Program assessment in innovation ecosystems

Luiza Stein Da Silva,Micheline Gaia Hoffmann

doi:10.12712/rpca.v14i3.43111

Abstract

The objective of this study is to analyze how different typologies and evaluation approaches relate to assessment requirements of a program inserted in an innovation ecosystem. Methodology involved interviews with 21 stakeholders and a documentary survey. Although the nature of the program suggests greater alignment with developmental evaluation and a subjectivist approach, the results also imply assessment demands based on the objectivist approach. Conclusions highlight the relevance of stakeholders’ demand for defining evaluation guidelines, and indicate that programs inserted in collaborative networks receive a diversity of demands that require multiple typologies and approaches.

Highlights

As of the 19th century, modern organizations are those based on the principles of Weberian bureaucracy, and depend on the application of rational means to achieve specific results (Clegg, Kornberger & Pitsis, 2011)
This section summarizes the results of the first stage of the research, and explains the “Business Verticals” Program within ACATE and the innovation ecosystem where it operates
Regarding the objectives and uses of Program assessment in innovation ecosystems evaluation in the Business Verticals program, there is a clear demand for summative evaluation, linked to the need for accountability and decision-making on the program’s directions in the general context, and for participants’ individual decisions

Summary

Introduction

As of the 19th century, modern organizations are those based on the principles of Weberian bureaucracy, and depend on the application of rational means to achieve specific results (Clegg, Kornberger & Pitsis, 2011). According to Patton (2006), and Patton, McKegg and Wehipeihana (2015), developmental assessment focuses on adaptive development, that is, it aims to foster changes in a program once its context has changed, its clients have changed, learning has led to a significant change, or an alternative and creative way to deal with the problem that originated the intervention has arisen This process assumes information gathering from evaluation questions, in order to provide feedback and support to a developmental decision process. The developmental typology brings to this type of environment the possibility to carry out the assessment process in a way that is appropriate to its constantly changing context (Guijt, Kusters, Lont & Visser, 2012) In this evaluation, together with the program team, the evaluator designs and tests alternatives in a process of continuous improvement, adaptation and intentional long-term change (Preskill & Russ-Eft, 2005; Patton, 2006). We adopted the concept of evaluability assessment, presented by Wholey et al (2004), as the basis for the research design, described

Methodology

Vertical’s director

Result analysis and discussion

Objectives