An evaluation paradox in social work? An empirical study of evaluation use in connection with temporary programmes in Swedish social work

This article contributes to the debate on evaluation use by analysing temporary national programmes in Swedish social work. Previous empirical research shows a gloomy picture of evaluation use, thus supporting an evaluation paradox: evaluations are not used for learning and development, but are cont...

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Bibliographic Details
Published in:European journal of social work 2014-03, Vol.17 (2), p.175-191
Main Authors: Petersén, Anna Charlotta, Olsson, Jan Ingvar
Format: Article
Language:English
Subjects:
Development
Documentary analysis
Evaluation
evaluation design
evaluation paradox
evaluation use
Evidence
Evidence Based Practice
Interviews
Learning
Political Science
ritualised use
Ritualiserad användning
Social Work
Social Work Research
Socialt arbete
Statskunskap
Sweden
Utvärderingsanvändning
Utvärderingsdesign
Utvärderingsparadox
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Summary:This article contributes to the debate on evaluation use by analysing temporary national programmes in Swedish social work. Previous empirical research shows a gloomy picture of evaluation use, thus supporting an evaluation paradox: evaluations are not used for learning and development, but are continually prioritised. The aim of this article is to study, through interviews and document analysis, how evaluations of temporary programmes in social work are designed and used. The results support the paradox and we found that it has two dimensions. First, evaluations are prioritised, but they function as a ritual, characterised by routine and unclear intentions, with limited relevance for professional learning and improvement. The second dimension is about limited use by those commissioning the evaluations, but the evaluators are using data for new purposes and in new contexts. This is, at best, a form of conceptual use, hopefully contributing indirectly to social work practice. The article ends in a discussion on how evaluations could be designed for learning and improvement by focusing on three normative models: utilisation-focused evaluation, responsive evaluation and evidence-based practice approach (EBP).
ISSN:1369-1457
1468-2664
1468-2664
DOI:10.1080/13691457.2013.802226