Strengthening capacity for monitoring and evaluation through short course training in Kenya

Background: Weak monitoring and evaluation (M&E) systems and limited supply of M&E human resources in Africa signal the need to strengthen M&E capacity. Objectives: This exploratory study evaluated the effect of short course training on professionals’ knowledge and skills in the areas of mixed methods research, systematic review and meta-analysis and general principles of M&E. Methods: A partially mixed concurrent dominant status design including quantitative (multilevel modelling and meta-analyses) and qualitative (thematic content analysis) components was employed to evaluate the impact of a 4-day short course training focusing on these areas. Results: Thirty-five participants participated in the training. Participants experienced an increase in knowledge in the three areas; however, average change in knowledge did not differ across participants’ employment settings. Participants’ self-stated objectives considered as SMART and belonging to a higher level in Bloom’s taxonomy were associated with change in knowledge. Based on comments made by participants, majority intended to apply what they learned to their work; clarity of content delivery was the most liked aspect of the training, and the use of more practical sessions was recommended as a way to improve the training. Conclusions: This study provides preliminary evidence of potential of the use of short course training as an approach to strengthening capacity in M&E in less-developed countries such as Kenya. It underscores the importance of participants’ self-stated objective(s) as an element to be considered in the enhancement of knowledge, attitudes and skills needed for acceptable capacity building in M&E

The perceived barriers toward reading empirical articles among graduate students: A mixed methods investigation

<p>This mixed methods study identified doctoral students’ perceptions of barriers that prevent them from reading empirical articles. A secondary purpose was to examine the relationship between the students’ perceived barriers and their levels of reading vocabulary and comprehension. Participants were 148 doctoral students in education at a large metropolitan research extensive university. The students were enrolled in sections of a one-semester research design course offered over a 2-year period. A thematic analysis (qualitative phase) revealed the following six barriers that students perceived as preventing them from reading empirical articles: lack of time (76.4%), psychological physical factors (14.8%), lack of relevancy (10.8%), lack of statistical background (7.4%), language style (4.7%), and accessibility (2%). Lack of time was statistically significantly related to levels of reading ability (quantitative phase). Moreover, students with high levels of reading vocabulary were 3.4 times more likely than were their counterparts to perceive time as a barrier. Also, students with high levels of reading comprehension were 2.8 times more likely than were their counterparts to perceive time as a barrier. Implications of the findings are discussed.</p

Quantitizing text: using theme frequency and theme intensity to describe factors influencing time-to-doctorate

Cross-case analysis, Doctoral persistence, Focus groups, Higher education outcomes, Time-to-degree, Triangulation,