Over the past twenty to thirty years, evaluation has become increasingly important to the field of public policy. The number of people involved and specializing in evaluation has also increased markedly. Evidence of this trend can be found in the International Atlas of Evaluation, the establishment of new journals and evaluation societies, and the increase in systems of evaluation. Increasingly, the main reference point has become an assessment of the merit and value of interventions as such rather than the evaluator's disciplinary background. This growing importance of evaluation as an activity has also led to an increasing demand for the type of competencies evaluators should have.Evaluation began as a niche area within the social and behavioral sciences. It subsequently became linked to policy research and analysis, and has, more recently, become trans-disciplinary. This volume demonstrates an association between the evaluation tradition in a particular country or policy field and the nature of the relationship between social and behavioral science research and evaluative practice. This book seeks to offer comprehensive data, which lead to conclusions about patterns that transcend the gap between evaluation and the social scientific disciplines.Mind the Gap has a twofold aim. The first is to highlight and characterize the gap between evaluation practices and debates, and the substantive knowledge debates within the social and behavioral sciences. The second is to show why this gap is problematic for the practice of evaluation, while at the same time illustrating possible ways to build bridges. The book is centered on the value of producing useful evaluations grounded in social science theory and research.
Over the past twenty to thirty years, evaluation has become increasingly important to the field of public policy. The number of people involved and specializing in evaluation has also increased markedly. Evidence of this trend can be found in the International Atlas of Evaluation, the establishment of new journals and evaluation societies, and the increase in systems of evaluation. Increasingly, the main reference point has become an assessment of the merit and value of interventions as such rather than the evaluator's disciplinary background. This growing importance of evaluation as an activity has also led to an increasing demand for the type of competencies evaluators should have.Evaluation began as a niche area within the social and behavioral sciences. It subsequently became linked to policy research and analysis, and has, more recently, become trans-disciplinary. This volume demonstrates an association between the evaluation tradition in a particular country or policy field and the nature of the relationship between social and behavioral science research and evaluative practice. This book seeks to offer comprehensive data, which lead to conclusions about patterns that transcend the gap between evaluation and the social scientific disciplines.Mind the Gap has a twofold aim. The first is to highlight and characterize the gap between evaluation practices and debates, and the substantive knowledge debates within the social and behavioral sciences. The second is to show why this gap is problematic for the practice of evaluation, while at the same time illustrating possible ways to build bridges. The book is centered on the value of producing useful evaluations grounded in social science theory and research.
Who are the people in the Netherlands with an active interest in cultural heritage and the performing arts, and who prefer to leave these forms of culture alone? Have the size and composition of the groups of 'culture-lovers' and 'culture-leavers' changed since the end of the 1970s? These are the central questions in this concise descriptive study. It considers not only visits to cultural institutions such as museums and concert halls, but also the consumption of culture via the media and active cultural participation through the amateur arts. Trends in total participation are presented against the background of continuity and change in cultural output. More women than men have an interest in cultural activity, and more better-educated than less well-educated people. The level of cultural interest among the better-educated has declined, but thanks to the rising education level this has not (yet?) been translated into a lower overall level of cultural interest. Among middle-aged people, the main growth area has been in their interest in popular culture. At the end of this report a number of scenarios from earlier studies on the position of culture in the midst of increasing competition for people's leisure time are subjected to scrutiny.
This book is the product of a relatively long history of pilgrimage research in a Dutch theological setting. It is intended as a report for an international audience on this long-running programme. Two lines are followed in the book. The first is the track of liturgical studies, in which an historical, European ethnological and anthropological approach has predominated. The second is a social science track, with specific content coming from psychology of religion. The combination of these two lines has been extremely fruitful. In addition to results of various surveys of contemporary pilgrimage practice and the expansion of research into ritual and cultural context in which modern pilgrims find themselves, special attention is also bestowed on historiographic issues involved in orienting pilgrimage research, and its theoretical and methodological aspects. The places of pilgrimage examined here are Wittem, Dokkum and Amsterdam in The Netherlands, Banneux in Belgium, Lourdes and La Salette in France, and Santiago de Compostela in Spain. The central question which informs the whole study is to what extent one can perhaps speak of a new type of pilgrim today, the "modern pilgrim".
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