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Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 451006
Title Evaluation as a multi-stakeholder process : the Programme for Capacity and Theory Building for Universities and Research Centres in Endogenous Development (CAPTURED) in Bolivia, Ghana and India
Author(s) Brouwers, J.H.A.M.; Millar, D.; Orellana Halkyer, R.; Delgado Burgoa, F.; Nair, B.; Shankar, D.
Source Knowledge Management for Development Journal 9 (2013)3. - ISSN 1871-6342 - p. 47 - 62.
Department(s) Management
Wageningen Centre for Development Innovation
Publication type Refereed Article in a scientific journal
Publication year 2013
Abstract An evaluation is a particular multi-stakeholder event during which different actors share and analyse results after several years. If the evaluation has a strong formative purpose the evaluation team is requested to facilitate a learning process involving all key actors. Especially evaluations that emphasise deeper learning have to be designed in such a way that different perspectives emerge and are appreciated in an interactive way. The present article reviews the results and methodological design of the evaluation of the Programme for Capacity and Theory Building for Universities and Research Centres in Endogenous Development (CAPTURED) in Universities and higher education centres in Bolivia, Ghana and India. The ambition of CAPTURED was to validate and integrate endogenous knowledge and values into education and research programmes. The three cases show how different stakeholders in three different context situations have interacted in higher education and research change processes. The evaluation provided an example of a mixed methods design that allowed for inclusion and appreciation of perspectives of different stakeholders. The evaluation facilitated a learning process engaging the various actors in joint analysis and formulation of shared conclusions and recommendations. Each evaluation team has to consider which set of methods is responding to the required domain and project context, and how the methods complement each other or can be adapted to the case. The design should deliver both quantitative as well as qualitative data that provide evidence about results as well as the stories and background what these results mean for different stakeholders. In this way the evaluation provided both summative evaluation (providing an assessment of results) as well as formative understanding (learning) what these results meant for different stakeholders. The case shows how an evaluation can be conducted as a facilitated process with different project stakeholders by applying mixed methods design to allow actors to learn from project results.
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