Syfte: Det övergripande syftet med avhandlingen är att utveckla en intressentbaseradutvärderingsmetod för att utvärdera informationssystem. Jag har valt attkalla utvärderingsmetoden för VISU (Verksamhetsutvecklande InformationssystemUtvärdering). I VISU uppfattas utvärderingsprocessen som en socialprocess där människor arbetar tillsammans för att bestämma sig för egenskaperoch värden hos det informationssystem som utvärderas. Utgångspunkten förutvärderingsprocessen enligt VISU är att utvärdering ska användas praktiskt avmänniskor för att skapa utveckling och förbättring i verksamheter. Frågor: Tvåövergripande forskningsfrågor har drivit avhandlingsarbetet: 1. Hur bör en metodför utvärdering av informationssystem vara utformad för att bidra till enverksamhets utveckling? 2. Vad innebär en pragmatiskt grundad modell för ISUtvärdering? Forskningsmetod: I avhandlingsarbetet utvecklar jag VISU ochundersöker hur metoden fungerar samt vilka konsekvenser som användandet avVISU ger i praktiska utvärderingssammanhang. Forskningsarbetet har bedrivitsenligt Canonical Action Research. Aktionsforskningsstrategin har valts för attmotsvara undersökningsbehovet vid metodutveckling - behovet av att prövametoden i praktiska utvärderingsprocesser där metoden är avsedd att användas.Vidare grundas och förankras VISU i pragmatiska kunskapsteorier och teorier omutvärdering (särskilt intressentmodellen). VISU är också grundad i forskning omIS-utvärdering och förankrad i skolan om interpretativ IS-utvärdering. Kunskapsbidrag: Det praktiska bidraget från avhandlingen är en metod, VISU,för att utvärdera informationssystem. De teoretiska kunskapsbidragen är:rationalitet för en pragmatisk utvärderingsprocess, en multiparadigmmodell förIS-utvärdering samt en modell för utvärderingsbruk. / Purpose: The purpose of the study is to develop an evaluation method forevaluating information systems based on the stakeholder model for evaluation.The method is called VISU (Swedish acronym for IS evaluation for workpracticedevelopment). In VISU, the evaluation process is recognised as a social processwhere people are working together in order to determine the qualities and valuesof the IS under evaluation. The point of departure is that evaluation is to be usedby people in order to make change and betterment. Questions: Two questionshave guided the study: 1) How should a method for evaluation of informationsystems be designed in order to contribute to the development of an organisation? and 2) What is the significance of a pragmatic grounded evaluation model? and 2) What is the significance of a pragmatic grounded evaluation model? Method: The research process has been conducted according to Canonical ActionResearch. The Action Research strategy has been chosen in order to satisfy theresearch needs when doing method development – the need to try the method outin non trivial situations. Further, VISU is grounded in pragmatic knowledgetheories, evaluation theories (stakeholder model) and IS evaluation theories andanchored in the school of interpretive IS evaluation. Contribution: The practicalcontribution from the study is VISU, a method for evaluation informationsystems. The theoretical contributions are rationality for pragmatic IS evaluation,a multiparadigm model for IS evaluation and a model for evaluation use.

Contexte : Malgré une volonté affichée traduite dans des textes et procédures, l’évaluation en France n’est que peu intégrée dans le processus de décision. Pourtant, dans le secteur de la santé confronté à de multiples défis, l’évaluation pourrait être une approche utile à la détermination des choix. L’utilisation de l’évaluation dépend d’une pluralité de facteurs, dont les connaissances produites et leur mode de production, les caractéristiques des décideurs et autres utilisateurs et le contexte sociopolitique et institutionnel de l’évaluation. Objectifs : Les objectifs de ce travail sont d’apprécier l’utilisation de l’évaluation dans les politiques de santé, d’identifier les leviers associés à cette utilisation et d’apprécier la capacité de l’évaluation à satisfaire les attentes et favoriser l’utilisation de ses productions. Méthode : Une revue de littérature a permis d’enrichir la compréhension du concept d’utilisation, d’identifier les facteurs influents et de faire émerger les problématiques associées. Considérant l’évaluation comme un système d’action complexe, un modèle basé sur une approche systémique a été construit et mis à l’épreuve à travers quatre étapes d’analyse des évaluations des plans régionaux de santé publique (PRSP) : (1) analyse globale de 16 évaluations ; (2) lien processus/utilisation dans une région ; (3) résultats à court/moyen terme dans 9 régions ; (4) études de cas approfondies et analyse multicritères dans 5 régions. Résultats : Une première analyse a éclairé les enjeux du contexte et la contribution des PRSP à la cohérence des politiques régionales de santé. L’examen du processus d’évaluation dans une région a montré la relation entre finalités, démarche et utilisations de l’évaluation. L’observation des suites de l’évaluation dans neuf régions a identifié différentes formes d’utilisation et les principaux facteurs intervenant. La dynamique de changement a été appréhendée dans la globalité des interactions entre le contexte, les acteurs et l’évaluation dans cinq régions. Discussion : Les retombées de l’évaluation sont plus à chercher du côté des savoirs accumulés et des évolutions des pratiques que dans des décisions formelles transformant de façon radicale les politiques. Le contexte, la crédibilité de l’évaluation, l’engagement et la motivation des acteurs sont des facteurs déterminants. Des pistes de recherche sont envisagées en vue d’approfondir les conditions du développement des capacités et de la culture d’évaluation, elles-mêmes indispensables à une meilleure exploitation de l’évaluation / Context: Despite the willingness showed in texts and procedures, evaluation in France is little integrated in the decision making process. However, in the health sector which faces multiple challenges, evaluation should be a useful approach to select choices. The use of evaluation depends on multiple factors such as, knowledge and its production process, characteristics of decision makers and others users, and the political and institutional context of the evaluation Objective: The objectives were: to assess the use of evaluation on health policies; to identify levers associated with use; to assess the capacity of evaluation to fit with decision-makers needs and to enhance usability. Method: Literature review allowed to enrich the understanding of the concept of use and to identify the main influent factors as well as the related issues. Regarding evaluation as a complex system, a model based on a systemic approach was built and tested in evaluations of regional public health plans (PRSP) in 4 steps: (1) global analysis of 16 evaluations; (2) relation process/use in on region; (3) use at short/medium term in 9 regions; (4) case studies and multicriteria analysis in 5 regions. Results: A first analysis enlighted the context and the contribution of the PRSP to the coherence of regional policies. A deeper process analysis carried out in one region pointed out the relation between final aims, management and evaluation use. The examination of evaluation consequences conducted in nine regions identified different forms of use and the major factors associated with them. The dynamic of change has been apprehended as a whole through the interactions between context, users and evaluation in five regions. Discussion: The effects of evaluation are more obvious in terms of knowledge building and evolution of practice than in radical change of policies. Context, evaluation credibility, actors’ commitment and motivation are key factors. Future research should help to better understand how to foster the culture and the capacities of evaluation. These are important prerequisites to a wider use of evaluation

This instrumental case study (Stake, 1995) provides an in-depth examination of a collaborative approach to evaluation within a school district’s central office. This study analyzes the implementation of collaborative approaches to evaluation (CAE) within a school district’s central office with an emphasis on evaluation use from the evaluators’ perspectives. It also explores the role and evolution of the evaluators throughout the evaluation process. Furthermore, this study adds to educational research on how to support the implementation and use of improvement processes in school district central offices. The analysis focuses on the evaluation activities that my colleagues and I led as internal evaluators for a school district’s school improvement initiative from September 2015 to October 2016. The conceptual framework that I used to guide my case study are the Principles to Guide CAE (Shulha, Whitmore, Cousins, Gilbert, & al Hudib, 2016), which were recently developed in response to the need for clarification on collaborative approaches to evaluation. Findings suggest that: (1) the organizational context and the evaluators’ skills in using CAE impacted evaluation use, including enhancing the capacity for evaluative thinking for involved stakeholders; (2) the quality of the evaluation process, especially the formation of the findings and recommendations, enhanced the credibility of the evaluation and stakeholders’ willingness to implement the recommendations; and (3) evaluator involvement over the long-term is needed to support all aspects of the continuous improvement cycle. Findings regarding the evaluator’s role within CAE include the need for evaluators: (4) to fully understanding their role and positioning themselves as critical friends and facilitators; and (5) to create a safe space for learning and inquiry to occur. The findings from this study have implications for evaluation researchers interested in evaluation use and the implementation of CAE, as well as for educational researchers focused on incorporating evidence-based practices and improvement processes in school district central offices.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-30T13:31:40Z No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-11T18:31:27Z (GMT) No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) / Made available in DSpace on 2013-06-11T18:31:27Z (GMT). No. of bitstreams: 1 Lys Dantas.pdf: 2481589 bytes, checksum: 0638200d48961fe6bc9679c5d3daeebb (MD5) Previous issue date: 2009 / Esse estudo investigou as contribuições de políticas de avaliação educacional, quando implementadas em larga escala, para as escolas públicas. Escolheu como foco a política de Avaliação da Aprendizagem (AA), implementada pelo Governo do Estado da Bahia junto às redes estadual e municipais (parceiras do Estado) no período de 1999 a 2004 (com primeira aplicação de provas em 2001). Entendeu como contribuições o conjunto de elementos de Utilidade e Uso. Para tanto, adaptou os sete indicadores da categoria Utilidade do modelo de meta-avaliação do JCSEE e do checklist decorrente elaborado por Stufllebeam (1999) e incluiu, no modelo adaptado, um indicador para a percepção de utilidade (U8). Dentre os 66 itens verificadores dos sete indicadores da categoria Utilidade (U1 a U7), 44 foram observados na AA (67%), o que apontava para uma probabilidade média a alta de concretização do uso, reforçada por uma percepção de utilidade da AA relatada pelas escolas (U8). A partir da discussão sobre usos instrumentais e conceituais, este trabalho propôs uma segunda categoria de análise: Uso. Inicialmente, focalizou o uso dos resultados da avaliação para a tomada de decisões (uso instrumental clássico), buscando relatos de usos feitos pelas escolas públicas, encaminhados à equipe central da avaliação por meio dos Relatórios do Diretor (RD). Expandiu a consulta sobre usos para além dos resultados, incluindo outros elementos da avaliação. Estes se mostraram mais freqüentes, como o uso das matrizes de referências. Por essa razão, advoga-se aqui a ampliação da noção de uso instrumental para além dos resultados. Em seguida, voltou-se para o atingimento dos objetivos da política, na busca por uma relação entre o uso e a finalidade da política, lançando mão das variações nas taxas oficiais (aprovação, reprovação, abandono e proficiência em português e em matemática). Por fim, o estudo buscou relatos de usos conceituais, fundamentais para o entendimento de como uma política de avaliação pode afetar seus stakeholders. Em especial, os resultados da pesquisa mostraram o efeito da AA para o compartilhamento de uma visão sobre a realidade de ensino, sendo este o uso conceitual mais relatado, de maneira positiva, pelas escolas. Respeitados os limites da não representatividade dos respondentes e de uma possível ritualização nas respostas das escolas, os achados apontaram para um uso real da avaliação, com efeito no desempenho do alunado da 4ª série tanto em Português quanto em Matemática. Para finalizar, foi feita uma reflexão sobre a relação entre uso e o atingimento da finalidade da política de avaliação. Diferente do que possa parecer, tal relação não é direta ou linear. Propõe-se aqui que a discussão a ser feita, em lugar de estar focada sobre uso x não uso, deveria ser concentrada em análises sobre se os usos feitos contribuem ou não para a melhoria da qualidade da educação. / Salvador

Despite the growing importance of information and communication technologies (ICTs), their use in the field of program evaluation has been, to date, understudied. Using a mixed-method approach and a conceptual framework informed by social interdependence theory, this thesis sought to contribute to this area of research by exploring how evaluation practitioners engage with ICTs, and if and how this influences evaluation use. The comprised two parts are in a cascade design: a qualitative study relied on interviews with practitioners, followed by a quantitative study utilizing a survey instrument to obtain findings from a larger cohort of practitioner respondents. The findings from both studies revealed that ICTs’ value is greater for the use of evaluative results (findings use) than for benefits arising from evaluation processes (process use), and that these tools support evaluation activities by aiding background and foreground processes. When used in the background, ICTs can help evaluators by offering flexibility, improving speed, and efficiency. In contrast, ICTs used for foreground processes help foster communication with and engagement of stakeholders. Together, this makes the use of ICTs a valuable extension to existing evaluator skillsets, especially when the tools are mindfully incorporated to fit a project’s contextual complexity. The findings also point to a number of barriers – at both the individual and organizational levels - that inhibit further integration of technology into evaluation practice. A conceptual framework developed as a result of the findings visually depicts this process, and it represents a significant contribution of the thesis. Given the growing proliferation of ICTs in all aspects of life, further insight through systematic inquiry is much needed to keep abreast of these rapidly changing trends. The provision of such has implications not only for evaluation practitioners, client organizations and professional evaluation associations, but for the ongoing development of empirical inquiry in the area.

Die vorliegende Arbeit beschäftigt sich mit einer klassischen aber noch immer zentralen und aktuellen Frage der Evaluationsforschung, der Hinterfragung der Verwendung bzw. Wirksamkeit von Evaluationsverfahren. Vor dem Hintergrund der seit Ende der 1990er Jahre vor allem in Europa starken Zunahme von institutionalisierten Politik-Evaluationsverfahren sowie der zugleich zunehmenden Kritik dieser Verfahren in Wissenschaft und Praxis, untersucht die Arbeit diese Wirksamkeit am Fallbeispiel der Forschungspolitik der Europäischen Union. Aufbauend auf einer Aufarbeitung des Forschungsstandes zur Evaluationsverwendungsforschung und einer Vorstellung des gewählten Politikfeldes sowie der spezifischen Evaluationspraxis, erfolgt dazu eine systematische Gegenüberstellung der zentralen Evaluationsempfehlungen und der Entwicklung im Politikfeld über die vergangenen 15 Jahre. Im Ergebnis kommt die Arbeit zu der Feststellung eines (überraschend) hohen Ausmaßes an Entsprechung der Evaluationsempfehlungen mit der Politikentwicklung im untersuchten Fallbeispiel. Auf der Basis der Untersuchung des Fallbeispiels aber auch unter Heranziehung weiterer empirischer Beiträge in der Literatur ist damit der Behauptung der fehlenden Wirksamkeit der institutionalisierten Evaluation auf die Politikgestaltung klar zu widersprechen. Eine weitergehende Diskussion des Ergebnisses der Fallstudie legt darüber hinaus nahe, dass einige spezifische Faktoren und Bedingungen die Wirksamkeit der Evaluationsverfahren im untersuchten Fallbeispiel positiv zu beeinflussen scheinen. Im Einzelnen sind dies: der Charakter und die Ausprägung der Evaluationsempfehlungen, das spezifische institutionelle Umfeld der Evaluation sowie das spezifische 'politische Klima'. Aus dem Ergebnis lässt sich andererseits aber auch folgern, dass insbesondere im Hinblick auf die Akzeptanzproblematik eine Verstärkung der Bemühungen zur Wahrnehmung der Evaluations-wirksamkeit auf Seiten aller Beteiligten geboten scheint. Die Arbeit stellt hierzu abschließend einige Vorschläge und Ideen zusammen, die diese Wahrnehmung verbessern können. / The present paper discusses a classic but still essential and prevailing problem in evaluation research, the analysis of the utilization and effects of evaluation results. Given the notable increase of institutionally conducted policy-evaluations as of the late 1990's in especially in Europe accompanied by an equally notable increase of criticism from both academics and practitioners towards the utilization of evaluation, the paper examines the actual utilization of evaluation based on the example of the European Union research policy. Following an extensive literature review on evaluation utilization research and a presentation of the selected policy field including the specific evaluation context and arrangements, the paper conducts a detailed and systematic comparison of the key evaluation recommendations and the successive development in the policy field during the past 15 years. The comparison and subsequently the paper demonstrate a (surprisingly) high degree of correlation between the evaluation recommendations and the policy development in the chosen example. Based on these results together with further empirical evidence identified in evaluation research literature, the criticism towards the general non-utilization of evaluation results is clearly to be opposed. In addition, a further discussion and analysis of the results of the case study suggests that certain factors and conditions have contributed positively to the evaluation utilization in the chosen example. In particular these are: the characteristics of the evaluation recommendations, the specific institutional context of the evaluation and the specific 'political climate' in research policy. Finally, based on the result of the study, the paper also invites to reflect on the appropriateness and further development of means to enhance the visibility and recognition of the (actual) evaluation utilization by all parties concerned. In its final section the paper therefore proposes a number of means qualified to contribute to this recognition.

Submitted by Rivailda Silveira Nunes de Argollo (riva_nunes@yahoo.com.br) on 2016-01-26T13:20:30Z No. of bitstreams: 1 TESE 2015_RivaildaSNArgollo_UFBA_Faced_PPGE.pdf: 5876693 bytes, checksum: 06d34d71cc3f28b7cb58aaff0b8b4b2d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-01-27T17:18:15Z (GMT) No. of bitstreams: 1 TESE 2015_RivaildaSNArgollo_UFBA_Faced_PPGE.pdf: 5876693 bytes, checksum: 06d34d71cc3f28b7cb58aaff0b8b4b2d (MD5) / Made available in DSpace on 2016-01-27T17:18:16Z (GMT). No. of bitstreams: 1 TESE 2015_RivaildaSNArgollo_UFBA_Faced_PPGE.pdf: 5876693 bytes, checksum: 06d34d71cc3f28b7cb58aaff0b8b4b2d (MD5) / A gestão das instituições públicas de educação coaduna-se com os paradigmas da nova administração pública, que influenciam as reformas do Estado. Na configuração atual e com fulcro no arcabouço legal vigente, adota um modelo gerencialista mais flexível, entretanto ainda impregnado de características e traços arraigados dos modelos anteriores. Neste contexto, a presente pesquisa de Doutorado destaca dois importantes instrumentos de gestão, com o objetivo de analisar como as instituições da Rede Federal de Educação Profissional, Científica e Tecnológica articulam a avaliação e o planejamento institucionais, bem como faz um estudo dos fatores que interferem nesta relação. Para desenvolver a pesquisa adotou-se uma abordagem quali-qualitativa com estudo de caso, tomando como campo empírico três instituições que integram a Rede Federal de Educação Profissional, Científica e Tecnológica. Fundamentada na literatura sobre planejamento, avaliação, assim como usos da avaliação e processo decisório, foi elaborado um Modelo de Análise que norteia a pesquisa de campo, organizando a análise documental e as perguntas aos integrantes do Quadro de Gestores e das Comissões de Avaliação Institucional, por meio de entrevista semiestruturada e questionário on-line. Utilizando o SurveyMonkey foi obtida uma taxa de resposta das instituições de 55%. Os resultados trazem importantes contribuições para a área da Gestão tanto no âmbito micro das instituições de educação como no âmbito macro dos órgãos do Ministério da Educação, visto que há poucas pesquisas que tratam da efetividade das políticas avaliativas integradas aos planejamentos institucionais, especialmente nas instituições da Rede Federal. Os principais resultados, a partir das evidências obtidas na análise documental e pesquisa de campo, revelam que as instituições pesquisadas articulam as modalidades avaliativas com o planejamento, utilizando seus resultados no processo decisório como diagnóstico para identificar e priorizar fragilidades, subsidiar as metas para ações de melhoria. Entre as modalidades, a maior incidência de uso corresponde à Avaliação de Cursos da Graduação (ACG), seguida da autoavaliação; tais resultados influenciam, principalmente, as metas relacionadas ao ensino, projetos pedagógicos de cursos, acervo, equipamentos, infraestrutura. Dentre os fatores que contribuem nesta articulação destacam-se: utilidade para o desenvolvimento institucional, fidedignidade das informações, envolvimento dos gestores, credibilidade do processo e relevância das informações. As instituições possuem diferentes estágios de articulação, segundo a potencialidade de seus processos de avaliação e planejamento, o que colabora para aprendizagem organizacional em cada uma e nas demais instituições da Rede Federal. / Abstract The management of public educational institutions is in line with the paradigms of public administration that influence the state reforms. In the current setting and considering the existing legal framework, this thesis adopts a managerial model, which is flexible but still imbued with entrenched features of previous models. In this context, this doctoral research highlights two important management tools in order to analyze how the institutions of Federal Network of Technological, Scientific and Professional Education articulate institutional evaluation and planning. It also makes a study of the factors that interfere with this relationship. To develop the research, a qualitative-quantitative approach, including a case study, was adopted, taking as the empirical field three institutions that make up the Federal Network of Technological, Scientific and Professional Education. Based on the literature on planning, evaluation, evaluation use and decision-making, an Analytical Model was developed that guided the field research, organizing the documental analysis and the questions addressed to members of the Board of Managers and of the Institutional Evaluation Committees through semi-structured interviews and online questionnaires. Using the SurveyMonkey tool, an institutional response rate of 55% was obtained. The results provide important contributions to the field of management, both in micro educational institutions and in the context of macro entities within the Ministry of Education, as there are few studies that deal with the effectiveness of evaluation policies integrated with institutional planning, especially in institutions of the Federal Network. The main results obtained in the documental analysis and field research show that the institutions surveyed articulate evaluative procedures with planning, using their results in decision-making processes, identifying and prioritizing weaknesses and supporting the goals for improvement initiatives. Among the evaluation modalities, the highest incidence of use corresponds to Evaluation of Undergraduate Courses (ACG), followed by self-assessment. These results mainly influence goals related to teaching, pedagogical course projects, library collections, equipment, and infrastructure. Among the contributing factors in this articulation are the utility for institutional development, the involvement of managers, the process of credibility, and the reliability of information. Institutions have different stages of articulation, according to the potentiality of their own evaluation and planning processes, which contribute to organizational learning in each of the institutions of the Federal Network.

This study investigated the use and effectiveness of the East Africana Collection in the provision of information and resource for teaching and research at the University of Dar es Salaam, Tanzania. The East Africana Collection is mainly used as a source of obtaining information by students, lecturers and researchers in and off campus. The Collection's goal is to meet user needs and make available valuable materials and services for the purpose of supporting the learning, teaching and research needs of the University of Dar es Salaam community. Special collections in academic libraries especially in the so-called Third World countries have been suffering from financial constraints. The reduced government budget and the economic problems, have forced some special collections to operate ineffectively without any new incoming materials to supplement the old ones. The East Africana Collection of the University of Dar es Salaam Library which operates as a defacto national research collection in the country has also been affected by the government budget cut. In order to find out the use and effectiveness of the East Africana Collection in the provision of information and resource for teaching and research at the University of Dar es Salaam, Tanzania, a study sample consisting of 52 teaching and research staff was chosen from four faculties and three Institutes of the University of Dar es Salaam. The teaching and research staff was surveyed by means of a self-administered questionnaire to investigate the user satisfaction, availability of materials, resources and effectiveness of the services to cater for the information needs of users. Other information requested from respondents related to the East Africana services was library staff services and what problems teaching and research staff encountered when using the Collection's materials and services. A total of36 teaching and research staff (representing 64.9%) responded. The results were analysed manually. Content analysis was used to analyse open ended questions. The results were shown in the form of tables and elaborations. The study revealed that East Africana Collection had experienced heavy use of its materials, services and resources by both students, teachers and researchers within the University community and outside the campus. It is an indication that Collection usage among teaching and research staff was generally very high. However, the Collection faces the problem of lack of sufficient facilities and resources. Whatever the problems users experienced, the majority of the teaching and research staff were aware of the East Africana Collection and its information materials and services. Recommendations and suggestions for the future betterment of the services were made by both researcher and respondents with regard to the findings of the study and the literature reviewed. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 2000.

Malgré les avancées considérables pour la prévention et le traitement des troubles du comportement alimentaire (TCA) au courant des dernières années, l’accès à des services de qualité demeure limité pour trois principales raisons : 1) certaines caractéristiques de la population qui présente un TCA peuvent être associées à de la stigmatisation et faire en sorte que des personnes dans le besoin ne reçoivent pas de traitement, 2) la présence d’un écart entre les pratiques fondées sur des données probantes disponibles et les pratiques des intervenants et 3) le format utilisé pour disséminer les pratiques fondées sur des données probantes recommandées (i.e. formation de cliniciens aux études supérieures) limite le nombre d’intervenants formés pour intervenir. Devant ces constats, l’étude du transfert des connaissances (TC) représente un incontournable pour faciliter l’utilisation de pratiques fondées sur des données probantes par les intervenants. La présente thèse vise à mieux comprendre l’écart présent entre la recherche et la pratique dans le domaine des TCA afin de soutenir l’accès à des traitements démontrés efficaces pour la population. Les principaux objectifs de cette thèse consistent à dresser un portrait des effets de stratégies de TC disponibles (ex: matériels éducatifs, guides de pratique, formations, supervisions), de documenter les déterminants influençant l’utilisation de pratiques fondées sur des données probantes par les intervenants et d’identifier des applications potentielles en contexte québécois. La thèse comporte deux articles scientifiques et une discussion critique des résultats issus de ces articles. Le premier article présente une recension systématique des écrits concernant les effets de stratégies de TC existantes et les déterminants influençant l’utilisation par des intervenants et équipes de traitement pour les TCA. Les résultats suggèrent qu’une combinaison de stratégies de TC peut être employée selon les contextes d’intervention pour faciliter l’accès à des services. Peu d’études répertoriées ont identifié des conditions favorables à la prise de décision et au travail interdisciplinaire pour les TCA. L’article propose des pistes de réflexion et d’action pour favoriser l’utilisation par les intervenants tout en tenant compte des défis associés à l’intervention en TCA. Le second article évalue les retombées d’une formation visant l’utilisation de pratiques de dépistage et de référence par des intervenants québécois. Les résultats démontrent une utilisation instrumentale, conceptuelle et persuasive des connaissances par les intervenants et identifie des conditions susceptibles d’influencer cette utilisation. Cette thèse contribue à l’avancement des connaissances en proposant différentes pistes pour faciliter l’utilisation de pratiques fondées sur des données probantes par les cliniciens tout au long du processus de prise de décision clinique. / Despite considerable recent advances in the field of eating disorders (ED) prevention and intervention, access to quality care is limited because: 1) stigma associated with certain ED characteristics can lead to EDs’ going undiagnosed and untreated; 2) healthcare professionals do not always apply available evidence-based practices; and 3) given that knowledge on evidence-based practices is currently disseminated primarily in graduate programs, there are not enough clinicians trained in ED intervention. Thus, the study of knowledge transfer (KT) is vital to facilitate uptake of evidence-based practices by healthcare professionals. The aim of the present thesis is to better understand the research–practice gap in the field of ED with a view to improving access to evidence-based treatment. More specifically, the aim of this thesis is to document outcomes of KT strategies (e.g. educational materials, clinical guidelines, training workshops, supervision) and conditions influencing healthcare professionals’ evidence-based practices. Potential applications for Quebec’s intervention context are also of interest. The thesis consists of two articles and a discussion of main results. The first article documents, in a systematic review, the effects of available KT strategies and conditions influencing evidence-based practices of healthcare professionals and ED treatment teams. The findings suggest a combination of KT strategies might facilitate access to care. Articles reporting conditions that might support decision-making or interdisciplinary work were rare. In light of known challenges in ED intervention and the findings of this review, recommendations are presented to improve evidence uptake. The second article evaluates the impact of a training workshop on ED screening and referral practices by healthcare providers in Quebec’s first-line services. Results indicate that healthcare professionals used evidence- based knowledge in diverse ways (instrumental, conceptual and persuasive use) and under different conditions. This thesis furthers knowledge by identifying relevant strategies for facilitating healthcare professionals’ uptake of evidence-based practices throughout their decision-making processes.

L’évaluation de l’action humanitaire (ÉAH) est un outil valorisé pour soutenir l’imputabilité, la transparence et l’efficience de programmes humanitaires contribuant à diminuer les inéquités et à promouvoir la santé mondiale. L’EAH est incontournable pour les parties prenantes de programme, les bailleurs de fonds, décideurs et intervenants souhaitant intégrer les données probantes aux pratiques et à la prise de décisions. Cependant, l’utilisation de l’évaluation (UÉ) reste incertaine, l’ÉAH étant fréquemment menée, mais inutilisé. Aussi, les conditions influençant l’UÉ varient selon les contextes et leur présence et applicabilité au sein d’organisations non-gouvernementales (ONG) humanitaires restent peu documentées. Les évaluateurs, parties prenantes et décideurs en contexte humanitaire souhaitant assurer l’UÉ pérenne détiennent peu de repères puisque rares sont les études examinant l’UÉ et ses conditions à long terme. La présente thèse tend à clarifier ces enjeux en documentant sur une période de deux ans l’UÉ et les conditions qui la détermine, au sein d’une stratégie d’évaluation intégrée au programme d’exemption de paiement des soins de santé d’une ONG humanitaire. L’objectif de ce programme est de faciliter l’accès à la santé aux mères, aux enfants de moins de cinq ans et aux indigents de districts sanitaires au Niger et au Burkina Faso, régions du Sahel où des crises alimentaires et économiques ont engendré des taux élevés de malnutrition, de morbidité et de mortalité. Une première évaluation du programme d’exemption au Niger a mené au développement de la stratégie d’évaluation intégrée à ce même programme au Burkina Faso. La thèse se compose de trois articles. Le premier présente une étude d’évaluabilité, étape préliminaire à la thèse et permettant de juger de sa faisabilité. Les résultats démontrent une logique cohérente et plausible de la stratégie d’évaluation, l’accessibilité de données et l’utilité d’étudier l’UÉ par l’ONG. Le second article documente l’UÉ des parties prenantes de la stratégie et comment celle-ci servit le programme d’exemption. L’utilisation des résultats fut instrumentale, conceptuelle et persuasive, alors que l’utilisation des processus ne fut qu’instrumentale et conceptuelle. Le troisième article documente les conditions qui, selon les parties prenantes, ont progressivement influencé l’UÉ. L’attitude des utilisateurs, les relations et communications interpersonnelles et l’habileté des évaluateurs à mener et à partager les connaissances adaptées aux besoins des utilisateurs furent les conditions clés liées à l’UÉ. La thèse contribue à l’avancement des connaissances sur l’UÉ en milieu humanitaire et apporte des recommandations aux parties prenantes de l’ONG. / Evaluation of humanitarian action (EHA) is increasingly deployed as a means to enhance accountability, transparency, and efficiency of humanitarian programs aimed at reducing health inequities and promoting global health. EHA has become a vital tool for program stakeholders, funding agencies, and policy-makers seeking to render practice and decision-making more evidence-based. However, considerable uncertainty remains about evaluation use (EU), as EHA is frequently conducted without being used. Moreover, conditions that influence EU vary across contexts and their applicability in humanitarian non-governmental organizations (NGOs) remains unclear. Program evaluators, stakeholders, and policy-makers in humanitarian contexts have little guidance to support long-term EU, given that few studies have documented EU and its conditions over time. The aim of the present qualitative thesis is to shed light on these issues by documenting EU and the conditions influencing it over a 29-month period within an evaluation strategy embedded into a humanitarian NGO’s health care user fee exemption program. To facilitate access to care, the exemption program subsidized the health service fees of mothers, children under five, and indigents in health districts of Niger and Burkina Faso—West African Sahel regions where food crises and poverty have engendered high rates of malnutrition, morbidity, and mortality. Initial evaluation of the exemption program in Niger led to development of the evaluation strategy subsequently integrated into the same program developed in 2008 in Burkina Faso. The thesis consists of three articles. The first presents an evaluability assessment (EA), a preliminary step undertaken to determine whether an EU evaluation was feasible. Results showed the evaluation strategy’s logic was coherent and plausible, data was accessible, and evaluation strategy stakeholders deemed an EU study to be useful. The second article documents how stakeholders engaged in EU and how it served them and advanced the NGO’s mission. Results showed that stakeholders used findings instrumentally, conceptually, and persuasively, but used evaluation processes only instrumentally and conceptually. The third article identifies the conditions stakeholders saw as influencing EU over time. Key influential conditions were users’ attitudes toward evaluation, stakeholders’ interactions and communications, and evaluators’ skill in producing and sharing evaluation-based knowledge tailored to users’ needs. This thesis furthers knowledge on EU in the humanitarian action context and provides practical recommendations for stakeholders of NGOs.