‘Useful, usable and used’: Sustaining an Australian model of cross-faculty service learning by concentrating on shared value creation

In recent decades, partnerships between community-based organisations and universities through service-learning programs have proliferated, reflected in an equally energetic growth in the research literature on process, evaluation, benefits and lessons learned. As an example of student experiential education through community engagement, service learning’s potential to contribute to students, community partners and the university is well recognised, although the research has tended to focus on benefits to students rather than the value in engagement for the community sector. UTS Shopfront Community Program is a cross-university initiative that has successfully facilitated curricular service learning in multiple disciplines for 20 years at an Australian university, leading to the completion of more than 1000 community projects. In examining this program, this article aims to describe both a sustainable, generative partnership model for creating shared value and, through analysis of 10 years of evaluation data, define what value is created for community partners and students through this project work. Key components in enabling a shared-value approach include: community-initiated projects based on need; a dedicated cross-university program and an assigned project coordinator; the engagement of faculty expertise through students with developed skills in appropriately structured courses; and community ownership of outcomes. Ongoing challenges include: scoping ‘student-ready’ briefs; managing risk, commitment and workload; designing coursework structures to deliver shared value; and achieving the ‘Holy Grail’ of transdisciplinarity

Gaining Perspective: Lessons Learned From One Foundation's Exploratory Decade

Ten years after launching an ambitious strategy, the Northwest Area Foundation asked FSG to identify lessons learned from a decade of community-based work. In the period from 1998 to 2008, the Northwest Area Foundation made a big bet on an innovative approach to reducing poverty. Before that time, the Foundation awarded relatively short-term grants in a variety of program areas. In 1998, the mission was sharpened to a single purpose: to help communities reduce poverty. At the heart of the new strategy was a set of placebased, long-term commitments that were conceived as partnerships with entire communities.

Lasting Change from Organizational Effectiveness

This Lasting Change from Organizational Effectiveness (OE) report for 2014 includes analysis of 20 postgrant interviews conducted one to two years after the close of Packard Foundation OE grants. For purposes of this report, "lasting change" is defined as the degree to which the specific capacity built with the OE grant increases one to two years after the close of the grant period. To better understand "lasting change", grantees were also asked to describe any lasting grant impact on program services, applications of lessons learned, challenges sustaining grant results, the degree to which the organization currently focuses on broader capacity building and helpfulness of OE grant making

Lessons Learned about Change Capital in the Arts: Reflections on a four-year evaluation of Nonprofit Finance Fund's Leading for the Future initiative

This report takes stock of a four-year evaluation of Leading for the Future: Innovative Support for Artistic Excellence (LFF), an experimental $15 million funding initiative administered by Nonprofit Finance Fund (NFF) with support from the Doris Duke Charitable Foundation (DDCF). The purpose of this analysis is to reflect critically on what was learned from the initiative for the benefit of funders, individual philanthropists and others with an interest in the theory and practice of capitalization as applied to nonprofit arts organizations.The LFF initiative was unique in its exclusive focus on change capital – substantial, flexible, multi-year capital intended to transform how an organization operates and delivers its programs, with the long-term goal of increasing reliable revenue, net of costs. By definition, change capital aims to strengthen an organization's financial position.Ten performing arts organizations received$1 million in change capital, drawn down according to individual plans for change, and an additional $75,000 in planning funds. Exit grants of up to$225,000 were awarded to organizations that made the most progress on their change efforts, for the purpose of advancing ongoing change efforts or seeding new plans.1 The 10 grantees invested LFF change capital in a wide variety of "business model transformations" ranging from building technologies with the potential to attract new donors and audiences, to experimenting with different models for touring, to investing in marketing and development capacities.NFF has previously published a series of working papers, case studies and video highlights from the LFF initiative, exploring the concepts of capital and financial reporting for capital, and documenting the 10 grantees' experiences.2 We will avoid citing the accomplishments and challenges of specific grantees in this report, and focus instead on program level issues and ideas that might be helpful to future investors of change capital. Indeed, the LFF initiative has played out against the backdrop of a national dialogue about capitalization in the nonprofit arts sector, both learning from, and contributing to, a good deal of productive thinking about capital.While the LFF initiative involved large grants, much was learned that might be of value to funders with more modest resources who are interested in exploring the role of capital in the artistic and financial health of the sector

Process Evaluation Insights on Program Implementation

This white paper has the explicit intention to draw lessons learned from the past 30 years of energy efficiency program evaluation in order to facilitate improved program design and implementation going forward. The discussion in this white paper is developed based on interviews with 43 individuals who are either practitioners or users of process and market evaluation. In addition, we obtained references to published materials from our contacts and reviewed conference proceedings dating from 1992 to 2008, which resulted in a review of nearly 100 articles or reports documenting the results of, or commenting on, process and market evaluations

When will we learn: key factors and potential barriers

The overall aim of this research was to improve the dissemination of Lessons Learned in construction projects so that contractors’ project teams have access to the most relevant lessons at the most appropriate time, in the most appropriate format. The outcome of the research aimed to provide (1) an understanding of the different systems and tools used for recording Lessons Learned amongst major construction contractors; (2) an understanding of the needs in terms of what sort of lessons are required, the level of detail required and how best these should be made available; and (3) an approach on how best to disseminate Lessons Learned. The key objectives of the research were to: 1. Investigate current practice for recording and disseminating Lessons Learned; 2. Identify potential barriers for successfully disseminating Lessons Learned; and 3. Identify key factors affecting company processes to encourage a more systematic dissemination of Lessons Learned. The study was conducted in three phases. The first investigated contractors’ current practices for recording and disseminating Lessons Learned through a questionnaire survey. The second phase identified key factors that would encourage the institutionalisation of Lessons Learned and also the factors that inhibit their use. The third phase examined how current processes could be adapted to develop a process that would embed the systematic dissemination of Lessons Learned within an organisation’s existing practices. This report focuses on the second stage of the project that identified from the end users those factors that would encourage the institutionalisation of Lessons Learned and also the factors that inhibit their use of Lessons Learned

Evaluation of arts across the curriculum

This is the final report on the evaluation of the Arts Across the Curriculum (AAC) project, prepared bythe evaluation team in the Quality in Education Centre (QIE) at the University of Strathclyde, who were commissioned by the Scottish Government (formerly Scottish Executive) Education Department.Arts Across the Curriculum is a three-year pilot project sponsored by the former Scottish Executive'sFuture Learning and Teaching (FLaT) programme1, the Scottish Arts Council, and seven localauthorities in which the initiative is being piloted. In order to be eligible to participate in AAC, localauthorities had to have a Creative Links Officer in post. The seven Creative Links Officers were responsible for the management of the AAC project in their local authority

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh.

BRAC initiated Computer Aided Learning (CAL) programme, the first ever in Bangladesh, to introduce ICT based materials in teaching-learning in 2004 Along with digital contents of Science, English and mathematics of secondary level, this programme provided basic ICT and content delivery training to the teachers of programme schools. A qualitative evaluation following the Realist Evaluation framework was designed to evaluate the programme mechanism, context and outcome. Data were collected from six secondary schools selected purposively. Findings showed that both teachers and students enjoyed the CAL materials and also believed that those materials had changed classroom scenario by improving learners’ attention and participation in classroom activities. However, significant difference was not observed between CAL and non-CAL classrooms. Teachers struggled to organise collaborative learning tasks such as group and pair works. Students also had limited participation in teaching-learning process. Irregular electricity supply sometimes hampered use of CAL materials. Furthermore, students had limited access to these materials. Bearing this context the recommendations were to focus more on teachers’ pedagogic improvement and to create more scopes for students’ self use of these materials

Feedback Loops and Openness: A Snapshot of the Field Baseline Report

Fund for Shared Insight ("Shared Insight") is a collaborative effort among funders that pools financial and other resources to make grants to improve philanthropy. Shared Insight believes philanthropy can have a greater social and environmental impact if foundations and nonprofits listen to the people they seek to help, act on what they hear, and openly share what they learn.In early 2015, ORS Impact conducted a baseline assessment to set a bar against which to measure progress over time, as well as to inform near-term decisions based on a deeper understanding of the field's current state. We explored the current state of philanthropic and nonprofit practice related to feedback loops, as well as foundation openness practices through key informant interviews, a media analysis, reviews of foundations' and sector-serving organizations' websites, and use of existing secondary data sources, such as the Center for Effective Philanthropy's report, "Hearing From Those We Seek to Help: Nonprofit Practices and Perspectives in Beneficiary Feedback." Methods are described more fully in Appendix A, as well as the strengths and limitations of each method in Appendix B.This memo lays out our findings in each area, as well as considerations and implications for Shared Insight going forward. We also lift up a few emergent findings that arose from the data collection process

The National Council on Crime and Delinquency's Evaluation of the Project Development of National Institute of Corrections/Child Welfare League of America's Planning and Intervention Sites Funded to Address the Needs of Children of Incarcerated Parents

The National Council on Crime and Delinquency (NCCD) was contracted by the Child Welfare League of America (CWLA) to conduct a process and outcome evaluation of program development for demonstration sites funded by the National Institute of Corrections (NIC). The grantees were to develop projects that would address the needs of children of incarcerated parents. There were ten demonstration sites, four of which received 18 month planning grants, and six of which received three year grants toimplement their intervention programs. The goal of the evaluation was to gain a better understanding of the processes involved in developing and implementing programs that address the needs of children of incarcerated parents