Discovery through dialogue and appreciative inquiry: A participative evaluation framework for project development

The Politics of Evaluation: Participation and Policy Implementation

Volumn , Issue , 2005, Pages 109-118

  Cousin, Glynis ^a   Cousin, Judith ^b   Deepwell, Frances ^c  

^a HIGHER EDUCATION ACADEMY   (United Kingdom)

^b UNIVERSITY OF SUSSEX   (United Kingdom)

^c Faculty of Engineering and Computing   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27144457877     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (17)

1. Baume, D. (2003)Enhancing staff and educational development, London: Routledge Falmer.
2. Deepwell, F. and Cousin, G. (2002) ‘A developmental framework for evaluating institutional change’, Educational Developments, March, vol 3, no 1, pp 24-6.
3. Dewson, S., Eccles, J., Tackey, N.D. and Jackson, A. (2000)Guide to measuring soft outcomes and distance travelled, London: The Institute for Employment Studies for the DfEE.
4. EQUEL (Virtual European Centre for research into innovation and research into e-learning) tecfaseed.unige.ch/equel/equel.php.
5. Greene, J. and Abma, T.A. (eds) (2001)Responsive evaluation(New Directions for Evaluation 92), San Francisco, CA: Jossey Bass.
6. Ludema, J.D., Cooperrider, D.L. and Barrett, F. (2001) ‘Appreciative inquiry: the power of the unconditional positive question’, in P. Reason and H. Bradbury (eds) Handbook of action-research: Participative inquiry and practice, London: Sage Publications, pp 189-99.
7. MacLure, M. and Stronach, I. (1997)Educational research undone: The post-modern embrace, Buckingham: Open University Press.
8. O’Neill, O. (2002) BBC Reith Lectures: A question of trust, BBC Radio 4 (www.bbc.co.uk/radio4).
9. Oakley, A. (1981) ‘Interviewing women: a contradiction in terms’, in H. Roberts (ed) Doing feminist research, London: Routledge and Kegan Paul, pp 30-61.
10. Palshaugen, O. (2002) ‘The use of words: improving enterprises by improving their conversations’, in P Reason and H. Bradbury (eds) Handbook of actionresearch: Participative inquiry and practice, London: Sage Publications, pp 209-18
11. Pawson, R. and Tilley, N. (1997)Realistic evaluation, London: Sage Publications.
12. Perkins, D.N. and Wilson, D. (1999) ‘Bridging the idea action gap’, Knowledge directions: The Journal of the Institute of Knowledge Management, vol 1, no 1, pp 65-77.
13. Savin-Baden, M. (2000)Problem based learning in higher education: Untold stories, Buckingham: SRHE/Open University Press.
14. Stake, R. and Pearsol, J.A. (1981) ‘Evaluating responsively’, in R.S. Brandt (ed) Applied strategies for curriculum evaluation, Alexandria, VA: ASCD.
15. Strauss, A. and Corbin, J. (1997)Grounded theory in practice, London: Sage Publications.
16. Wadsworth, Y. (2002a) ‘Becoming responsive — and some consequences for evaluation as dialogue across distance’, in J. Greene and T.A. Abma (eds) (2001) Responsive evaluation, New Directions for Evaluation 92, San Francisco, CA: Jossey Bass, pp 45-58.
17. Wadsworth, Y. (2002b) ‘The mirror, the magnifying glass, the compass and the map: facilitating participatory action-research’, in P Reason and H. Bradbury (eds) Handbook of action-research: Participative inquiry and practice, London: Sage Publications, pp 420-32.