3 Schön’s seminal books The Reflective Practitioner (1987) and Educating the Reflective Practitioner (1987) were internationally renowned and impacted professionals in an exceptionally wide range of communities of practice.
Members of the evaluation community wear many different hats; their interests can extend well beyond evaluation practice. Beyond seasoned evaluators, the book will have appeal to at least four other groups from this community. First, the book will be of high value to those interested in designing and implementing research on evaluation. Some of the studies included are instances of case study research and related approaches to deepening our knowledge about collaborative approaches in general. An assessment of the value of the set of principles in guiding such research will be well received by other researchers.
Second, whether through direct instruction or indirect evaluation capacity building, the pedagogical value of the CAE principles will be highly attractive to university professors, course instructors, and evaluation capacity building workshop leaders/facilitators who are interested in designing and implementing instruction related to CAE. Two of the field studies are actually grounded in pedagogical applications of the principles. Instructors in evaluation methods in practice courses as well as evaluation theory and alternative perspectives will find value in the volume.
Third, evaluation novices, be they students or professionals who are new to the field, will benefit from up-close glimpses of the complexity of collaborative practice, its benefits, and its challenges. Graduate students interested in developing their evaluation knowledge and skills as well as developing research proposals for thesis production will find great value here. The book provides a wealth of resources for this group given the range of contexts and applications of the principles and ideas about ongoing research agendas. Inasmuch as the book is grounded in empirical inquiry, it will prove to be valuable in stimulating creative ideas about research on evaluation, particularly in the collaborative context.
Finally, the book may be of substantial interest to those in program and organizational contexts where CAE is sensible and desirable. For example, in the not-for-profit sector, many acting administrators and directors of small nongovernmental organizations operate under heavy accountability demands and associated evaluation expectations. Many of these people have come to understand that evaluation can provide significant leverage for learning and the improvement of their interventions. Given limited resources, the attractiveness of CAE to such administrators is certainly strong. And in other traditionally mainstream evaluation contexts, decision and policy makers may be, in the face of complexity challenges, interested in exploring alternative approaches that will enable evaluation to truly leverage social and programmatic change. The book may provide very good insight into such possibilities.
In addition to the overarching structure of the volume, it contains several features that will help readers navigate the text and consolidate learning. The overarching structure of the book—introduction, field studies, integration—is enhanced by part introductions that provide advance organizers. The part introduction for Part B provides basic descriptive detail about the field studies to help readers identify those of high interest to them. Background details about the authors can be found at the end of each chapter. Every field study chapter begins with a short descriptive chapter overview and reference citations are presented within chapters. As a pedagogical aid, at the end of each field study, a set of questions for reflection and knowledge consolidation appears. Finally, an author and subject index appears at the end of the volume.
J. Bradley Cousins Editor
Reference
Shulha, L. M., Whitmore, E., Cousins, J. B., Gilbert, N., & Al Hudib, H. (2016). Introducing evidence-based principles to guide collaborative approaches to evaluation: Results of an empirical process. American Journal of Evaluation, 37(2), 193–215.
Acknowledgments
The quality of the book, and particularly of the empirical field studies, is attributable not only to the hard work of the authors but also to the wisdom and insights provided by peer reviewers. We established an editorial board at the outset of the project that included members of the COVE research team as well as evaluation community members from different countries with considerable knowledge and experience with CAE. Members of the board also provided valuable input for the introductory and integration chapters and core members were instrumental in the initial field study selection process. I wish also to thank anonymous reviewers recruited by SAGE and by the series editors (listed below). It is always beneficial to learn from those with different perspectives and experiences. Finally, I would like to thank my wife Danielle and friends and colleagues who have shown interest, enthusiasm, and support throughout the project.
Over the years, much of the work of the COVE research group has been funded by the University of Ottawa, and this volume has most certainly benefited from such support. I thank the University for its contributions and for enabling the space for creative scholarship. The views and opinions expressed in this volume are not necessarily those of the funding provider. Despite the enormous contributions by many, any short-comings in this collection are my full responsibility.
SAGE wishes to thank the following reviewers:
Lori L. Bakken, University of Wisconsin-Madison
Roger A. Boothroyd, University of South Florida
Deven Carlson, University of Oklahoma
Angellar Manguvo, University of Missouri-Kansas City
Raymond Sanchez Mayers, Rutgers University School of Social Work
Beverly L. Peters, American University
Deborah A. Potter, University of Louisville
Nancy Stutts, Virginia Commonwealth University
Stephen E. Sussman, Barry University
Evaluation in Practice Series
Christina A. Christie & Marvin C. Alkin, Series Editors
1. Mixed Methods Design in Evaluation, by Donna M. Mertens
2. Facilitating Evaluation: Principles in Practice, by Michael Quinn Patton
3. Collaborative Approaches to Evaluation: Principles in Use, Edited by J. Bradley Cousins
Editorial Board Members
Hind Al Hudib,* Independent Researcher, Ottawa, Canada
Michelle Anderson-Draper, Principal, Anderson-Draper Consulting, Edmonton, Canada
J. Bradley Cousins,* Professor Emeritus, Faculty of Education and Centre for Research on Educational and Community Services, University of Ottawa, Canada
Pierre-Marc Daigneault, Professeur agrégé, Département de science politique, Université Laval, Canada
Boru Douthwaite, Principal, Boru Consult, County Mayo, Ireland
Nathalie Gilbert,* Champlain Local Health Integration Network, Ottawa, Canada
Michael A. Harnar, Assistant Professor, Interdisciplinary PhD in Evaluation, Western Michigan University, USA
Joan LaFrance, Principal, Mekinak Consulting, Seattle, USA
Sofya