A sustainabilities program evaluation model

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A sustainabilities program evaluation model
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Local Government Sector Planning

• Figure 1 The Four Pillars of Sustainability1
• Address environmental challenges
• Generate economic empowerment
• Enhance social capital and
• Build institutional capacity.
• Source http//www.portphillip.vic.gov.au/what_is_
  cultural_vitality.html
• 1. Hawkes, J. (2001) The Fourth Pillar of
  Sustainability Cultures Essential Role in
  Public Planning. Melbourne Common Ground.

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Cultures Role in Public Planning

• CONTRIBUTION TO
• Social
• Economic
• Environmental
• SUSTAINABILITIES

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Arts transformatory potential (living-systems
theoretical model)

• activist standpoint
• knowledge of the rules and practices that govern
  projects
• modest witnessing
• enAbling community
• collective agency
• understanding art-making as not concerned with
  representing an independently existing world, but
  with the bringing forth of a world through the
  process of living (creativitygtautopoiesis)

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Evaluating (sustainabilities model)

• Policy planning as outcomes of extensive
  community consultation ongoing evaluation
  embedded in plans cyclical/evolutionary
  participatory process
• Plans implement policy goals into programs
• Program structure based in sustainability values
• CCD model - community owned driven programs and
  projects
• Evaluation process - community of inquiry
• Evaluation instruments (quantitative
  qualitative) measure outcomes in line with
  program goals

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Transdisciplinary Evaluation Model

• Multiple Perceptions Analysis Convergence (MPA-C)
  (Arts Education)
• Community of Inquiry Process (CI) (Philosophy)
• Program Logic Identification (Health)

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Participatory Process

• Multiple Perception Analysis Convergence Model
  (MPA-C)2
• qualitative and quantitative evaluation and
  attends not only to the educational, but also the
  social, and psychological dimensions of a
  learning situation. Thus, the MPA-C model is
  responsive to changing educational contexts and
  sensitive to the evolution of learning over time.
  The MPA-C model combines external evaluation
  specialists with internal/local stakeholders in
  the development and delivery of a program to
  record the perceptions of all participants in a
  non-hierarchical format.
• Community of Inquiry (CI)
• Inter-subjective verification of perceptions is
  achieved through independent reviews of audio and
  video recordings, interviews, observations, and
  questionnaires. Converging and diverging
  perceptions are submitted to program members or
  participants for their responses, and the final
  multiple perception analysis (MPA) is submitted
  to an external review panel of critical friends
  for validation
• Program Logic Modeling Tools (Health) -
  immediate, mid and long term outputs outcomes
• 2. Ecker, D. and T. Baker, L (1984). Multiple
  Perception Analysis A Convergence model for
  evaluating Arts Education. Studies in Art
  education 25 (4) 245-250.

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Data Sources Analytical tools

• Data sources surveys questionnaires video
  documentation program observations and reports
  participant interviews (open ended) and focus
  group dialogue
• Quantitative (SPSS) procedures used for
  descriptive and inferential analysis (potential
  to examine theoretically important differences
  and changes.
• Qualitative conversational analysis
  (Leximancer) semantic mapping software to
  develop concept maps from natural language

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DisAbility Arts (dont dis my ability!)
Project(CoA Cultural Diversity Program
participator design proces)

• Interim committee convened for the first stage of
  the project
• Two-day DisAbility Arts Forum to launch the
  project. (Video documentation Detailed report)
• Distribution and collation of Survey forms used
  to ascertain the desires of the local disability
  community as per the content of Stage 2 of the
  project.
• Analysis Feedback indicated that there was a
  great deal of interest amongst the regions
  disability community to participate more
  meaningfully in the arts, and a lot of enthusiasm
  for Stage 2 of the project to begin)
• Employ of a Project Manager to manage Stages 2
  (art-form training) 3 (arts performances
  exhibitions)

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DisAbility Arts Project Outputs Outcomes

• Uninhibited Art Exhibition, Coolamon Cultural
  Centre Murwillumbah
• Access Arts Presentation Musical Chairs
  Performance - Civic Centre
• Tweed River Festival Lantern Parade - Boat
  Harbour, Tweed Heads
• Intimate Encounters Forum Exhibition Tweed
  River Art Gallery
• Cameo Performance, Coolamon Cultural Centre
• No Strings Art Exhibition, Coolamon Cultural
  Centre
• No Strings Performance Event held in conjunction
  with the exhibition
• Drumming performance at Murwillumbah High School
  by their Special Unit in the Battle of the
  Bands ( group attained second place overall in
  the school)
• Performance of Sitting Dance and Drumming
  (Arcadia Accommodation Networks day centre, Ocean
  Shores, Byron Shire)
• Performance of drumming and drama, and visual
  arts presentation (On Track Community Programs
  for Mental Health Week) attended by approximately
  60 people (Civic Centre)
• Sustainability successful funding submission for
  creation of multi-arts performance troupe in 2006
  (NSW Regional Arts Grant) - currently on tour.

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Program Logic Model
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What questions should be asked of the data?

• What new knowledge will the research add to the
  field (theory practice innovation)?
• About the role of art/artist in culture and
  society?
• About cultural diversity social inclusion -
  specifically the Disability sector/industry?
  (What does meaningful participation look like?)
• About creativity and wellbeing?
• About a life well lived?
• About what it is that should be sustained?
• About ???