Module Descriptors
EVALUATION IN COMMUNITY PROGRAMMES
XCPD70489
Key Facts
Faculty of Health Sciences
Level 7
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 20
Independent Study Hours: 130
Total Learning Hours: 150
Assessment
- COURSEWORK -ESSAY weighted at 100%
Module Details
Module Additional Assessment Details
The essay requires students to cover all learning outcomes (1-4).
Formative feedback will be given relating to draft work.
Formative feedback will be given relating to draft work.
Module Indicative Content
The module sets the policy context of evaluation in UK community programmes with a focus on public, private, voluntary and community organisations.
Students assess the scope and nature of monitoring, evaluation, quality assessment and best practice, and the relation of evaluation to performance management and the "learning organisation".
Students, using case materials related to community working environments, appraise different models and approaches used in the monitoring and evaluation of community programmes including community capacity models, the Theory of Change, Realistic Evaluation, randomised experimental and total quality approaches.
Students critically assess the meanings and utilisation of different terms and concepts evaluation.
Students assess the influence of mind-sets and biases in evaluation and ethnographical approaches
and the implications for the surfacing of best practice in community programmes.
Students assess the scope and nature of monitoring, evaluation, quality assessment and best practice, and the relation of evaluation to performance management and the "learning organisation".
Students, using case materials related to community working environments, appraise different models and approaches used in the monitoring and evaluation of community programmes including community capacity models, the Theory of Change, Realistic Evaluation, randomised experimental and total quality approaches.
Students critically assess the meanings and utilisation of different terms and concepts evaluation.
Students assess the influence of mind-sets and biases in evaluation and ethnographical approaches
and the implications for the surfacing of best practice in community programmes.
Module Learning Strategies
The module incorporates three inter-related learning strategies.
Workshops are devoted to consideration of core issues and themes relating to policies and models relating to evaluation in local community programmes. The workshops combine tutor-centred sessions with case-focused student-centred sessions. (10%)
Tutorials allow discussion about assignment research and preparation for individual students with formative feedback relating to draft work. (5%)
Independent study time allows students to read around selected issues and develop responses to prepare for work-based case studies. (85%)
Students will access Blackboard for Reading Resources.
Workshops are devoted to consideration of core issues and themes relating to policies and models relating to evaluation in local community programmes. The workshops combine tutor-centred sessions with case-focused student-centred sessions. (10%)
Tutorials allow discussion about assignment research and preparation for individual students with formative feedback relating to draft work. (5%)
Independent study time allows students to read around selected issues and develop responses to prepare for work-based case studies. (85%)
Students will access Blackboard for Reading Resources.
Module Resources
There are extensive web materials on evaluation, learning and best practice in community programmes. The Staffordshire University library provides relevant textbooks, journals and audio-visual materials.
Module Texts
The Aspen Institute (1997), Voices from the Field: Learning from the Early Work of Comprehensive Community Initiatives. Washington DC: The Aspen Institute. ISBN: 0-89843-228-6
Bryman, A. (2004), Social Research Methods. Oxford: OUP. ISBN: 0-19926-446-5
Connell, J.P. and Klem, A. M. (1999), You Can Get There from Here: Using a Theory of Change Approach to Plan Urban Education Reform. Washington DC: Institute for Research and reform in Education. Paper Series
European Foundation for Quality Management (EFQM) and the British Quality Foundation (BQF) (2003), EFQM Excellence Model: Public and Voluntary Sector Version. London: BQF.
Office of the Deputy Prime Minister (ODPM) (2005), Securing Better Outcomes: Developing a New Performance Framework. London: ODPM.
Pawson, R. and Tilley, N. (1998), Realistic Evaluation. London: SAGE. ISBN: 0-7619-5009-5
Bryman, A. (2004), Social Research Methods. Oxford: OUP. ISBN: 0-19926-446-5
Connell, J.P. and Klem, A. M. (1999), You Can Get There from Here: Using a Theory of Change Approach to Plan Urban Education Reform. Washington DC: Institute for Research and reform in Education. Paper Series
European Foundation for Quality Management (EFQM) and the British Quality Foundation (BQF) (2003), EFQM Excellence Model: Public and Voluntary Sector Version. London: BQF.
Office of the Deputy Prime Minister (ODPM) (2005), Securing Better Outcomes: Developing a New Performance Framework. London: ODPM.
Pawson, R. and Tilley, N. (1998), Realistic Evaluation. London: SAGE. ISBN: 0-7619-5009-5