This 15 point paper provides a theoretical grounding in programme evaluation, with an emphasis on the evaluation of programmes in the not-for-profit sector. Emphasis is placed on qualitative methods, collaborative approaches and evaluation as a strategy of incremental social change. As part of the paper students develop a comprehensive research plan for undertaking an evaluation of a social service or health programme.

This paper focuses on understanding the history of evaluation, major models of programme evaluation and their application, with an emphasis on a New Zealand context. During this paper students will develop a detailed and coherent evaluation research proposal that will utilise different research methods. Specific attributes that successful students will acquire are:

• An understanding of the role of evaluation research and the major models of evaluation,
• A basic understanding of project planning, and
• Experience in formulating a comprehensive evaluation research plan.

We will cover a number of issues relevant to the evaluation of programmes and policies such as the conceptualisation and planning of evaluations, the politics of evaluation, critique of evaluation proposals, and the production of your own evaluation proposal. Particular emphasis is given to the use of qualitative methods and approaches.

This class meets on Fridays during Semester A, 9:00am to 10:50am, in KB.01. The following programme is indicative only. Some changes may be necessary to better align with guest speaker availability and progress on your evaluation proposals.

Please note, there is no examination for this paper. However, for those intending to do PSYCH513-20B, there is an expectation that you (as a member of a group) will negotiate availability to undertake tasks required to obtain ethical approval. Ethical approval will allow groups to begin data collection in B Semester, and is essential for the timely completion of group projects.

Students are expected to take their own lecture notes. Sometimes edited slides will be available to students on Moodle 1 day after the lecture.

You should expect to read 1 to 3 journal articles or book chapters each week, and to engage in your own self directed learning. (This involves project negotiations, meetings as necessary to plan an effective evaluation.) A workload of about 10 hours per week (on average) should be anticipated, although at certain times, this might be exceeded. You can expect to schedule some project work during teaching recess.

The amount of work expected of a typical student in a 20 point paper (offered over one semester) is approximately 12 hours per week, including class contact time; 6 hours per week for a 10 point paper. These figures are only approximations, as papers vary in their requirements and students vary in both the amount of effort required and the level of grades they wish to achieve.