Evaluation and Program Planning最新文献

{"title":"Exploring the relationship between poverty dimensions and social exclusion in university students","authors":"Meryem Gökdogan ,&nbsp;Eylül Gülnur Erdoğan ,&nbsp;Mahdıs Mazhari","doi":"10.1016/j.evalprogplan.2025.102607","DOIUrl":"10.1016/j.evalprogplan.2025.102607","url":null,"abstract":"<div><div>This study aims to examine the correlation between the socioeconomic circumstances of university students and their experiences of social exclusion. A total of 370 undergraduate students at a Turkish university participated in this cross-sectional study. The data were collected using the Multidimensional Poverty Assessment Scale for University Students, the Social Exclusion Scale for Adolescents, and the socio-demographic characteristics data form. The data were analyzed using several statistical tests, including the independent sample t-test, one-way ANOVA, Mann-Whitney U test, Kruskal-Wallis test, Pearson regression coefficient, and multiple linear regression analysis. The multidimensional poverty and social exclusion levels of the students were found to be at a medium level. The poverty levels of students who perceived their income levels as good, who were foreigners, who had a large family structure, and who had siblings were higher. Significant differences were found between the multidimensional poverty and social exclusion scores of the students and the faculties they studied. It was observed that students have different experiences of poverty in different areas such as financial opportunities, education, international opportunities, physical opportunities, health, sociocultural life, self-expression, and communication. To deal with this situation more effectively, it is recommended that universities develop comprehensive support strategies for students at risk of poverty and organize activities to strengthen solidarity and social ties among students.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102607"},"PeriodicalIF":1.5,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Outcomes and evaluation of a National Institutes of Health funded training program for doctoral students: The Jackson Heart Study Graduate Education and Training Center at the University of Mississippi Medical Center","authors":"Olivia Affuso ,&nbsp;Lecretia Buckley ,&nbsp;Abigail Gamble ,&nbsp;Elizabeth Heitman ,&nbsp;Rachel S. Tyrone ,&nbsp;Jennifer C. Reneker","doi":"10.1016/j.evalprogplan.2025.102606","DOIUrl":"10.1016/j.evalprogplan.2025.102606","url":null,"abstract":"<div><h3>Introduction</h3><div>A novel Graduate Training and Education Center (GTEC) under the National Institutes of Health funded Jackson Heart Study (JHS) at the University of Mississippi Medical Center (UMMC) was launched for doctoral students from backgrounds underrepresented in biomedical sciences. UMMC GTEC supports scholars through a program in cardiovascular epidemiology with research training institutes, scientific mentoring, and participation in professional coaching. This manuscript describes the program’s origins, features, and evaluation findings, and discusses the feasibility and limits of complementary research training and mentoring to enhance the biomedical research workforce.</div></div><div><h3>Methods</h3><div>A program evaluation framework was used to describe the processes, outcomes, and lessons learned. Data from program graduates were synthesized using a convergent parallel design.</div></div><div><h3>Results</h3><div>Between 2021 – 2024, 22 scholars graduated from UMMC GTEC, all of whom were from groups characterized by the National Science Foundation as underrepresented in biomedical research in the United States. There was evidence of convergence between the qualitative themes with eight quantitative measures to support the findings of significant increases in self-efficacy for science communication, varying changes in career outcome expectations, and no significant changes in science identity. Five findings diverged on career interests and mentor influence. Five scholars (22.7 %) submitted their UMMC GTEC project manuscripts to a peer-reviewed journal, four (80.0 %) of which have been published. Fifteen of 22 scholars (68.2 %) submitted abstracts for presentation at national conferences.</div></div><div><h3>Discussion</h3><div>The feasibility of peer-reviewed publication during the training program was low but the submission of conference abstracts from completed projects was high. Mentors worked effectively with each scholar, and the program contributed positively to the number of next generation cardiovascular epidemiology researchers in Mississippi.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102606"},"PeriodicalIF":1.5,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Core competencies of health program evaluators: A scoping review","authors":"Lucia Amycel Ignacio ,&nbsp;Neil Meigh ,&nbsp;Sara Dixon ,&nbsp;Sarah Bateup ,&nbsp;Sharon Mickan","doi":"10.1016/j.evalprogplan.2025.102604","DOIUrl":"10.1016/j.evalprogplan.2025.102604","url":null,"abstract":"<div><div>Health program evaluation is important in assessing the effectiveness, efficiency, and impact of health interventions within communities. Despite its significance, there remains a limited understanding of the essential competencies required for effective evaluation. This scoping review aimed to systematically identify core competencies that have been successfully utilised by health professionals in evaluating community programs. A systematic search was conducted across three health databases, to identify four key articles. Thirty program evaluation competencies were described, across functions of description and analysis of the actual health programs. Authors and participants described these competencies in terms of their importance and application in evaluating community programs. The importance of balancing descriptive skills with cultural sensitivity and an awareness of the complex interactions between the program and the community was highlighted.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102604"},"PeriodicalIF":1.5,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A mixed-methods evaluation of the Caregiving Essentials Course for unpaid caregivers of older adults in Canada","authors":"Shelley Rottenberg,&nbsp;Allison Williams,&nbsp;Brooke Chmiel","doi":"10.1016/j.evalprogplan.2025.102605","DOIUrl":"10.1016/j.evalprogplan.2025.102605","url":null,"abstract":"<div><div>Unpaid caregiving is a growing phenomenon, but many family members and friends fall into the role without any prior experience or training. Therefore, many individuals are unequipped with the necessary knowledge and skills needed to manage the demands of caregiving. The <em>Caregiving Essentials</em> course was created to meet the growing need for information and resources among unpaid caregivers of older adults in Ontario (Canada). The evaluation assessed whether the online knowledge intervention was effective in improving the following four areas from the experiences of the caregiver participants: 1) Knowledge, confidence, skills, abilities and self-efficacy; 2) Self-reported sense of personal health and well-being; 3) Perceptions of health and well-being of the care recipient; and 4) Understanding and access to the health and social service system. Using a convergent parallel mixed-methods approach, a total of 39 post-course survey responses were collected concurrently with 26 semi-structured interviews with participants who completed half or more (two or more modules). Survey responses were analyzed for descriptive statistics. Thematic coding of interview data was completed using NVivo software and triangulated with the descriptive statistics. Survey findings reveal that the course was not necessarily effective in improving caregivers’ health and well-being because of external factors, but 91 percent of post-survey respondents reported being able to use the course content in their role as a caregiver. Thematic analysis of the interview data indicates participates recognize the course as being effective in improving participants’ self-perceived knowledge, confidence, and access to resources.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102605"},"PeriodicalIF":1.5,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does male out-migration impact the lives of left-behind women? Trade-off between feminization of agriculture and empowerment of farm women","authors":"Mamata Nanda ,&nbsp;Souvik Ghosh","doi":"10.1016/j.evalprogplan.2025.102603","DOIUrl":"10.1016/j.evalprogplan.2025.102603","url":null,"abstract":"<div><div>Male out-migration has become a key livelihood strategy to diversify farm income in the developing nations. This has a widespread effect in terms of a significant shift in gender roles and a change in the agricultural landscape. Current research frequently depicts the left-behinds as passive recipients of remittances, ignoring their experiences of separation and how they maintain the farm. In this context, present study aimed to evaluate the impact of male outmigration on the feminization of agriculture and empowerment of the left-behind women. Relevant literatures were collected by systematically searching the online databases. By following the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) standards, 25 articles were finalized for the review process. The decision-making ability of the left-behind women on and off the farm was found improved, but it was influenced by the family composition. The feminization of agriculture has been found hampering farm productivity and increasing the drudgery of women. Due to male migration, the autonomy of women has increased to some extent in terms of decision-making, access to resources, and mobility in nuclear family. Understanding the gendered consequences of male out-migration will help to formulate policies and programmes that strengthen the position of left-behind farm women. The empowerment of women on the farm and within the household needs to be discussed beyond the role of gender in agriculture, and the intersectionality of different social factors is important to gain better insight into individual experience that will be pivotal for future programme planning for addressing both the issues of male migration and empowerment of farm women.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102603"},"PeriodicalIF":1.5,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on evaluation model for virtual experiment teaching based on interval-valued fuzzy sets","authors":"Qi Cao,&nbsp;Wei Zhong","doi":"10.1016/j.evalprogplan.2025.102602","DOIUrl":"10.1016/j.evalprogplan.2025.102602","url":null,"abstract":"<div><div>The evaluation of virtual experiment teaching (VET) is a fuzzy assessment problem involving multiple indicators, multiple levels, and interval values, inherently characterized by uncertainties that make accurate evaluation challenging. Interval-valued fuzzy sets (IVFSs) can effectively reduce the loss of fuzzy information during data processing. Based on an analysis of the VET evaluation index system, this study proposes an interval-valued fuzzy comprehensive evaluation (IVFCE) model. It employs interval-valued fuzzy set theory to conduct a multi-level comprehensive evaluation of virtual experiment teaching while validating the results using traditional fuzzy comprehensive evaluation method. The derived results prove more convincing, facilitate stakeholders' understanding of evaluation criteria and improvement directions, better reflect the diversity and complexity inherent in VET evaluations, and ultimately promote continuous quality enhancement in virtual experiment pedagogy<strong>.</strong></div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102602"},"PeriodicalIF":1.5,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conditions shaping policy enactment: Insights from evaluators at the bottom of the implementation staircase","authors":"Krista Brower","doi":"10.1016/j.evalprogplan.2025.102601","DOIUrl":"10.1016/j.evalprogplan.2025.102601","url":null,"abstract":"<div><div>The current study advances understanding of policy enactment by conceptualizing the conditions influencing policy implementation in healthcare. A qualitative interview study examines how micro-level evaluators experience enacting macro-level policy, leveraging the implementation staircase model (Reynolds &amp; Saunders, 1987). Three key themes emerged: alignment divide, value and impact, and policy leadership, summarizing nine conditions for policy enactment. Data were collected from semi-structured interviews (n = 8), document reviews (n = 6), and researcher reflections. Findings suggest that the evaluators' position at the lower levels of the implementation staircase amplifies the gap between policy and practice. Results highlight the crucial role of relationships between top and bottom layers of the staircase in influencing policy enactment.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102601"},"PeriodicalIF":1.5,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143869812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to \"Effectiveness of emergency food assistance programs during COVID-19 at Union Parishad: Mediating role of political neutrality\" [Evaluation and Program Planning 111 (2025) 102566].","authors":"Maruf Ahmad, Jannatul Ferdous","doi":"10.1016/j.evalprogplan.2025.102600","DOIUrl":"https://doi.org/10.1016/j.evalprogplan.2025.102600","url":null,"abstract":"","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":" ","pages":"102600"},"PeriodicalIF":1.5,"publicationDate":"2025-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planning and evaluation of an adapted online intercultural communication course for undergraduate English language students","authors":"Eva Reid ,&nbsp;Petra Ivenz","doi":"10.1016/j.evalprogplan.2025.102599","DOIUrl":"10.1016/j.evalprogplan.2025.102599","url":null,"abstract":"<div><div>The Covid 19 pandemic has caused real turmoil, impacting every aspect of society. Education is one of the most significant fields that was the most influenced by the pandemic. All levels of education had to change to online teaching for a significant amount of time. Teachers worldwide had to demonstrate flexibility and creativity to change not only the form of learning - from face-to-face to online teaching - but also to modify their course methods and materials to be equally efficient. The <em>Intercultural Communication</em> course, a compulsory component of the English language teacher training program at the university where this research was conducted, required extensive planning to ensure its effectiveness. Typically, the course accepts as many foreign Erasmus students as possible to foster a multicultural environment. However, the transition from face-to-face teaching in a multicultural setting to remote teaching via computer screens, without the personal contact and participation of Erasmus students, proved to be an immense challenge. Even though it seemed to be almost impossible to develop intercultural communicative competences within the online teaching format, we had to be creative and develop a new course that would fulfil the purpose. Participatory action research was employed to develop and implement a new online course <em>Intercultural Communication,</em> aimed at effectively fostering intercultural communicative competences of English language teacher trainees. The study addressed three research questions: 1. How did English language teacher trainees develop their intercultural communicative competences during the online teaching? 2. How successful was the structure of the online course of <em>Intercultural communication</em>? 3. How successful was the content concerning the development of intercultural communicative competences of English language teacher trainees in the online teaching? Data were collected through observation, self-reflecting journals, and open-ended surveys. The collected data were analysed using descriptive narrative and coding with the NVIVO qualitative data analysis software. The new online course comprised weekly assignments involving reading texts, watching videos, completing quizzes, and engaging in lectures and discussions during seminars both in break-out rooms and as a whole class. Findings from individual research methods were triangulated, and the newly developed course of <em>Intercultural Communication</em> was evaluated as highly successful.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102599"},"PeriodicalIF":1.5,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the efficiency of Taiwan's compulsory education system: A dynamic network DEA approach incorporating dropout impacts","authors":"Yi-Chun Lin ,&nbsp;Ming-Miin Yu","doi":"10.1016/j.evalprogplan.2025.102588","DOIUrl":"10.1016/j.evalprogplan.2025.102588","url":null,"abstract":"<div><div>This study aims to dynamically assess the production efficiency of Taiwan's compulsory education system from 2012 to 2022 by extending the network data envelopment analysis (NDEA) model into a dynamic framework. The proposed model integrates intertemporal carry-over variables and bad outputs (such as student dropouts) to address inefficiencies beyond the static input-output framework. Using the directional distance function (DDF) approach, we distinguish between retrieved and non-retrieved dropouts, emphasizing the long-term impact of non-retrieved dropouts as a carry-over variable. The empirical analysis evaluates performance disparities among various local governments and examines the influence of different local governments on overall and stage-specific educational performance. Our findings provide insights into the efficiency changes in Taiwan's compulsory education system, offering valuable guidance for policymakers to improve system performance. Additionally, this study contributes to the literature by introducing a refined dynamic NDEA framework that better captures the complexities of educational inefficiencies.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"111 ","pages":"Article 102588"},"PeriodicalIF":1.5,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}