(And thanks JP for starting this discussion, I don't reply much but reading you all is always a great learning opportunity!).
From my perspective, methodology should always be at the service of the evaluation, that is, triangulating an evaluation based on the problem and the use of one or another evaluative methodology is relevant in terms of providing a more comprehensive analysis of the subject of evaluation and evaluation questions, as well as the recommendations that can be provided.
Regarding quantitative/qualitative methods, my two cents are this evaluation (in Spanish) that sought to demonstrate the effectiveness of the Peruvian government's investment in higher education through subsidies to people living in poverty. As part of the methodology, it used mincerian models, univariate, bivariate and multivariate analyses, as well as surveys with open and closed questions, review and analysis of secondary sources and in depth interviews. The evaluation also analyzed and explained the quantitative results with information from qualitative methods, which not only allowed characterizing the intervention, educational policy and funding, but also led to more relevant policy recommendations.
Unfortunately it is in Spanish, but it also has some of its results in this article in English: "Returns to university higher education in Peru: The Effect of Graduation”, in HUMAN Review, 11(2), 2022, pp. 59-72 (Scopus, EBSCO, ISOC, REDIB, Dialnet) (Salazar Cóndor, 2022a)
Maria Pia Cebrian
Evaluation Officer UN World Food ProgrammeDear all,
(And thanks JP for starting this discussion, I don't reply much but reading you all is always a great learning opportunity!).
From my perspective, methodology should always be at the service of the evaluation, that is, triangulating an evaluation based on the problem and the use of one or another evaluative methodology is relevant in terms of providing a more comprehensive analysis of the subject of evaluation and evaluation questions, as well as the recommendations that can be provided.
Regarding quantitative/qualitative methods, my two cents are this evaluation (in Spanish) that sought to demonstrate the effectiveness of the Peruvian government's investment in higher education through subsidies to people living in poverty. As part of the methodology, it used mincerian models, univariate, bivariate and multivariate analyses, as well as surveys with open and closed questions, review and analysis of secondary sources and in depth interviews. The evaluation also analyzed and explained the quantitative results with information from qualitative methods, which not only allowed characterizing the intervention, educational policy and funding, but also led to more relevant policy recommendations.
Unfortunately it is in Spanish, but it also has some of its results in this article in English: "Returns to university higher education in Peru: The Effect of Graduation”, in HUMAN Review, 11(2), 2022, pp. 59-72 (Scopus, EBSCO, ISOC, REDIB, Dialnet) (Salazar Cóndor, 2022a)
Best!
Pia