Empowerment evaluation: Principles and action.

2004 ◽  
pp. 139-156 ◽  
Author(s):  
Abraham Wandersman ◽  
Dana C. Keener ◽  
Jessica Snell-Johns ◽  
Robin Lin Miller ◽  
Paul Flaspohler ◽  
...  
Keyword(s):  
Empowerment Evaluation

scholarly journals Spin-offs of the Third Mission and social innovation: the case study of the research–training–intervention project of Geodata Ltd

2016 ◽  
Vol 8 (2) ◽  
pp. 19-25
Author(s):  
Ezio Del Gottardo ◽  
Salvatore Patera
Keyword(s):  
Social Innovation ◽  
Research Training ◽  
Participatory Culture ◽  
Training Intervention ◽  
Third Mission ◽  
Empowerment Evaluation ◽  
The Third ◽  
First Results ◽  
The University ◽  
Start Ups

Abstract As a result of enactment of Law 297/1999, many Italian universities could improve the opportunities in applied research, activating spin-offs and start-ups in conformity with those regulations. This is a new challenge in the universities’ mission: universities are capable (and therefore they are asked) to generate not only new knowledge and competent professional profiles, but also to make a new effort in implementing the “third mission” for promoting social innovation. Considering this background, we present a research project - a training intervention named “Participatory culture, personal branding and organisational wellness” - by Espéro Pvt, a spin-off of the University of Salento, for Geodata Engineering Ltd., located in Turin, Italy. Presented below are the theoretical framework (learning organisation, empowerment evaluation and organisational wellness) and the methodology, as well as the first results.

Youth-Led REP: Building Critical Consciousness for Social Change

2004 ◽  
Vol 26 (2) ◽  
pp. 45-50
Author(s):  
Jonathan London ◽  
Melissa Chabrán
Keyword(s):  
Action Research ◽  
Research Evaluation ◽  
Popular Education ◽  
Theory And Practice ◽  
Social Critique ◽  
Participatory Action ◽  
Community Based ◽  
Empowerment Evaluation ◽  
Community Based Research ◽  
The Social

If knowledge is a form of power, then to lack knowledge is to lack power, and to build knowledge is to build power. This seemingly basic notion is at the source of diverse streams of theory and practice entitled participatory action research, community-based research, counter mapping, popular education and empowerment evaluation. It is from these historical, political and methodological headwaters that a relatively new stream of work, called youth-led action research, evaluation and planning, arises. These practices, while distinct, all represent attempts to build the power and capacity of those at the margins of society to examine, define, and ultimately shape their worlds according to their needs, visions and values. Youth-led action research, evaluation and planning expands the social critique and progressive stance towards breaking the monopolies of power/knowledge to include age-based inequities, along with (and in relationship to) inequities based on race, ethnicity, class gender, sexuality and other markers of difference.

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