictions on people attending their workplaces and low survey response rates may have contributed to these unexpected results.

The present study highlights key improvements that can be made to evaluations of voluntary behaviour change programmes. Careful evaluation of behaviour change programmes is key to improving programme effectiveness. Practitioners will find the suggested improvements from this study helpful in developing and refining voluntary behaviour change programme evaluations.

This is one of the first studies to evaluate the impacts of a voluntary behaviour change programme aimed at reducing SUPs in the workplace. It also adds to the limited literature on voluntary behaviour change interventions overall and adds to the movement towards better application of theory in behaviour change interventions.

Schools are an important setting for a wide variety of activities to promote health. The purpose of this paper is to map the different types of health promotion programmes and activities in schools, to estimate the amount of published evaluations of health promotion within UK schools, and to identify any provisional “candidate programme theories” to inform a planned theory-driven systematic review.

Review of reviews: in total, 67 published systematic reviews of health promotion in schools were identified, from which a sub-sample of 28 systematic reviews (on 14 health topics) were retrieved for more detailed reading.

Key dimensions of programme design and delivery fell mainly under the following categories: the problem and age-group of children targeted, who delivers the programme and how, and the scale and theoretical underpinning of the programme. Candidate programme theories spanned both effectiveness factors and aspects of programme implementation.

Few detailed “candidate theories” emerged for explaining how and why health promotion can more successfully implemented in different schools.

There are five or more systematic reviews of studies of health promotion programmes in schools which target: smoking prevention; physical activity; sexual health; emotional and behavioural health and well-being; mental health; substance abuse; obesity/overweight. This suggests probable duplication of health problem-specific systematic reviews.

The findings highlight the considerable diversity of health promotion in schools, and specifies key dimensions of this diversity. They underline the need to understand better how, why, and in what circumstances health promotion can be successfully implemented in different schools and education systems.

Neurolinguistic Programming (NLP) represents a new approach to understanding the process of human communication. Developed by Richard Bandler and John Grinder in the early 1970s, it is derived from linguistics, psychology, neurophysiology, kinetics, and cybernetics. NLP is designed to help its users—whether they are therapists, salespersons, or teachers—more quickly gain rapport with their subjects.

Philosophers and historians of science, along with scientists themselves, have long been interested in the problem of theory succession: “How does one theory supersede another?” Concern with this general topic has led to the development of two major recent theories regarding the issue. These theories of theory succession have emerged principally from reflection on physics. In the eyes of most scientists, this is probably appropriate, since physics seems to offer (at least to most observers) science in its purest form.