A contingency-oriented discussion of complexity in programme theories
Bibliographic Data
| ID | 12567751 |
|---|---|
| Authors | Sarah Chapman (0000-0002-7612-1605, University of Cape Town, corresponding author), Peter Dahler‐Larsen (0000-0002-3854-8587, University of Copenhagen) |
| Year | 2024 |
| Volume | 30 |
| Issue | 4 |
| Pages | 488-506 |
| Publication date | 2024-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1356-3890 • E-ISSN: 1461-7153 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/13563890241255682 |
| OpenAlex | W4401276337 |
| Language | EN |
| References cited | 22 |
Theory-based evaluation has undergone changes over time, adapting to challenges and aligning with trends that emphasise increased participation and complexity. However, integrating both high participation and complexity in programme theory does not consistently lead to productive outcomes in intricate systems. This article introduces contingency-oriented questions to assess the appropriate balance of complexity and participation in theory-based evaluation. Using a case study focused on the Accelerating Achievement for Adolescents Hub, a Global Challenges Research Fund initiative, we demonstrate the practical application of these questions. Our analysis highlights why efforts to elaborate a more complex programme theory were unsuccessful and explains the rationale behind concluding the project with a theory characterised by more moderate complexity and participation
Contingency · Contingency theory · Economics · Epistemology · Knowledge management · Management science · Political science · Sociology · Complex Systems and Decision Making · Computer Science · Evaluation and Performance Assessment · Philosophy · Psychology · Software Engineering Techniques and Practices
Evaluation
Evidence-Based Policy
Program Theory-Driven Evaluation Science
Practical Program Evaluation
Theory-Based Evaluation in Practice
Organizing and the Process of Sensemaking
Experience and Education
Public Policy and Program Evaluation
A Systematic Review of Theory-Driven Evaluation Practice From 1990 to 2009
Knowing what we are talking about
Using Programme Theory to Evaluate Complicated and Complex Aspects of Interventions
Defining and Teaching Evaluative Thinking
Theory-Based Evaluation Meets Ambiguity
Theory-Based Stakeholder Evaluation
Theory of Change in Complex Research for Development Programmes
Philosopher Looks at Science
Using Theory to Improve Program and Policy Evaluations
| Citation velocity | historical |
|---|---|
| Highly cited | No |