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Incorporating qualitative assessment in
Impact Evaluations
30 March 2014
RBF Workshop, Buenos Aires, Argentina29
Kent Rans...
Learning objectives
• Why do qualitative research?
• How can qualitative research contribute to
IE?
• Ongoing work in Came...
Why do
qualitative
research?
Why do qualitative research?
• Studying processes: the aim is to explain (e.g. an
intervention’s apparent success, or othe...
How can
qualitative
research
contribute to IE?
Social construction / complexity lens
• Policy and systems shaped by politics,
culture, discourse
• Decisions diffused thr...
Stages to which qualitative research can contribute
Intervention stage Qualitative research contribution
Process evaluatio...
Video: PROCESS: Evaluating how the PRIME
intervention worked in practice
Ongoing work
in Cameroon
Other
important
considerations
Clair Chandler et al - 2013
Choosing & training a team
• Building a good team
o Ensure the right people are involved at ea...
• Protecting research participants and honouring
trust;
• Anticipating harms;
• Avoiding undue intrusion;
• Negotiating in...
• Reflexivity – researcher “reflects” on position,
assumptions and biases;
• Transparency;
• Comprehensiveness;
• Responsi...
Acknowledgements
Special thanks to:
Chandler, C.I.R., Reynolds, J., Palmer, J. J., & Hutchinson, E.
(2013) ACT Consortium ...
Thank You
Annual Results and Impact Evaluation Workshop for RBF - Day Six - Incorporating Qualitative Assessment in Impact Evaluations
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Annual Results and Impact Evaluation Workshop for RBF - Day Six - Incorporating Qualitative Assessment in Impact Evaluations

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A presentation from the 2014 Annual Results and Impact Evaluation Workshop for RBF, held in Buenos Aires, Argentina.

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Annual Results and Impact Evaluation Workshop for RBF - Day Six - Incorporating Qualitative Assessment in Impact Evaluations

  1. 1. Incorporating qualitative assessment in Impact Evaluations 30 March 2014 RBF Workshop, Buenos Aires, Argentina29 Kent Ranson | Senior Economist (Health), HRITF
  2. 2. Learning objectives • Why do qualitative research? • How can qualitative research contribute to IE? • Ongoing work in Cameroon o How are subjects selected, data collected and analysed? • Other important considerations o Choosing and training a team, ethical considerations, quality assurance
  3. 3. Why do qualitative research?
  4. 4. Why do qualitative research? • Studying processes: the aim is to explain (e.g. an intervention’s apparent success, or otherwise) rather than merely describe • “Behind every quantity there is a quality” (Sobo 2009) • Studying meaning: what is important to people and why? o Influences social interactions and ultimately health outcomes
  5. 5. How can qualitative research contribute to IE?
  6. 6. Social construction / complexity lens • Policy and systems shaped by politics, culture, discourse • Decisions diffused through system • Problems (and solutions) are related to understanding complexity • Human ‘software’ critical to health systems performance Kabir Sheikh et al - 2011
  7. 7. Stages to which qualitative research can contribute Intervention stage Qualitative research contribution Process evaluation - Ongoing as the trial / intervention is implemented - Is it going as planned? - May look at quality, intervention delivery, intervention receipt, reach (barriers to participation), context - Can contribute to changes during the trial as well as to an understanding of effect Outcome evaluation - Changes in health worker and community perception and behaviour, acceptability of intervention components - Intended and unintended consequences
  8. 8. Video: PROCESS: Evaluating how the PRIME intervention worked in practice
  9. 9. Ongoing work in Cameroon
  10. 10. Other important considerations
  11. 11. Clair Chandler et al - 2013 Choosing & training a team • Building a good team o Ensure the right people are involved at each stage; o Where possible, skilled local qualitative research team leaders; o May require technical support from social scientists at domestic or international universities o Foster relationships to achieve a team which is resilient and responsive to changes • Training o Share learning across project sites; o With RBF, the possibility to share learning across countries; o Intensive training of 5 to 10 days may be required, even for those with experience; o Role-play and small group activities effective for training on data collection and recording techniques
  12. 12. • Protecting research participants and honouring trust; • Anticipating harms; • Avoiding undue intrusion; • Negotiating informed consent; • Rights to confidentiality and anonymity; • Fair return for assistance; • Participants’ intellectual property rights; • Participants’ involvement in research. Clair Chandler et al - 2013 Common ethical principles & practices
  13. 13. • Reflexivity – researcher “reflects” on position, assumptions and biases; • Transparency; • Comprehensiveness; • Responsibility – understanding the role of each team member in producing good quality data; • Ethical practice; • Systematic approach – a methodical and logical process for achieving each stage of the research process. Clair Chandler et al - 2013 Quality assurance
  14. 14. Acknowledgements Special thanks to: Chandler, C.I.R., Reynolds, J., Palmer, J. J., & Hutchinson, E. (2013) ACT Consortium Guidance: Qualitative Methods for International Health Intervention Research. Available at www.actconsortium.org/qualitativemethodsguidance
  15. 15. Thank You

A presentation from the 2014 Annual Results and Impact Evaluation Workshop for RBF, held in Buenos Aires, Argentina.

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