Author: Matthew Armstrong, CGIAR This presentation provides practical insights on how and when to use economics in evaluation. Economic ideas shape public policy, funding, and program design. Economics promises efficiency, cost effectiveness, value for money and optimisation. Many evaluation theories, for example Stufflebeam’s CIPP model (2007), Scriven’s (2007) consumer orientated model, and Patton’s (2003) utilisation-focused model are biased towards the social concerns of evaluation.
Yet, evaluators are often tasked with incorporating economic concepts, methods and language into evaluations. But how do we make them fit-for-purpose, credible and culturally appropriate? This case study examines when and how economic concepts should be integrated into evaluation.
CGIAR, a global agricultural research network, is introducing tools to apply comparative advantage in portfolio design and evaluation. Comparative advantage suggests organisations should specialise in areas where they are relatively strongest and partner elsewhere to maximise impact. The theory is compelling: comparative advantage offers reduced duplication and deliberate partnerships at lower costs.
However, how do we credibly measure and make evaluative judgements about comparative advantage? This study found considerable variation in how comparative advantage was applied across the organisation and consternation in response to the roll-out that hindered its usefulness. This presentation describes an interdisciplinary negotiation undertaken to develop guidance for rigorous process and performance evaluations of comparative advantage within CGIAR. It involves a structured process to identify synergies and tensions between existing evaluation and economic practice relating to comparative advantage, a step-by-step approach to undertaking evaluations with comparative advantage criteria, and recommendations for developing an organisation-wide approach to comparative advantage to support consistent, high-quality. Furthermore, this case study illustrates a crucial requirement to reflect upon how economics is integrated into evaluation, including when it should be adapted or challenged.
In the interactive component, participants will reflect on how economics shapes evaluation in their organisations.
