Category: Social Work in Research and Evaluation

Intersectionality explained

This paper shared as one of the resources was found by Vicky Ward, who was at the Canadian Knowledge Mobilization Forum,


PUT SIMPLY: According to an intersectionality perspective, inequities are never the result of single, distinct factors. Rather, they are the outcome of intersections of different social locations, power relations and experiences.

paper by  Olena Hankivsky, PhD of 

see the paper here:

Charles Jennings shares his thoughts on “the myth of knowledge transfer”

 Spotted by Stephen Downes,  Charles Jennings shares his thoughts on “the myth of knowledge transfer”


During a meeting at Cambridge University around 30 years ago I was thoroughly chastised by a Cambridge academic.

I’d used the phrase ‘learning delivery’ when describing computer-supported collaborative learning (CSCL) approaches. CSCL was one of the hot pedagogical approaches of the day – when network-based learning was in its relative infancy.

“Charles, my dear fellow”, said the Cambridge man, “we may deliver milk, but learning is something that is acquired, never delivered”.

Of course he was right. I’d been sloppy with language. What I’d meant by ‘learning delivery’ was ‘providing the resources and environments that help learning and, by inference, improved performance, to occur’. Learning takes place in our heads. We alone make it happen.

I guess the phrase I’d used was a shorthand. However, it was the last time I ever used it. It conveyed an inaccurate message.

see the article here

… Exposure to other organisations’ experiences can also be very useful for our own organisation’s learning and development, but no two organisations are exactly the same. If we package up the acquired data, information and practices in one organisation it’s extremely unlikely that they can be simply unpacked and used as-is with the same effect in another, no matter how closely aligned the organisations might be. The ‘knowledge transfer’ model doesn’t even work between organisations in industries with relatively standardised process . What works for Mercedes is unlikely to work for Ford without quite a bit of thought and customisation.  …

Article – Going beyond ‘context matters’: A lens to bridge knowledge and policy

While this article from INTEGRATION AND IMPLEMENTATION INSIGHTS is more relevant to EDs, it does have value for front line workers as we attempt to have a grip and work to understand our organization’s and the broader government and social institutions efforts to bridge research to practice. 

… context-matters_echt

  1. the macro-contextual approach, which has dominated the existing (though limited) literature on context, focuses largely on factors that are usually beyond the sphere of control or influence of those trying to promote the use of knowledge in policy (such as the extent of political freedom, media freedom, etc). In contrast, our intention was to strategically identify potential areas of change for different types of interventions.
  2. we believe that governmental institutions constitute the most direct environment where practices to promote the use of knowledge in policy take place. They are the setting where most decisions about policies are discussed and, most importantly, where they are implemented.
  3. the role of institutions in enabling systemic change has also been widely recognized in development-related projects. Focusing at the institutional level has promising potential to contribute to change because of the significant role borne by institutions within any system  …

See the article here: Going beyond ‘context matters’: A lens to bridge knowledge and policy

Theory of change for an elder abuse program, CRECS Colloquium

For both front line workers and program evaluators there is value to bridge our practice and evaluation.   This presentation promises to help us integrate as well as guide the complexity of practitioner practice knowledge with organizational and program mission.

Colloquium: From the Centre for Research on Educational and Community Services (CRECS)

Representing well a case-management theory of change for an elder abuse program– implications for construct validity
Much attention is being given to using program theory as the foundation for making valid inferences in evaluation. However, case management programs offer unique challenges to valid representation. This research proposes a model for representing program theory validly in a case management program, the Elder Abuse Prevention and Response Services.

France Gagnon, PhD Candidate, Faculty of Education.

Friday March 10 – learn more here:
Registration details: Free. Light lunch will be served. Registration website:
Cost to attend: Free of charge

Social Innovation and enterprise as ways to address social problems

Colloquium: From the Centre for Research on Educational and Community Services (CRECS)

The Evaluation of Social Innovation and Social Enterprise

Findings from a Systematic Review and Integration of the Empirical Knowledge Base

Social innovation (SI) and enterprise (SE) have gained prominence as novel ways to address social problems. Evaluators have been experimenting with how to approach SI and SE. We report on a systematic review of empirical studies of SI and SE evaluations to describe the approaches used, their drivers and effects.
Peter Milley, Assistant Professor. Faculty of Education; Barbara Szijarto, Doctoral Candidate. Faculty of Education; Kate Svensson, Doctoral Candidate. Faculty of Education; Dr. J. Bradley Cousins, Professor Emeritus. Faculty of Education.

January 20, 2017. 120 University, Room 5028. Light lunch will be served. Register here.

Taboo triangles

 From Integration and Implementation Insights – Community member post by Charles M. Lines

Occasionally, asking your collaborators about other people and organisations to involve in the joint work may make you aware of ‘taboo triangles’. These occur when currently collaborating people or organisations feel uncomfortable with or even unable to countenance a certain person, group or organisation being invited into their […]

excerpt below…

…Sometimes taboo triangles can lie hidden within the complex cultures of and interactions between professions, only becoming apparent when someone tries to create a new relationship. For example, creating a triangle of influence between doctors, patients and nursing staff should enhance the care given to the patient. However, traditional professional boundaries, assumptions about functions and leadership roles, and perceptions of the appropriateness of professional interactions between medical and nursing staff can limit the formation and effectiveness of these triangles. Indeed, nursing staff who seek to create them can easily be labelled as trouble makers who do not know their place and are disrespectful of those perceived as higher-up the pecking order of professions. However, where these taboo triangles are successfully challenged, they transform into triangles which create trust, increase the influence of key professionals and enhance the care given to patients. …

Source: Taboo triangles