Vignettes to Support Theory Refinement: Methodological Insights From a Realist Evaluation

Abstract

Realist evaluation methodology aims to understand social programmes by revealing what works, for whom, in what circumstances, and how and why. Realist evaluation starts with generating initial programme theories (IPTs), which are subsequently tested and refined systematically using a multi-methods approach. This article describes a case study of the utilisation of vignettes, or short hypothetical stories, as part of the teacher-learner cycles recommended within realist evaluation. First, we explore the methodological alignment between vignettes and realist evaluation. We then present a specific case example of the application of vignettes as a data collection tool and discuss the potential advantages and the challenges of using vignettes within realist evaluation. Finally, we offer recommendations for researchers who wish to employ vignettes as a powerful instrument that can be used to better explain IPTs to participants and, in turn, enrich their participation in theory refinement within the realist evaluation framework.