Search results

1 – 10 of over 8000
Book part
Publication date: 12 January 2021

Sonia M. Ospina, Nuria Cunill-Grau and Claudia Maldonado

This chapter describes an institutional choice that most Latin American countries have taken in the past 25 years: the creation of national Public Performance Monitoring and…

Abstract

This chapter describes an institutional choice that most Latin American countries have taken in the past 25 years: the creation of national Public Performance Monitoring and Evaluation (PPME) systems. We summarize research assessing their institutionalization, identify their shortcomings, and discuss trends demonstrating a potential – not yet realized – to fulfill their vocation as instruments of political and democratic accountability. Despite remarkable progress in their institutionalization, the evidence suggests that the systems fall short in producing strong results-oriented democratic accountability. Key factors hindering this aspiration include the systems' low credibility, problems associated to their diversification, low institutional coherence, and lack of effective coordination mechanisms to improve information legibility, its quality, its usefulness, and thus its use by both public managers and citizens. We suggest that PPME systems depend on environmental conditions beyond government structures and processes and argue that citizen-oriented mechanisms and entry points for social participation around the systems are required to fulfill their accountability function.

Details

The Emerald Handbook of Public Administration in Latin America
Type: Book
ISBN: 978-1-83982-677-1

Book part
Publication date: 18 September 2006

Bradley J. Alge, Jerald Greenberg and Chad T. Brinsfield

We present a model of organizational monitoring that integrates organizational justice and information privacy. Specifically, we adopt the position that the formation of…

Abstract

We present a model of organizational monitoring that integrates organizational justice and information privacy. Specifically, we adopt the position that the formation of invasiveness and unfairness attitudes is a goal-driven process. We employ cybernetic control theory and identity theory to describe how monitoring systems affect one's ability to maintain a positive self-concept. Monitoring provides a particularly powerful cue that directs attention to self-awareness. People draw on fairness and privacy relevant cues inherent in monitoring systems and embedded in monitoring environments (e.g., justice climate) to evaluate their identities. Discrepancies between actual and desired personal and social identities create distress, motivating employees to engage in behavioral self-regulation to counteract potentially threatening monitoring systems. Organizational threats to personal identity goals lead to increased invasiveness attitudes and a commitment to protect and enhance the self. Threats to social identity lead to increased unfairness attitudes and lowered commitment to one's organization. Implications for theory and research on monitoring, justice, and privacy are discussed along with practical implications.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-1-84950-426-3

Open Access
Book part
Publication date: 25 July 2022

Angela Wroblewski and Andrea Leitner

The TARGET approach aims at establishing a reflexive gender equality policy in research performing and research funding organisations. Monitoring has enormous potential to support…

Abstract

The TARGET approach aims at establishing a reflexive gender equality policy in research performing and research funding organisations. Monitoring has enormous potential to support reflexivity at both the institutional and the individual levels in the gender equality plan (GEP) development and implementation context. To exploit this potential, the monitoring system has to consist of meaningful indicators, which adequately represent the complex construct of gender equality and refer to the concrete objectives and policies of the GEP. To achieve this, we propose an approach to indicator development that refers to a theory of change for the GEP and its policies. Indicator development thus becomes a reflexive endeavour and monitoring a living tool. This requires constant reflection on data gaps, validity of indicators and the further development of indicators. Furthermore, we recommend the creation of space for reflexivity to discuss monitoring results with the community of practice.

Details

Overcoming the Challenge of Structural Change in Research Organisations – A Reflexive Approach to Gender Equality
Type: Book
ISBN: 978-1-80262-122-8

Keywords

Book part
Publication date: 17 July 2014

Ruth Jeanes and Iain Lindsey

The purpose of this chapter is to critically examine the extensive calls for enhanced evidence within the sport-for-development field. The chapter questions whether these are…

Abstract

Purpose

The purpose of this chapter is to critically examine the extensive calls for enhanced evidence within the sport-for-development field. The chapter questions whether these are appropriate and realistic.

Design/methodology/approach

The chapter utilizes current literature to deconstruct the assumptions that increased evidence will legitimize the field of sport-for-development, improve practice and enhance future policy. The authors’ own experiences, working as external evaluators, are also drawn upon to critique the value of current “evidence.”

Findings

The chapter illustrates how current calls for evidence are somewhat misguided and are unlikely to fully realize the intended consequence of validating sport-for-development or improving future practice. Utilizing personal reflections, the impact that Global North/Global South power imbalances have on data is discussed, suggesting that this will rarely lead to data that provide a detailed understanding of work in practice.

Research limitations/implications

The chapter builds on the work of other authors illustrating the importance of disconnecting research from evidence and monitoring and evaluation in the sport-for-development field.

Originality/value

The chapter utilizes previous literature but also provides a rarely available personal perspective on the issue of evidence that continues to permeate the rationale behind undertaking research within sport-for-development.

Details

Sport, Social Development and Peace
Type: Book
ISBN: 978-1-78350-885-3

Keywords

Book part
Publication date: 1 August 2004

Charles A Hughes, William J Therrien and David L Lee

This chapter presents a quantitative and qualitative review of research on the use of behavioral self-management (BSM) procedures with adolescents with learning disabilities or…

Abstract

This chapter presents a quantitative and qualitative review of research on the use of behavioral self-management (BSM) procedures with adolescents with learning disabilities or behavioral disorders (LD/BD). These procedures included self-monitoring, self-evaluation, self-reinforcement, self-instruction, and packages containing two or more BSM techniques. Twenty studies published from 1981 to 2002 were identified and analyzed. The analysis centered on a series of questions addressing overall effectiveness of the procedures, whether BSM produced socially valid changes, where the changes occurred (i.e. special education or general education setting), whether maintenance and generalization of the target behavior(s) occurred, and if students began to use BSM procedures on their own. Results showed a mean percentage of nonoverlapping data (PND) of 80 indicating that BSM procedures are, overall, an effective approach to behavior change. It also appears that in some instances, these changes are socially valid in that the performance of students with LD/BD can be improved to the level of nondisabled peers. Interventions consisting of a combination of self-management procedures appear to be the most effective, however self-monitoring alone has similar impact. BSM also appears to be effective with a wide variety of behaviors, albeit with relatively discrete behaviors (versus more complex chains of behaviors used in strategic problem-solving). While there is some evidence that target behaviors were generalized and maintained, many of the studies reviewed did not measure it. Also of concern was the apparent lack of student involvement in selecting target behaviors, goal setting, forms of recording etc as well as the fact that no study measured student ability to apply BSM procedures after intervention. Implications for future research and practice are discussed.

Details

Research in Secondary Schools
Type: Book
ISBN: 978-0-76231-107-1

Abstract

Details

School-Based Evaluation: An International Perspective
Type: Book
ISBN: 978-1-84950-143-9

Book part
Publication date: 10 October 2022

Julian Crockford

The pressure on higher education providers (HEPs) and national programme partnerships to evaluate the impact of widening participation (WP) interventions has intensified as a…

Abstract

The pressure on higher education providers (HEPs) and national programme partnerships to evaluate the impact of widening participation (WP) interventions has intensified as a result of wider changes in higher education (HE) policy and regulation, including the imposition of market forces. This chapter describes how policy stakeholder assumptions about how evaluation works and the outcomes it delivers have evolved over the last two decades. It shows how regulatory emphasis has shifted from a focus on monitoring and tracking, through to a call for return-on-investment analysis, before falling back on a pragmatic theory-informed approach. This chapter goes on to locate WP evaluation in the middle of a paradigm war, caught between proponents of a medicalised trial-based conception of evaluation methodology, and a practitioner-led position, which points to the complex contextual character of WP activities. It continues by exploring some of the many practical challenges faced by WP evaluators and argues that these have contributed to the sector’s perceived failure to deliver robust evidence of the impact of fair access activity. This chapter concludes with a look at the expanding market for WP evaluation products and services, which emerged in response to new flows of WP investment created by the 2012 increase in tuition fees.

Details

The Business of Widening Participation: Policy, Practice and Culture
Type: Book
ISBN: 978-1-80043-050-1

Keywords

Abstract

Details

School-Based Evaluation: An International Perspective
Type: Book
ISBN: 978-1-84950-143-9

Abstract

Details

Fighting Corruption in the Public Sector
Type: Book
ISBN: 978-1-84950-857-5

Book part
Publication date: 14 September 2010

Alexandra Ioannidou

Education and education policy have been set up and run under the control of the nation-state since the origins of modern education systems. Thus, national education systems have…

Abstract

Education and education policy have been set up and run under the control of the nation-state since the origins of modern education systems. Thus, national education systems have been exposed to strong political and normative control from the very beginning. The analytical perspective on issues concerning political regulation and governance of education systems was for a long time state centered and norm oriented. Even if this is still true to a varying extent in many countries, we recently witness a shift in the examination of issues concerning educational governance. This chapter examines educational governance with respect to the topical discourse in Germany and identifies significant actors, governance instruments, and governance practices. It points out that the appearance of new instruments of educational governance coincides with and supports an emerging governance model in the educational field: evidence-based education policy. Drawing on empirical findings from an international comparative project at the University of Tuebingen,11The international comparative project was partly funded by the Hans-Böckler Foundation. The project goals were to reconstruct the concept of lifelong learning with respect to its political and empirical aspects and to examine its implementation into national and international monitoring and reporting systems on education and training. The project was based on the theoretical approaches of path-dependent development and actor-centred institutionalism both emanating from political science. Using this theoretical framework, OECD's and EU's educational policies and activities with respect to monitoring lifelong learning have been analyzed and compared to demonstrate their adoption among differently structured national systems (Germany, Finland, and Greece) and to comment on their influence upon the evaluation, design, and governance of national education systems. The methods applied were document analysis, expert interviews, and meta-analysis of educational monitoring and reporting systems. Germany, the chapter focuses on educational monitoring and reporting as new instruments of educational governance, reveals their impact, and claims that the new governance instruments are based on knowledge and expertise.

Details

International Educational Governance
Type: Book
ISBN: 978-0-85724-304-1

1 – 10 of over 8000