Relevant bibliographies by topics / Social evaluations

Academic literature on the topic 'Social evaluations'

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Published: 4 April 2023

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Journal articles on the topic "Social evaluations"

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Barnett, Michael L., Michael Andreas Etter, Timothy Hannigan, Rhonda K. Reger, and Anastasiya A. Zavyalova. "Social Media and Social Evaluations." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 13845. http://dx.doi.org/10.5465/ambpp.2019.13845symposium.

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Svensson, Kate, Barbara Szijarto, Peter Milley, and J. Bradley Cousins. "Evaluating Social Innovations." American Journal of Evaluation 39, no. 4 (April 29, 2018): 459–77. http://dx.doi.org/10.1177/1098214018763553.

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Social innovations (SIs) frequently bring previously unrelated actors, ideas, and practices together in new configurations with the goal of addressing social needs. However, the dizzying variety of definitions of SI and their dynamic, exploratory character raise dilemmas for evaluators tasked with their evaluations. This article is based on a systematic review of research on evaluation, specifically an analysis of 28 published peer-reviewed empirical studies, within SI contexts. Given that design considerations are becoming increasingly important to evaluators as the complexity of social interventions grows, our objectives were to identify influences on design of evaluations of SI and clarify, which SI features should be taken into account when designing evaluations. We ultimately developed a conceptual framework to aid evaluators in recognizing some differences between SI and conventional social interventions, and correspondingly, implications for evaluation design. This framework is discussed in terms of its implications for ongoing research and practice.
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Nørholm, Morten. "Outlining a theory of the social and symbolic function of evaluations of education." Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker 1 (May 21, 2019): e1467. http://dx.doi.org/10.15845/praxeologi.v1i0.1467.

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AbstractThe article presents the results of a research project focusing on evaluations of education as a part of a New Public Management in the area of education.The empirical material consists of:- 8 state-sanctioned evaluations of the formal training programs for the positions in a medical field- various texts on evaluations- various examples of Danish evaluation research.A field of producers of Danish evaluation research is constructed as part of a field of power: analogous to the analysed evaluations, Danish evaluation research forms a discourse legitimizing socially necessary administrative interventions. The evaluations and the evaluation research are constructed as parts of a mechanism performing and legitimizing a sorting to an existing social order. The theoretical starting point is from theories, primarily by Émile Durkheim, Pierre Bourdieu and Ulf P. Lundgren.Keywords: evaluation, evaluation of education, social reproduction, New Public Management, societies after the Modern, meritocracy
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Bufquin, Diego, Robin DiPietro, Marissa Orlowski, and Charles Partlow. "Social evaluations of restaurant managers." International Journal of Contemporary Hospitality Management 30, no. 3 (March 19, 2018): 1827–44. http://dx.doi.org/10.1108/ijchm-11-2016-0617.

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Purpose This paper aims to examine the effects of restaurant managers’ warmth and competence on employees’ turnover intentions mediated by job satisfaction and organizational commitment. The study aims to enhance existing literature related to the influence of social perceptions that casual dining restaurant employees may adopt regarding their restaurant managers. Design/methodology/approach The data came from 781 employees of a large US-based casual dining restaurant franchise group that owned 43 restaurants. Exploratory and confirmatory factor analyses were performed, followed by multilevel path and post hoc mediation analyses, to assess the effects of the proposed model. Findings Results demonstrated that managers’ warmth and competence represented a single factor, instead of two distinct constructs, thus contradicting several sociopsychological studies. Moreover, managers’ warmth and competence had an indirect influence on employees’ turnover intentions through both job satisfaction and organizational commitment. Practical implications Knowing that employees develop improved job attitudes and lower turnover intentions when they evaluate their managers as warm and competent individuals, restaurant operators should focus on both of these social characteristics when designing interviewing processes, management training, and performance appraisal programs. Originality/value By studying a casual dining restaurant franchise group that operates a single brand, thus minimizing variation in policies and procedures, this paper fulfills an identified need to examine two fundamental social dimensions that people often use in professional settings, and which have not been vastly studied in organizational behavior or hospitality literature.
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Zandniapour, Lily, and Nicole M. Deterding. "Lessons From the Social Innovation Fund." American Journal of Evaluation 39, no. 1 (October 30, 2017): 27–41. http://dx.doi.org/10.1177/1098214017734305.

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Tiered evidence initiatives are an important federal strategy to incentivize and accelerate the use of rigorous evidence in planning, implementing, and assessing social service investments. The Social Innovation Fund (SIF), a program of the Corporation for National and Community Service, adopted a public–private partnership approach to tiered evidence. What was learned from implementing this ambitious program? How can large funding initiatives promote evaluation capacity in smaller organizations and evidence building in a sector broadly, increasing knowledge about how to address important social problems? And what can evaluators and evaluation technical assistance providers not working within a tiered evidence framework learn from the SIF? We provide an overview of the SIF model and describe how the fund operationalized “evidence building.” Materials developed to support SIF grantees represent practical, best practice strategies for successfully completing rigorous, relevant evaluations. Key lessons from overseeing over 130 evaluations—and their utility for other local evaluators—are discussed.
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Hinsz, Verlin B., and David C. Matz. "SELF-EVALUATIONS INVOLVED IN GOAL SETTING AND TASK PERFORMANCE." Social Behavior and Personality: an international journal 25, no. 2 (January 1, 1997): 177–81. http://dx.doi.org/10.2224/sbp.1997.25.2.177.

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Reactions from individuals having high (>50%) and low (<50%) evaluations of their relative ability on a task are compared. Low evaluation individuals had lower self-esteem as compared to the high evaluation group. The low evaluation group also had lower self-efficacy on the task, set lower goals, and had a lower expectation that they would attain the goal than the high evaluation group. In addition, the low evaluation group had less positive attitudes and lower commitment toward attaining the goal. Perhaps as a consequence of the poor evaluations, the low evaluation group had lower task performance and continued to have lower self-esteem subsequent to task performance.
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Georghiou, L. "Meta-evaluation: Evaluation of evaluations." Scientometrics 45, no. 3 (July 1999): 523–30. http://dx.doi.org/10.1007/bf02457622.

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Praestgaard, E. "Meta-evaluation: Evaluation of evaluations." Scientometrics 45, no. 3 (July 1999): 531–32. http://dx.doi.org/10.1007/bf02457623.

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Elliott, Megan, Mark Davies, Julie Davies, and Carolyn Wallace. "Exploring how and why social prescribing evaluations work: a realist review." BMJ Open 12, no. 4 (April 2022): e057009. http://dx.doi.org/10.1136/bmjopen-2021-057009.

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ObjectiveThe evidence base for social prescribing is inconclusive, and evaluations have been criticised for lacking rigour. This realist review sought to understand how and why social prescribing evaluations work or do not work. Findings from this review will contribute to the development of an evidence-based evaluation framework and reporting standards for social prescribing.DesignA realist review.Data sourcesASSIA, CINAHL, Embase, Medline, PsycINFO, PubMed, Scopus Online, Social Care Online, Web of Science and grey literature.Eligibility criteriaDocuments reporting on social prescribing evaluations using any methods, published between 1998 and 2020 were included. Documents not reporting findings or lacking detail on methods for data collection and outcomes were excluded.AnalysisIncluded documents were segregated into subcases based on methodology. Data relating to context, mechanisms and outcomes and the programme theory were extracted and context-mechanism-outcome configurations were developed. Meta-inferences were drawn from all subcases to refine the programme theory.Results83 documents contributed to analysis. Generally, studies lacked in-depth descriptions of the methods and evaluation processes employed. A cyclical process of social prescribing evaluation was identified, involving preparation, conducting the study and interpretation. The analysis found that coproduction, alignment, research agency, sequential mixed-methods design and integration of findings all contributed to the development of an acceptable, high-quality social prescribing evaluation design. Context-mechanism-outcome configurations relating to these themes are reported.ConclusionsTo develop the social prescribing evidence base and address gaps in our knowledge about the impact of social prescribing and how it works, evaluations must be high quality and acceptable to stakeholders. Development of an evaluation framework and reporting standards drawing on the findings of this realist review will support this aim.PROSPERO registration numberCRD42020183065.
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Skarżyńska, Krystyna. "SPRAWIEDLIWOŚĆ JAKO KRYTERIUM OCENY SYSTEMU EKONOMICZNO-POLITYCZNEGO." Civitas et Lex 5, no. 1 (March 31, 2015): 19–30. http://dx.doi.org/10.31648/cetl.2032.

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Justice is a widely used evaluation criterion applied to both particular decisions and behavioursas well as to whole social, economic and political systems. The paper presents research results fromthe representative sample of adult Poles conducted in September 2014. The goal of the research wasto investigate the relationships between different schemata of world perception and the evaluationof the justice of the current socio-economic system. The method of the data collection was computerassisted telephone interviews. The results indicate that the evaluations of justice of the politicalsystem are lower when: political cynicism is higher, interpersonal distrust is higher and whenrespondents held a stronger belief that the social world is full of uncontrollable danger. Also thelower evaluations of justice of the current system were accompanied by acceptance of aggressionin politics. Socio-demographic variables were less correlated with the evaluations of the justiceof the system then were psychological variables. Only age and educational level significantly butweakly differentiated the evaluations of justice.
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Dissertations / Theses on the topic "Social evaluations"

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Dufurrena, Seamus. "Three essays on accounting, professions, and social evaluations." Electronic Thesis or Diss., Cergy-Pontoise, Ecole supérieure des sciences économiques et commerciales, 2022. http://www.theses.fr/2022ESEC0005.

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Bien que la littérature comptable fasse largement référence aux construits d'évaluation sociale dans leur ensemble, elle est restée principalement axée sur l'examen de la production (e.g. Andon et al., 2014 ; Çakmaklı et al., 2020 ; Courtois & Gendron, 2020 ; Kirkham & Loft, 1993 ; Michelon et al., 2019 ; O'Dwyer et al., 2011 ; Power, 2003b ; Robson et al., 2007) et le maintien (e.g. Carnegie & O'Connell, 2012 ; Dermarkar & Hazgui, 2022 ; Durocher et al., 2016 ; Harrington, 2019 ; Mitchell et al., 1994 ; Robson et al., 1994 ; Whittle et al., 2014a) de la légitimité. Bien qu'important, se concentrer sur la légitimité de la profession ne permet que partiellement de comprendre comment la comptabilité peut être définie et perçue comme une profession qui jouit des privilèges dont elle bénéficie par rapport à d'autres professions. De plus, là où les études comptables font allusion à d'autres évaluations sociales, telles que la réputation et le statut, elles sont souvent traitées comme des caractéristiques auxiliaires de la légitimité, mentionnées en passant, et restent souvent indéfinies ou sous-développées. De même, et peut-être parce que les professions sont le plus souvent associées à des évaluations sociales positives (c'est-à-dire la légitimité, le statut et la réputation), la stigmatisation a tendance à être négligée dans la littérature comptable. Cette thèse cherche à aborder ces questions en synthétisant d'abord la littérature par le biais d'une revue systématique ainsi qu'en développant davantage les connaissances relatives aux constructions de la stigmatisation et du statut à travers deux essais empiriques. Par exemple, et en ce qui concerne la stigmatisation, notre compréhension de la façon dont les professionnels comptables font face à la stigmatisation semble confinée aux individus stigmatisés sur le lieu de travail (Stenger & Roulet, 2018) et aux réponses institutionnelles aux scandales d'entreprise (Neu & Wright, 1992). Cette thèse examine un contexte dans lequel les professionnels comptables fournissent des services aux entreprises souffrant de stigmatisation fondamentale (Hudson, 2008 ; Hudson et Okhuysen, 2009), mettant ainsi en lumière la façon dont la profession fait face aux risques de stigmatisation de manière plus persistante. De même, alors qu'il existe un nombre croissant de travaux qui illustrent comment le statut d'élite est atteint et perpétué parmi les membres de la profession, en particulier dans les grands cabinets de services professionnels, l'attention a principalement été portée sur les processus de socialisation qui se déroulent au sein de ces organisations, après que les membres ont déjà été intronisé (p. ex. Anderson-Gough et al., 2000a; Carter et Spence, 2014a). Cette thèse se concentre plutôt sur les processus de socialisation qui se déroulent plus tôt dans la vie (c'est-à-dire à la maison et à l'école) afin d'expliquer plus en détail les moyens par lesquels les individus se frayent un chemin dans les organisations professionnelles d'élite et, de fait, s'intègrent dans les cercles sociaux de haut niveau. Dans l'ensemble, cette thèse apporte des contributions théoriques en traitant la légitimité, le statut, la réputation et la stigmatisation comme des constructions autonomes et en fournissant à l'érudition une base pour mieux comprendre comment la comptabilité parvient à maintenir le professionnalisme aux yeux d'un public social critique. En considérant le professionnalisme, c'est-à-dire les caractéristiques qui distinguent une profession des autres professions, à travers ces construits d'évaluation sociale, cette thèse approfondit notre compréhension de la capacité de la profession comptable à "convaincre" de son expertise, à justifier de son autonomie, de son autorité sur les autres, et de son altruisme présumé (Anteby et al., 2016)
Though the accounting literature makes ample reference to social evaluation constructs overall, it has remained principally focused on examining the production (e.g. Andon et al., 2014; Çakmaklı et al., 2020; Courtois & Gendron, 2020; Kirkham & Loft, 1993; Michelon et al., 2019; O'Dwyer et al., 2011; Power, 2003b; Robson et al., 2007) and maintenance (e.g. Carnegie & O'Connell, 2012; Dermarkar & Hazgui, 2022; Durocher et al., 2016; Harrington, 2019; Mitchell et al., 1994; Robson et al., 1994; Whittle et al., 2014a) of legitimacy. While important, focusing on the profession's legitimacy only partially fulfills a comprehensive understanding of how accountancy can be defined and perceived as a profession that enjoys the privileges that it does relative to other occupations. Further, where accountancy studies do allude to other social evaluations, such as reputation and status, they are often treated as ancillary features of legitimacy, mentioned in passing, and often remain undefined or under-developed. Similarly, and perhaps because professions are most often associated with positive social evaluations (i.e. legitimacy, status, and reputation), stigma has tended to be neglected in the accountancy literature. This dissertation seeks to address these issues by first synthesizing the literature through a systematic review as well as by further developing knowledge relating to the constructs of stigma and status through two empirical essays. For instance, and with regards to stigma, our understanding of how professional accountants contend with stigma seems confined to stigmatized individuals in the workplace (Stenger & Roulet, 2018) and institutional responses to corporate scandals (Neu & Wright, 1992). This dissertation examines a context in which accounting professionals provide services to firms suffering from core-stigma (Hudson, 2008; Hudson & Okhuysen, 2009), thus shedding light on how the profession contends with the risks of stigma on a more persistent basis. Similarly, while there is a growing body of work that illustrates how elite status is attained and perpetuated among members of the profession, particularly in large professional services firms, attention has primarily been paid to socialization processes that unfold within these organizations, after members have already been inducted (e.g. Anderson-Gough et al., 2000a; Carter & Spence, 2014a). This dissertation focuses instead on the socialization processes that unfold earlier in life (i.e. in the home and in schooling) in order to further explicate the means by which individuals make their way into elite professional organizations and, indeed, integrate into high status social circles. Overall, this dissertation makes theoretical contributions by treating legitimacy, status, reputation and stigma as stand-alone constructs and providing scholarship a basis for better understanding how accountancy manages to uphold professionalism in the eyes of critical social audiences. By viewing professionalism, that is features that distinguish professions from other occupations, through these social evaluation constructs, this dissertation furthers our understanding of how accountancy is able “to convince audiences” of its expertise, its justification for autonomy, its authority over others, and its presumed altruism (Anteby et al., 2016)
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Pun, Anthea Colleen. "Foundations of infants' social group evaluations." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54493.

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Previous research has suggested that infants exhibit a preference for familiar over unfamiliar social groups (e.g., preferring individuals from their own language group over individuals from a foreign language group). However, it is not clear whether such intergroup preferences are driven by positivity toward the familiar group and/or negativity toward the unfamiliar group. Using a novel habituation paradigm modeled conceptually after the Implicit Association Test, experiments 1-3 demonstrated that infants around 1-year of age positively evaluate the familiar language group, but do not negatively evaluate an unfamiliar language group. Experiments 4-5 addressed alternative interpretations of this core finding. Experiment 6 conceptually replicated Experiments 1-3, demonstrating that infants also expect members of the familiar language group (but not members of an unfamiliar group) to engage in prosocial behaviours. Together these data suggest that children’s early social group behaviours (e.g., toy choice, preferential looking) may be shaped by positive evaluations of familiar group(s), rather than negative evaluations of unfamiliar groups.
Arts, Faculty of
Psychology, Department of
Graduate
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Petersén, Anna. "Evaluations that matter in social work." Doctoral thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-56146.

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A great deal of evaluations are commissioned and conducted every year in social work, but research reports a lack of use of the evaluation results. This may depend on how the evaluations are conducted, but it may also depend on how social workers use evaluation results. The aim of this thesis is to explore and analyse evaluation practice in social work from an empirical, normative, and constructive perspective. The objectives are partly to increase the understanding of how we can produce relevant and useful knowledge for social work using evaluation results and partly, to give concrete suggestions on improvements on how to conduct evaluations. The empirical data has been organised as four cases, which are evaluations of temporary programmes in social work. The source materials are documents and interviews. The results show that findings from evaluations of temporary programmes are sparingly used in social work. Evaluations seem to have unclear intentions with less relevance for learning and improvement. In contrast, the evaluators themselves are using the data for new purposes. These empirical findings are elaborated further by using the knowledge form phronesis, which can be translated into practical wisdom. The overall conclusion is that social work is in need of knowledge that social workers find relevant and useful in practice. In order to meet these needs, researchers and evaluators must broaden their knowledge view and begin to include practical knowledge instead of solely relying on scientific knowledge when conducting evaluations. Finally, a new evaluation model is suggested. It is called phronesis-based evaluation and is argued to have great potential to address and include professionals’ praxis-based knowledge. It advocates a view that takes social work’s dynamic context into serious consideration and acknowledges values and power as important components of the evaluation process.
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Bergstrand, Kelly. "Mobilizing for the cause| Grievance evaluations in social movements." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702713.

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The role of grievances in drawing public concern and activist support is a surprisingly understudied topic in modern social movement literature. This research is the first to parse grievances into core components to understand whether some grievances are more successful than others in evoking mobilizing, affective and cognitive reactions that can ultimately benefit social movements. I find that not all grievances are created equal when it comes to concern, support and interest in activism, and that the content of grievances can be studied in systematic ways to identify the types of grievances likely to be more powerful injustice events.

This dissertation bridges social psychology and social movements by applying concepts from Affect Control Theory (such as evaluation ratings and deflection) to grievance evaluations. To understand the differential effects of grievances, I break grievances into three basic building blocks—a Perpetrator (Actor), the act itself (Behavior), and the victim (Object). I then use measures of cultural perceptions of the goodness or badness of behaviors and identities to investigate how people react to different configurations of good or bad perpetrators, behavior and victims in injustice events. I posit that two mechanisms—concern about the wellbeing of others and desire for consistency in meanings about the world—drive reactions to the goodness or badness of elements in a grievance. I test hypotheses using an experimental design, specifically a vignette study.

I find strong support, across outcomes, that bad behavior, particularly when directed toward good victims, constitutes a form of grievance that promotes strong mobilizing, affective and cognitive reactions. I also find that the perpetrator matters for many outcomes, but that the effect of perpetrator is weaker than the effect of behavior and its target, tends to be insignificant for measures specific to behavioral activism, and largely disappears in cases of bad behavior toward good victims. In general, bad perpetrators produce higher levels of concern and emotion than do good perpetrators. The results also show that while concerns about the wellbeing of others dominate grievance evaluations, expectations about how the world should be (and deflection from those expectations) are useful for understanding reactions to perpetrators and to injustice events involving good behavior.

The conclusions from this dissertation contribute to a number of social movement arenas, including participation, movement outcomes, framing and emotions. Further, it has the real world implications of suggesting how well particular social issues might fare in attracting public concern and activist attention. This provides insights into both the types of movements more likely to be successful as well as the types of social problems less likely to draw public attention, increasing the chances that such problems persist.

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Bhadhuri, Arjun. "Including health spillovers in economic evaluations." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8080/.

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Patient chronic illness and disability impacts the health of family members and household members who experience psychological distress and care burden. These impacts, known as ‘health spillovers’, are typically ignored in economic evaluations, despite being relevant to ensuring maximum health benefits from scarce resources. This thesis explores methods for including health spillovers in economic evaluation. Three empirical studies were carried out. The first study generated evidence supporting the validity of the EQ-5D-5L and SF-6D for measuring health spillovers. The second study examined the health spillover from a behavioural intervention on related household members’ outcomes. Further trials are warranted which measure household member outcomes for patient health interventions. The third study demonstrated and applied a methodology which could be used to include health spillovers in a cost-utility analysis. The general conclusion is that family member costs/outcomes should be systematically accounted for in extra-welfarist economic evaluations, and though there remains uncertainty about the best way to achieve this, the findings from this thesis show that this is possible and advance the methods forward.
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Gabalda, Belonia. "Development of the sense of ownership : social and moral evaluations." Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05T035/document.

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La plupart des interactions sociales humaines font intervenir des objets, et ceci dès le plus jeune âge. Dans ces interactions, les enfants semblent prendre en compte qui est le propriétaire de l’objet. La notion de propriété ne concerne donc pas seulement une personne et un objet, mais constitue une relation entre différentes personnes vis-à-vis d’un objet. Cette relation est régie par un ensemble de règles ou droits de propriété. Nos travaux portent sur la compréhension qu’ont les enfants de la notion de propriété. A quel âge les enfants acquièrent-ils la compréhension des droits de propriété ? Avant de manier la notion de propriété de manière explicite, les enfants en ont-ils une compréhension plus implicite ? Plus particulièrement, nous avons exploré la compréhension et l’évaluation de transferts de propriété illégitimes et légitimes chez des enfants de 5 mois à 5 ans. Nous avons étudié deux types de transgressions de propriété : l’acquisition illégitime d’un objet (sans intention de transfert de la part du propriétaire) et l’absence de restitution d’un objet à son propriétaire. L’ensemble de nos études ont consisté à présenter aux enfants des transferts de propriété entre deux personnages de manière non verbale, dans des dessins animés ou des films mettant en scène des marionnettes, puis à mesurer la compréhension et l’évaluation de ces transferts par les enfants. Les études du Chapitre 2 (Etudes 1 et 2) se sont intéressées à l’évaluation que font les enfants de l’acquisition d’un objet. Les deux expériences de l’Etude 1 ont exploré la compréhension et l’évaluation de transferts de propriété illégitimes et légitimes par des enfants de 3 ans et 5 ans, ainsi que des adultes (population contrôle). Cette étude est la première à examiner simultanément la compréhension explicite et implicite qu’ont les enfants de la notion de propriété. En effet, les questions posées concernent respectivement les droits de propriété, ainsi que l’évaluation sociale et morale des agents impliqués. Dans l’Etude 1a, les participants ont vu un personnage acquérir un objet soit de manière illégitime (condition vol), soit de manière légitime (condition réception par don). Dans l’Etude 1b, c’est une action illégitime (condition vol) qui était comparée à une action légitime (condition don). Les enfants de 5 ans (comme les adultes) ont montré une compréhension de la notion de propriété à la fois implicite par leur évaluation sociale/morale, en préférant l’agent de la condition légitime (receveur du don ou donneur) par rapport à l’agent de la condition illégitime (voleur), et explicite par leur capacité à attribuer des droits de propriété différents selon la légitimité du transfert. Les enfants de 3 ans n’ont pas distingué les conditions illégitime et légitime, ni dans leur évaluation, ni dans leur attribution de droits de propriété. Ces résultats suggèrent que les enfants acquièrent simultanément les compréhensions implicite et explicite de la propriété. Dans l’Etude 1, aucune réaction émotionnelle n’était présente. Nous avons examiné dans l’Etude 2 le rôle des émotions du premier possesseur dans l’évaluation que font les enfants de 3 ans de l’acquisition d’un objet. En présence d’indices émotionnels (les mêmes dans la condition légitime et illégitime : le premier possesseur étant triste après le transfert dans les deux cas), les enfants de 3 ans sont parvenu à distinguer les deux conditions dans leur évaluation sociale/morale. Cette distinction n’a pu être basée uniquement sur la présence de l’émotion négative étant donné que l’émotion présentée était la même dans les deux conditions. Nous suggérons que les enfants de 3 ans ont détecté la transgression morale dans le cas du vol, et se sont basés sur l’émotion négative pour la confirmer. Les études du Chapitre 3 (Etudes 3 à 5) se sont intéressées à l’évaluation que font les enfants de la restitution d’un objet à son propriétaire…
Since a very young age, the majority of human social interactions involve objects. In these interactions, children seem to take into account who owns what. The notion of ownership thus does not involve only a person and an object, but is a relationship between several persons with respect to an object. This relationship is organized by a set of rules or property rights. Our work deals with children’s understanding of the notion of ownership. At what age do children acquire the understanding of property rights? Before an explicit mastery of the notion of ownership, do children have a more implicit understanding of it? More precisely, we explored the understanding and evaluation of illegitimate and legitimate transfers of property in children from 5 months to 5 years of age. We studied two types of ownership transgressions: illegitimate acquisition of an object (without owner’s intention to transfer it), and absence of restitution of an object to its owner. In all our studies, we presented to children property transfers between two characters using non-verbal animated cartoons or movies with puppets as actors, and then measured children’s understanding and evaluation of those transfers. The studies in Chapter 2 (Studies 1 and 2) assessed children’s evaluation of different modes of acquisition of an object. The two experiments of Study 1 explored 3- and 5-year-olds’s understanding and evaluation of illegitimate and legitimate property transfers. Adults were also tested as a control population. This study is the first one to investigate simultaneously children’s explicit and implicit understanding of the notion of ownership, by asking questions about property rights, as well as social and moral evaluations of the characters implicated in the transfers, respectively. In Study 1a, participants saw a character acquiring an object either in an illegitimate way (theft condition) or in a legitimate one (gift-reception condition). In Study 1b, an illegitimate action (theft) was compared to a legitimate action (giving). 5-year-old children (as adults) showed both an implicit understanding of ownership through their social/moral evaluation (preferring the legitimate agent (gift recipient or giver) compared to the illegitimate agent (thief)), and an explicit understanding of ownership through their ability to attribute different property rights considering the legitimacy of the transfer. 3-year-old children did not make any distinction between the illegitimate and legitimate conditions in their evaluation, neither in their attribution of property rights. These results suggest that children acquire implicit and explicit understanding of ownership at the same time. In Study 1, no emotional reaction was present. We examined in Study 2 the role of the first possessor’s emotions in 3-year-olds’ evaluation of object acquisition. The same cue was present in the legitimate and illegitimate conditions: the first possessor being sad after both transfers. In the presence of this emotional cue, 3-year-olds managed to distinguish between the two conditions in their social/moral evaluation. This distinction could not have been based solely on the presence of a negative emotion, as the emotion displayed was the same in both conditions. We suggest that 3-year-old children detected the moral transgression in the theft condition, and used the negative emotion to confirm it. The studies in Chapter 3 (Studies 3 to 5) examined children’s evaluations of the restitution of an object to its owner. Young children (2-3-year-old) have a bias to consider that the first possessor of an object is its “owner” and that the object cannot be definitively transferred to someone else. We thus investigated whether 3-year-old children (Studies 3 and 4) implicitly evaluate the absence of restitution as a transgression, and evaluate it negatively compared to the restitution of an object to its first possessor…
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Clemente, Marco. "Social Evaluations in a Multiple-Audience Context : The Impact of a Social Misconduct on People's Complaints, Share Price and Media Evaluation." Thesis, Jouy-en Josas, HEC, 2013. http://www.theses.fr/2013EHEC0012/document.

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Littérature sur l'évaluation sociale a principalement analysé la dyade “audience-candidat”,laissant La recherche sur les évaluations sociales s’est principalement focalisé sur la dyade “audiencecandidat”,sans s’intéresser à la façon dont l’audience principale (par exemple un agent exerçant uncontrôle social) influence l’évaluation d’une autre audience. Cette thèse explore la question desévaluations sociales dans un contexte d’audiences multiples. Elle se focalise sur les comportementsorganisationnels condamnables – une important forme d’évaluation sociale, pourtant en partieignorée par la recherche – et pose la question suivante : “Pourquoi une audience change-t-elle sonévaluation après un comportement organisationnel condamnable?”. Les trois essais s’intéressent àune différente forme d’audience (ou d’évaluation) : les individus (plaintes), les investisseurs (prix del’action) et les médias (évaluation de la presse écrite). Deux contextes novateurs et données uniquesont été utilisés : l’auto régulation du secteur de la publicité en Grande-Bretagne, et Calciopoli, lescandale qui a affecté la Série A en Italie en 2006. Les résultats montrent qu’en cas de comportementorganisationnel condamnable, l’évaluation des agents de contrôle social influence l’évaluation d’autreaudience, mais cet effet n’est pas mécanique. Trois modérateurs sont identifiés : l’ambiguïté de lanorme, la proéminence de l’évènement, et à quel point les transgresseurs sont des acteurs locaux. Enrésumé, cette thèse montre que les normes sociales sont mieux comprises dans un cadre triadique :“candidat – agent de contrôle social – autre audience”. Les normes sociales ne sont pas exogènes,mais sont crées de manière endogène par les actions des candidats et les évaluations de deuxaudiences au moins
Literature on social evaluations has mainly analyzed the “audience-candidate” dyad,leaving underexplored the way the evaluation of a main audience (e.g. a social-control agent)influences the evaluation of another audience. This dissertation looks at social evaluations in amultiple-audience context. It focuses on organizational social misconduct - an important, yetunderstudied social evaluation - and it investigates “Why does an audience change its evaluationfollowing organizational social misconduct?”. Each of the three essays focuses on a differentaudience (evaluation): people (people’s complaints), investors (share price) and the media(newspapers’ evaluation). Two novel settings and unique databases were used: advertising selfregulationin the UK and Calciopoli, the scandal that affected the Italian Serie A in 2006. Resultsshow that in case of organizational social misconduct, the evaluation of a social control agent doesinfluence the evaluation of another audience, however this effect is not mechanical. Three primarymoderators emerge from the three essays: the ambiguity of the norm, the saliency of the event, andlocalness of the transgressors. In summary, this dissertation shows that social norms are betterunderstood in a triadic framework: “candidate – social-control agent – another audience”. Socialnorms are not set exogenously, but are endogenously created by the actions of the candidates andthe evaluations of (at least) two audiences
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Price, Emma. "What is the role of self-evaluations in social anxiety? : can self-compassion counter negative evaluation?" Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503142.

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Chen, Xiaoye. "Understanding the many shades of corporate social responsibility-coporate and brand evaluations." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106343.

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Corporate social responsibility (CSR) programs are becoming increasingly diversified and sophisticated. Despite the wide use and rapid evolution of CSR practices, existing marketing research, which examines across CSR strategies, and the many shades of CSR, is scant (Peloza and Shang 2011). The goal of this dissertation is, therefore, to understand whether various strategic orientations of CSR can potentially translate into differential consumer responses. Two inter-related studies were conducted to fulfill this research goal. Study 1 aims to provide preliminary evidence in bridging the different CSR forms (Philanthropic, Promotional, and Shared-value) with individuals' corporate brand evaluations, as well as their construed CSR motives. Study 2 seeks to uncover the consumer pathways for realizing the differential effects of the diverse CSR forms from the consumer persuasion perspective. Taken together, the findings of these two studies demonstrate that consumers reward companies embracing Shared-value CSR, as opposed to Philanthropic and Promotional CSR, in two ways: 1) enhanced image-related responses (i.e., CSR image and trustworthiness); 2) enhanced competence-related judgment (i.e., perceived corporate ability), as well as product-related expertise and innovation capacity. This research identifies the boundary conditions of the above effects by introducing the moderating role of "corporate competence", and further sheds light on consumers' psychological processes that underlie their judgment.
Les programmes de responsabilité sociétale institutionnelle (RSE) se retrouvent de plus en plus diversifiés et sophistiques. Malgré l'usage rependu et l'évolution rapide de ces pratiques, peu de recherches marketing visent à examiner les nombreuses nuances de diverses stratégies de responsabilité sociale institutionnelle (Peloza and Shang 2010). Par conséquent, le but de cette thèse est de comprendre comment les diverses orientations stratégiques de responsabilité sociale institutionnelle peuvent donner naissance à des réponses différentes de la part du consommateur. Deux études inter-reliées ont été menées pour parvenir à ce but. L'étude 1 vise à démontrer de façon préliminaire comment les différentes formes de responsabilité sociale institutionnelle (Philanthropique, Promotionnelle et Création de Valeur) sont corrélées avec des évaluations individuelles distinctes de marques institutionnelles qui ont à la base des motivations de responsabilité sociale institutionnelle différentes.L'étude 2 démontre le processus utilisé par les consommateurs pour classifier les divers effets des différentes formes de responsabilité sociale institutionnelle rencontrées. Ensembles, nos études démontrent que lorsque la forme de responsabilité sociale institutionnelle Création de Valeur est perçue comme étant supérieure à celle Philanthropique ou Promotionnelle, les consommateurs attribuent aux institutions misant sur la première forme de responsabilité sociale: 1) une meilleure image (ex : meilleure image et crédibilité de responsabilité sociale institutionnelle); 2) de meilleurs jugements de compétences (ex : meilleure habilité institutionnelle perçue) ainsi qu'une meilleure expertise des produits et une capacité supérieure d'innover. Cette recherche illustre les conditions-limites des effets démontrés ci-dessus en identifiant le rôle modérateur des « compétences institutionnelles » et, par conséquent, contribue à clarifier davantage les processus psychologiques des consommateurs en ce qui a trait aux diverses formes de responsabilité sociale institutionnelles.
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Walker, Susan. "The effect of perceived social status on preschool children's evaluations of behaviour." Thesis, Queensland University of Technology, 1996.

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One of the major tasks of the early childhood years is to learn positive and socially acceptable ways of interacting with others and much of this learning occurs within the context of the peer group. Positive peer interactions thus make a substantial contribution to children's social and emotional development and rejection from the peer group in childhood has been linked to a variety of negative outcomes including early school withdrawal, delinquency and mental health problems (Asher, Oden & Gottman, 1977; Kupersmidt, Coie & Dodge, 1990; Parker & Asher, 1987). The perceived power of peer rejection as a predictor variable for future maladjustment has led to increasing concern by researchers to identify the factors involved in the establishment and maintenance of negative peer status. In addition to such potential determinants as physical attributes, social cognition and communication patterns (Black & Hazen, 1990; Kurdek & Krile, 1982; Shaffer, 1988) behavioural characteristics appear to be strongly related to the development of peer social status. However, although initial behaviours serve to rapidly establish children's status within groups of previously unacquainted peers (Dodge, 1983), there is increasing evidence which suggests that, once status is established, behaviour change in itself may not be sufficient to improve social status (Mize & Ladd, 1990). The present study arises from the premise that children's reputation may have an influence on the ways in which their peers both perceive and respond to their behaviour. In other words, a prior reputation may serve to maintain a negative peer status even when behaviour is improved. The present study was therefore designed to examine the extent to which a preschool child's social status or reputation, once established, affects peer perception of his or her subsequent behaviour. Of additional interest were possible sex and status differences in social information-processing. Subjects were 62 children (35 boys and 27 girls) from three local Community Preschools. The children ranged in age from 4 years, 7 months to 6 years, 1 month of age. Prior to commencement of the main study socio-metric interviews were conducted consisting of a combination of limited choice positive nomination and a three point rating scale. Children were then assigned to one of five status groups: rejected, neglected, average, popular or controversial. Children unable to be classified were designated "other". In conjunction with socio-metric testing, teachers were asked to complete a twelve item Teacher Assessment of Social Behaviour Questionnaire (Cassidy & Asher, 1992). After completion of sociometric testing children took part in individual interviews in which they were presented with information regarding the liked or disliked status of a hypothetical same sex peer and reputational information in the form of social information pictures depicting the target child engaged in social interactions. From this information children made inferences about the hypothetical peer's general disposition by rating the likelihood that he or she would behave in either pro-social or antisocial ways. Children were then presented with two types of hypothetical situations, other involved and self involved. The other involved hypothetical event consisted of presentation of a picture showing the same sex target peer and another same sex child involved in a conflict situation. The self involved event consisted of a hypothetical situation involving the subject and the target child in which the intentions of the target peer were ambiguous but a negative outcome for the subject resulted. Children were asked their perceptions of the target peer's involvement in the hypothetical events along the dimensions of locus of control, intent and stability for the other involved event, and locus of control and intent for the self involved event. Presentation order of popular versus unpopular target peer and self involved versus other involved hypothetical events was counterbalanced across subjects. The results clearly demonstrated that preschool children's evaluations of the target peers varied as a function of the target child's reputation and the subject's gender. Overall, children made significant distinctions between popular and unpopular peers both when making dispositional evaluations of the target peer and situational attributions about the target child's involvement in the hypothetical events. In contrast to expectations, no status differences in social information-processing were found. Sex differences in the use of reputational information were evident both for dispositional inferences and situational attributions. Specifically, girls made greater distinctions between popular and unpopular peers than boys both when making inferences about the target child's disposition, and when making attributions of intent. Relative to boys, girls rated the popular peer as more friendly, more helpful and more liked and the unpopular peer as more likely to get angry, fight and hurt others. Girls also rated the unpopular peer as acting intentionally more often than boys and were less likely to ascribe intent to the popular peer. Sex differences were also observed for teacher ratings of aggression, disruption and sociability. Teachers rated boys more highly on the dimensions of aggression and disruption while girls were rated high on sociability. These dimensions were also significantly correlated with children's evaluations of the target peer. Specifically, boys rated as highly aggressive or disruptive were likely to make more negative evaluations of a popular peer on pro-social items whereas sociable children of both sexes made more positive evaluations of an unpopular peer's involvement in a self involved negative event. Overall, these results replicate previous research (Cirino & Beck, 1990; Dodge, 1980; Hymel, 1986; Waas & Honer, 1990), indicating that children vary their perceptions of and explanations for behaviour as a function of the liked or disliked status of the target peer. Additionally however, the present study extends previous research efforts by demonstrating that reputational bias interpretations of behaviour is present in a much younger age group than that previously studied. Results are discussed in terms of the implications for intervention programs and research into children's peer relations.
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Books on the topic "Social evaluations"

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Theory-driven evaluations. Newbury Park, Calif: Sage Publications, 1990.

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Karen, Shapiro, ed. Designing evaluations of educational and social programs. San Francisco: Jossey-Bass, 1987.

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United States. General Accounting Office. Program Evaluation and Methodology Division. Designing evaluations. Washington, D.C: The Office, 1991.

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European Social Fund. Programme Evaluation Unit. Impact of evaluations, 1997. Dublin: European Social Fund Evaluation Unit, 1997.

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Katz, Steven T. The shtetl: New evaluations. New York: New York University Press, 2007.

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W, Langenbucher James, Rutgers Center of Alcohol Studies., and United States. President's Commission on Model State Drug Laws., eds. Socioeconomic evaluations of addictions treatment. Piscataway, NJ: Center of Alcohol Studies, Rutgers University, 1993.

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King, Elizabeth M. Timing and duration of exposure in evaluations of social programs. [Washington, D.C: World Bank, 2008.

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Baily, Thelma Falk. Psychological evaluations: An aid to CPS assessment. Denver, Colo: American Humane Association, 1986.

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Baily, Thelma Falk. Psychological evaluations: An aid to CPS assessment. Denver, Colo: American Humane Association, 1986.

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Huey-tsyh, Chen, Rossi Peter Henry 1921-, and Policy Studies Organization, eds. Using theory to improve program and policy evaluations. New York: Greenwood Press, 1992.

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Book chapters on the topic "Social evaluations"

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Kabir, Muhammad Ashad, Jun Han, and Alan Colman. "Experimental Evaluations." In Pervasive Social Computing, 195–218. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29951-8_9.

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Zhang, Xiaomei, and Guohong Cao. "Performance Evaluations." In Event Attendance Prediction in Social Networks, 33–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89262-3_6.

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GläSer, Jochen, and Grit Laudel. "The Social Construction Of Bibliometric Evaluations." In Sociology of the Sciences Yearbook, 101–23. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6746-4_5.

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Nonnemaker, James, Anna MacMonegle, and Matthew Farrelly. "Economic Evaluations of Social Marketing Campaigns." In The Palgrave Encyclopedia of Social Marketing, 1–5. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-14449-4_159-1.

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Worthen, Blaine R., and Karl R. White. "Uses and Functions of Onsite Evaluations." In Evaluating Educational and Social Programs, 122–29. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-011-7420-6_5.

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Greenberg, Jerald. "The Distributive Justice of Organizational Performance Evaluations." In Justice in Social Relations, 337–51. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-5059-0_18.

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Casasnovas, Jaume, and J. Vicente Riera. "Weighted Means of Subjective Evaluations." In Soft Computing in Humanities and Social Sciences, 323–45. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24672-2_18.

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Gustafsson Sendén, Marie, and Sverker Sikström. "Social Psychology: Evaluations of Social Groups with Statistical Semantics." In Statistical Semantics, 209–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37250-7_12.

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Pechmann, Cornelia, and J. Craig Andrews. "Methodological Issues and Challenges in Conducting Social Impact Evaluations." In Scaling Social Impact, 219–34. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113565_13.

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Ruijten, Peter A. M., and Raymond H. Cuijpers. "If Drones Could See: Investigating Evaluations of a Drone with Eyes." In Social Robotics, 65–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-05204-1_7.

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Conference papers on the topic "Social evaluations"

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Song, Zhuoyuan. "Self-Evaluations and Social Comparison." In 2021 3rd International Conference on Economic Management and Cultural Industry (ICEMCI 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211209.471.

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Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.

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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.
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Holm, Jon, and Anette Askedal. "Evaluation of societal impact in Norwegian SSH evaluations." In "Impact of Social Sciences and Humanities for a European Research Agenda Valuation of SSH in mission-oriented research". fteval - Platform for Research and Technology Policy Evaluation, 2019. http://dx.doi.org/10.22163/fteval.2019.382.

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Hellen O. da Silva, Thiago, Lavínia Matoso Freitas, Marília Soares Mendes, and Elizabeth Sucupira Furtado. "Textual evaluation vs. User testing: a comparative analysis." In X Workshop sobre Aspectos da Interação Humano-Computador na Web Social. Sociedade Brasileira de Computação (SBC), 2019. http://dx.doi.org/10.5753/waihcws.2019.7673.

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One of the ways to evaluate a system is from Textual Evaluation. This type of evaluation consider the textual user’s opinions to infer aspects of the interaction with the system. Although this method covers many texts and consi- ders spontaneous narratives of the users, it takes a lot of time and effort. Some authors have reported on the need to compare evaluations techniques in order to investigate their effectiveness in revealing issue or to supplement the results of a systems assessment. This study presents a comparative analysis between the textual evaluation and user testing. A case study was performed evaluating the usability and user experience of a health app. As a result, the techniques were analyzed based on aspects that involved describing the results, resources needed and description of problems and users.
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Vocht, Frank de, Srinivasa Vittal Katikireddi, Cheryl McQuire, Kate Tilling, Matthew Hickman, and Peter Craig. "P39 Evaluations of public health interventions using natural experiment evaluation designs and the ‘target trial’ framework." In Society for Social Medicine Annual Scientific Meeting Abstracts. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/jech-2021-ssmabstracts.127.

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Zhang, Xiaoying, Hong Xie, and John C. S. Lui. "Sybil Detection in Social-Activity Networks: Modeling, Algorithms and Evaluations." In 2018 IEEE 26th International Conference on Network Protocols (ICNP). IEEE, 2018. http://dx.doi.org/10.1109/icnp.2018.00015.

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Mead, Ross, and Maja J. Mataric. "Proxemics and performance: Subjective human evaluations of autonomous sociable robot distance and social signal understanding." In 2015 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2015. http://dx.doi.org/10.1109/iros.2015.7354229.

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Minetaki, Kazunori. "Twitter Discussions and evaluations about the delta variant of COVID-19 in Japan." In MISNC2021: The 8th Multidisciplinary International Social Networks Conference. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3504006.3504016.

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Rico, Julie, and Stephen Brewster. "Gesture and voice prototyping for early evaluations of social acceptability in multimodal interfaces." In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891925.

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Aborujilah, Abdulaziz, Rasheed Mohammad Nassr, Shahrulniza Bin Musa, and Munaisyah Abdullah. "IT Students' Sentiment of Faculty Evaluations and Posting Opinions on Social Media Networks." In IMCOM '18: The 12th International Conference on Ubiquitous Information Management and Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3164541.3164579.

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Reports on the topic "Social evaluations"

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Heckman, James, Jeffrey Smith, and Christopher Taber. Accounting for Dropouts in Evaluations of Social Experiments. Cambridge, MA: National Bureau of Economic Research, September 1994. http://dx.doi.org/10.3386/t0166.

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2

Crincoli, Tim, Ella Beveridge, and Howard White. Development project evaluations in Malawi: A Country Evaluation Map. Centre for Excellence and Development Impact and Learning (CEDIL), November 2022. http://dx.doi.org/10.51744/cswp6.

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The Malawi country evaluation map was created to promote the knowledge and use of development project evaluations in Malawi. It presents 576 project evaluations from nine databases and a targeted Google search. Malawi has very many evaluations of health, agricultural development and economic development interventions. Education, governance and public sector, and social protection all have a broad evidence base. These areas are ripe for summaries of lessons learned from these evaluations. The primary function of the country evaluation map is to increase knowledge and accessibility of project evaluations of development projects in Malawi. This map can be used by policymakers and researchers alike to understand what development project evaluations have been done and where there is a need for more research.
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Moffitt, Robert. The Role of Randomized Field Trials in Social Science Research: A Perspective from Evaluations of Reforms of Social Welfare Programs. Cambridge, MA: National Bureau of Economic Research, October 2003. http://dx.doi.org/10.3386/t0295.

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4

Tripathi, Stuti, Kanika Jha Kingra, Francis Rathinam, Tony Tyrrell, and Marie Gaarder. Social protection: a synthesis of evidence and lessons from 3ie- supported impact evaluations. International Initiative for Impact Evaluation (3ie), June 2019. http://dx.doi.org/10.23846/wp0034.

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Rathinam, Francis, P. Thissen, and M. Gaarder. Using big data for impact evaluations. Centre of Excellence for Development Impact and Learning (CEDIL), February 2021. http://dx.doi.org/10.51744/cmb2.

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The amount of big data available has exploded with recent innovations in satellites, sensors, mobile devices, call detail records, social media applications, and digital business records. Big data offers great potential for examining whether programmes and policies work, particularly in contexts where traditional methods of data collection are challenging. During pandemics, conflicts, and humanitarian emergency situations, data collection can be challenging or even impossible. This CEDIL Methods Brief takes a step-by-step, practical approach to guide researchers designing impact evaluations based on big data. This brief is based on the CEDIL Methods Working Paper on ‘Using big data for evaluating development outcomes: a systematic map’.
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Son, Jihyeong, NIgel AR Joseph, and Vicki McCracken. Instagram Captions Matter. How Regulatory Fit Relates to Consumer Interactions and Brand Evaluations on Social Media. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.10233.

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Macura, Biljana, Sarah Dickin, Hugh Sharma Waddington, Carla Liera, Adriana Soto, Arianna Orlando, Ella Foggit, et al. Gender and social outcomes of WASH interventions: synthesis of research evidence. Centre for Excellence and Development Impact and Learning (CEDIL), March 2023. http://dx.doi.org/10.51744/cswp7.

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Safely managed water, sanitation, and hygiene (WASH) are fundamental for human health and wellbeing and are thought to contribute to a range of positive outcomes related to education, livelihoods, dignity, safety, and gender equality. However, gender and other social categories (e.g. age, ethnicity, caste, disability, marital status) can mediate who benefits from WASH services and in which ways. As progress in gaining access to safe WASH services has not occurred equally, there has been a focus on mainstreaming gender equality and social inclusion (GESI) in interventions. Despite awareness in the sector of the importance of promoting gender and socially inclusive WASH services, evaluations of interventions focus largely on technical or health outcomes, while social outcomes are not included. This systematic evidence synthesis aimed to collate evidence on the impact of WASH interventions on GESI outcomes in low- and middle-income countries (LMICs). It also aimed to synthesise evidence on violence-related outcomes, and to advance understanding of barriers to, and facilitators of, change in violence-related outcomes in the context of WASH interventions.
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Barakat, Sarah, Alexia Pretari, and Jaynie Vonk. Centring Gender and Power in Evaluation and Research: Sharing experiences from Oxfam GB's quantitative impact evaluations. Oxfam GB, July 2021. http://dx.doi.org/10.21201/2021/7789.

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Bringing a feminist intent to research, monitoring and evaluation practices leads to defining these as tools to contribute to transforming the lives of women, girls and non-binary people, and to bringing about social justice. This has meant putting gender and power at the centre of our practice, which has in turn shaped the technical choices made specifically in quantitative impact evaluations. This paper focuses on describing how these technical choices, as well as ethical considerations, are changed by this feminist intent. The paper also presents the lessons learned and questions raised along the way, which may be useful for MEAL and research practitioners, as well as programme managers. How can we bring intersectionality to the fore? What does it mean to go beyond the gender binary? How can this work be transformative?
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Strachan, Anna. Lessons Learned from Humanitarian Interventions in Ukraine (2014-2021). Institute of Development Studies, December 2021. http://dx.doi.org/10.19088/k4d.2022.046.

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Eastern Ukraine has been affected by conflict since 2014, resulting in large numbers of people requiring humanitarian assistance. Throughout the different phases of the conflict, numerous lessons have been learned by humanitarian actors. This report outlines lessons learned in three categories, protect (protecting civilians, humanitarian access and civil-military coordination), prioritise (prioritising effective humanitarian assistance to people in greatest need), and prevent (preventing and anticipating future shocks and rebuilding resilience in protracted and recurring crises). There is a limited body of literature on lessons learned from humanitarian interventions in the Ukraine. Evaluations provide some evidence on best practices and areas for improvement, but these are limited in number. While these evaluations often provide lessons learned and recommendations for specific organisations, many of these are applicable for other international humanitarian actors operating in Ukraine. While Ukraine has a well-established social protection system, there is limited evidence on the use of existing social protection mechanisms to channel assistance. The existing literature on humanitarian interventions in Ukraine between 2014 and 2021 discusses persons with disabilities and the elderly from the perspective of inclusion in programming. There are also numerous gender analysis reports of conflict-affected areas, and gender is addressed in the context of gender mainstreaming in humanitarian interventions within programme evaluations.
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Bassi, Andrea. From “Social Impact” to “Social Value”. Liège: CIRIEC, 2022. http://dx.doi.org/10.25518/ciriec.wp202206.

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After the financial-economic crisis of 2008 there has been an increasing diffusion of discourses by international institutions stressing the necessity towards the adoption of impact evaluation methods both by for profit and SSE organizations. This craze for impact measurement is generally led by the need of the stock exchange to find new financial markets (demand) for an increasing offer of socially or environmentally oriented financial products (such as the Social Impact Bond). This pressure had the effect to spread terms and concept typically of the financial world to other domains, such as the welfare policy (Social Investment State) and the traditional philanthropic sector (Social Return on Investment). Even the SSE has not been immune from this “epidemic” of measurement, standardization, quantification of its activities’ effects (Salathé-Beaulieu, G. in collaboration with M. J. Bouchard and M. Mendell, 2019). The paper’s main aim is to argue in favour of the adoption of a broader conceptualization of the SSE contribution to the local community (and to the society as a whole) that the one implied by the term “impact”. It proposes a conceptual framework based on the “social value” notion, which requires to consider the worth (Bouchard, M. J. ed., 2009) linked to the presence of the organization itself and not only of its activities/ programs/services. The paper will illustrate and comment the main results from an empirical research on the Social Added Value Evaluation of an umbrella recreation association in the Emilia-Romagna Region. The inquire adopts an experimental design based on qualitative methods such as: focus groups, face to face interviews and on site observations, in order to build a consensual system of social value/impact evaluation to be adopted by the local branches of the regional association.
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