Building STEM Education and Evaluation Capacity through Research on Logic Model Use
There is variation in the development, content and use of models being used by MSPs that could be described as a logic model or related schemes, some of which do not adhere to logic models as described in the literature. While the models emerge and evolved at different points in each case study site’s development, similarities in the function of the models exist. For example, the models tend to be used as a guiding framework and as a communication tool. These two key features of the models further translate into a tool for orienting others to the project, developing shared understanding /shared language for describing the project and its processes among key stakeholders, which with more regular or sustained interaction with and/or reference to the model can enhance staff and stakeholders’ internalized understanding of the work of the project. This functionality serves day-to-day and as well as larger decision-making by various individuals and project leadership. Factors that have been seen to influence the use and benefit of logic models at case study sites tend to relate to four main categories: 1) The organization/project (scale, complexity, leadership, org culture); 2) The model itself, 3) The role of the evaluation team, and 4) The role of the funder. Case studies reports are currently being completed and further synthesis and cross-case analysis are continuing to further articulate findings and implications for practice.
Torres, R. T., Hopson, R. K., & Casey, J. (2008). Case Study Findings on Logic Model use: Building STEM Education and Evaluation Capacity through Research on Logic Model Use. Presented at The Annual Meeting of the American Evaluation Association. Denver, Co.
A book highlighting factors that influence the extent of use and benefit of logic models among large-scale multi-dimensional initiatives with implications for those seeking to use/make better use of logic models and related schemes.
