scholarly journals Using logic chain and theory of change tools to evaluate widening participation: Learning from the What works? Student Retention & Success programme

2020 ◽  
Vol 22 (2) ◽  
pp. 67-82
Author(s):  
Liz Thomas
Keyword(s):  
Student Retention ◽  
Theory Of Change ◽  
Institutional Commitment ◽  
Widening Participation ◽  
Programme Theory ◽  
Theory Evaluation ◽  
What Works ◽  
Non Traditional Students ◽  
Evidence Of Impact ◽  
Made In

There has been national and institutional commitment to widening participation (WP) for over 20 years in England, and during this time considerable investment has been made in WP. The field of WP is, however, still characterised by a lack of evidence of impact, and institutions are under pressure to provide better evidence moving forward. Practitioners working across the student lifecycle find evaluation challenging. This paper focuses on the approach used to evaluate a programme of work intended to improve the success of non-traditional students in higher education (HE), drawing on logic chains and a theory of change model (programme theory evaluation tools). It considers the benefits and limitations of this approach and discusses how it was applied in practice. It provides examples of indicators and evidence and considers ways in which the model can be improved and applied to other contexts.

#Ibelong: Towards a sense of belonging in an inclusive learning environment

2021 ◽  
Vol 23 (3) ◽  
pp. 68-79
Author(s):  
Liz Thomas
Keyword(s):  
Sense Of Belonging ◽  
First Generation ◽  
Theory Of Change ◽  
Medium Term ◽  
Relevant Research ◽  
Short Term ◽  
Programme Theory ◽  
Online Delivery ◽  
Theory Evaluation ◽  
Inclusive Learning

#Ibelong is an Erasmus+ project delivering a suite of evidence-informed interventions to improve the belonging and success of students who are first-generation entrants, from ethnic minorities or have a ‘migrant background’. The activities operate at course or programme level and involve working with both staff and students. This article provides a rationale for the #Ibelong programme of activities by drawing on relevant research and describing the three interconnected interventions: Dialogue Days, Team Teacher Reflection and Community Mentoring. The interventions were evaluated using Programme Theory evaluation tools: theory of change and logic chains. The descriptions highlight activities that have worked well, how delivery has been adapted from in-person to online delivery, and evidence of short-term benefits and medium-term outcomes. The article concludes by reflecting on how this suite of interventions could be used by other courses, universities and sectors, to improve the belonging and success of diverse students and staff.

scholarly journals Understanding what works, why and in what circumstances in hospice at home services for end-of-life care: Applying a realist logic of analysis to a systematically searched literature review

2019 ◽  
Vol 34 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Ferhana Hashem ◽  
Charlotte Brigden ◽  
Patricia Wilson ◽  
Claire Butler
Keyword(s):  
Literature Review ◽  
Normalisation Process Theory ◽  
Care Providers ◽  
Programme Theory ◽  
Diverse Range ◽  
Business Elite ◽  
Funding Model ◽  
What Works ◽  
Hospice At Home ◽  
At Home

Background: We have undertaken a systematically searched literature review using a realist logic of analysis to help synthesise the diverse range of literature available on hospice at home services. Aim: To find out in the existing literature what features of hospice at home models work best, for whom and under what circumstances. Design: A realist logic of analysis was applied to synthesise the evidence focusing on mechanisms by which an intervention worked (or did not work). An initial programme theory was developed using the National Association for Hospice at Home standards, Normalisation Process Theory and through refinement using stakeholder engagement. Data sources: PubMed, Science Direct, AMED, BNI, CINAHL, EMBASE, Health Business Elite, HMIC, Medline, PsychINFO, SCOPUS, Web of Science, DARE, Google Scholar, NHS Evidence, NIHR CRN portfolio database, NIHR journal library of funded studies, including searches on websites of relevant professional bodies (August 2014, June 2017, June 2019). Results: Forty-nine papers were reviewed, of which 34 contributed evidence to at least one of the eight theory areas: marketing and referral, sustainable funding model, service responsiveness and availability, criteria for service admission, knowledge and skills of care providers, integration and coordination, anticipatory care, support directed at carers. Conclusions: Our literature review showed how it was possible to develop a coherent framework and test it against 34 published papers and abstracts. Central to this review was theory building, and as further evidence emerges, our programme theories can be refined and tested against any new empirical evidence.

Has the Theory of Change established itself as the better alternative to the Logical Framework Approach in development cooperation programmes?

2019 ◽  
Vol 19 (2) ◽  
pp. 112-122
Author(s):  
Lisa Ringhofer ◽  
Karin Kohlweg
Keyword(s):  
Performance Management ◽  
Development Cooperation ◽  
Theory Of Change ◽  
Management Tool ◽  
Logical Framework ◽  
Programme Theory ◽  
Combined Use ◽  
Framework Approach ◽  
Programme Planning ◽  
Development Practice

This article critically reflects on two development programme planning methodologies: the dominant Logical Framework Approach (LFA) and the Theory of Change (ToC). It reviews their conceptual origins and outlines their commonalities, differences and challenges in day-to-day development practice. The article claims that while both approaches originate from the same family of programme theory, the LFA has over the years somehow lost its analytic lens to capture social change and become more of a donor-driven performance management tool. The ToC has restored some of these analytical and engagement aspects that the LFA approach was originally designed to elicit, but some of the practical challenges remain. The authors argue for a combined use of both methodologies, if held lightly and approached from a learning and not a compliance perspective.

Becoming not Being: using the rhizome in widening participation evaluation

2020 ◽  
Vol 22 (2) ◽  
pp. 246-254
Author(s):  
Naomi Clements ◽  
Matthew Short
Keyword(s):  
Higher Education ◽  
Widening Participation ◽  
Positive Outcomes ◽  
Value For Money ◽  
Higher Education System ◽  
Evaluation Practice ◽  
Central Focus ◽  
What Works ◽  
Fit For Purpose ◽  
Southern Universities

Evaluation of widening participation (WP) activity is becoming a core expectation within higher education. It now forms a central focus to access and participation plans: a key document to qualify as a higher education provider within England. The new regulator for English higher education providers, the Office for Students (OfS), has placed their evaluation strategy within discourses of value for money, risk and accountability, reflecting the marketised higher education system (OfS, 2018).<br/> This innovative practice article extends a concept presented at the Open University's Access, Participation and Success event 'Evaluating WP initiatives: Overcoming the Challenges' in February 2019. In this article we provide an example of how the Southern Universities Network (SUN) is developing the concept of the rhizome into evaluative practice that challenges established evaluation methods currently celebrated by the regulator. As part of the strategically funded Uni Connect programme (OfS, 2020), our evaluation practice is expected to provide evidence of 'what works' in wid ening participation activity. As evaluators, our practice should ensure our activities are fit for purpose and provide positive outcomes for our participants. Within this article we outline why our current evaluative practice does not allow for transformative widening participation (Jones and Thomas, 2005) and why we must think wider than linear timelines and fixed measurements to truly understand what works.

Reducing Inequalities in Cancer Outcomes: What Works?

2013 ◽  
pp. e250-e254
Author(s):  
Nina A. Bickell ◽  
Electra D. Paskett
Keyword(s):  
Cancer Incidence ◽  
Health Reform ◽  
Patient Navigation ◽  
Trial Data ◽  
Improve Quality ◽  
Cancer Outcomes ◽  
Recent Trial ◽  
What Works ◽  
Incidence And Mortality ◽  
Made In

Despite efforts to reduce disparities in cancer outcomes among vulnerable populations, certain subgroups do not experience the gains made in the reduction of cancer incidence and mortality. In this article, we review recent trial data reporting on patient-, physician-, and system-centered interventions to improve quality and reduce disparities in cancer care spanning patient navigation to health reform. We conclude with data from a state that implemented a multitiered approach, targeting patient and systems barriers, that serves as a guide for future endeavors.

scholarly journals A Theory-Based Evaluation of the Leadership for Universal Health Coverage Programme: Insights for Multisectoral Leadership Development in Global Health

2021 ◽  
Author(s):  
Sophie Witter ◽  
Nouria Brikci ◽  
David Scherer
Keyword(s):  
Leadership Development ◽  
Universal Health Coverage ◽  
Secondary Data ◽  
Data Sources ◽  
Theory Of Change ◽  
Unintended Effects ◽  
Health Coverage ◽  
Programme Theory ◽  
Evaluation Approach ◽  
Universal Health

Abstract BackgroundLeadership to manage the complex political and technical challenges of moving towards universal health coverage (UHC) is widely recognised as critical but there are few studies which evaluate how to expand capacities in this area. This article aims to fill some of this gap by presenting the methods and findings of an evaluation of the Leadership for UHC (L4UHC) programme in 2019-20.MethodsGiven the complexity of the intervention and environment, we adopted a theory-driven evaluation approach that allowed us to understand the role of the programme, amongst other factors. Data from a range of sources and tools were compared with a programme theory of change, with analysis structured using an evaluation matrix organised according to the OECD-DAC criteria. Data sources included key informant (KI) interviews (89 in total); surveys of the 80 workshop participants; a range of secondary data sources; case studies in two countries; and observation of activities and modules by the evaluator. Results Participants and KI at global and country reported high relevance of the programme and a lack of alternatives aiming at similar goals. In relation to effectiveness, at the individual level, there was an increase in some competences, particularly for those with less experience at the baseline. Less change was observed in commitment to UHC as that started at a relatively high level. Understanding of UHC complexity grew, particularly for those coming from a non-health background. Connections across institutional divides for team members in-country increased, although variably across the countries, but the programme has not as yet had a major impact on national coalitions for UHC. Impacts on health policy and practice outcomes were evident in two out of seven countries. We examined factors favouring success and explanatory factors. We identified positive but no negative unintended effects. ConclusionsWhile noting methodological constraints, the theory-based evaluation approach is found suitable for assessing and learning lessons from complex global programmes. We conclude that L4UHC is an important addition to the global and national health ecosystem, addressing a relevant need with some strong results, and also highlight challenges which can inform other programmes with similar objectives.

scholarly journals Excellent Outcomes for All Students: A Whole System Approach to Widening Participation and Student Success in England

2020 ◽  
Vol 11 (1) ◽  
pp. 1-11
Author(s):  
Liz Thomas
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Retention ◽  
Student Outcomes ◽  
System Approach ◽  
National Policy ◽  
Policy Framework ◽  
Widening Participation ◽  
Teaching Excellence ◽  
Policy Context

This article is about improving student retention and success to achieve excellent outcomes for all students. It draws on research undertaken by the author about student engagement and belonging; differential engagement and success, with a particular focus on commuter students, who experience intersectional disadvantage; and the development of a whole institution approach (WIA) to widening participation and student success. The research has been undertaken in England, and is situated within this policy context, in particular two national policy tools: Access and Participation Plans (APP) and the Teaching Excellence and Student Outcomes Framework (TEF), which all higher education providers are required to engage with if they wish to charge fees above certain thresholds. The article demonstrates how in England both the policy framework and higher education institutions are working towards a system-wide approach to achieve excellent outcomes for all students, irrespective of their background or circumstances.

scholarly journals Theory, evaluation, and practice in widening participation: A framework approach to assessing impact

2016 ◽  
Author(s):  
Annette Ruth Hayton ◽  
Andrew Bengry-Howell
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Sense Of Belonging ◽  
Theoretical Work ◽  
Student Population ◽  
Widening Participation ◽  
Theory Evaluation ◽  
Framework Approach

The English higher education (HE) system is deeply stratified, with younger students from more privileged backgrounds comprising the majority of the student population. Over the last 15 years considerable investment has been made to widen participation but attempts to evaluate these initiatives and demonstrate impact have presented a major challenge for the HE sector. This paper explores the development and application of a framework for evaluating and researching university-led interventions. Drawing largely on the theoretical work of Bourdieu it provides a basis for designing and evaluating programmes and activities to develop student cultural capital and habitus, and foster agency and a sense of belonging in HE settings.

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