Tomasz Kupiec

Evaluation units as knowledge brokers: Testing and calibrating an innovative framework

Evaluation units, located within public institutions, are important actors responsible for the production and dissemination of evaluative knowledge in complex programming and institutional settings. The current evaluation literature does not adequately explain their role in fostering better evaluation use. The article offers an empirically tested framework for the analysis of the role of evaluation units as knowledge brokers. It is based on a systematic, interdisciplinary literature review and empirical research on evaluation units in Poland within the context of the European Union Cohesion Policy, with complementary evidence from the US federal government and international organizations. In the proposed framework, evaluation units are to perform six types of brokering activities: identifying knowledge users’ needs, acquiring credible knowledge, feeding it to users, building networks between producers and users, accumulating knowledge over time and promoting an evidence-based culture. This framework transforms evaluation units from mere buyers of expertise and producers of isolated reports into animators of reflexive social learning that steer streams of knowledge to decision makers.

Knowledge Brokers in Action: A Game-Based Approach for Strengthening Evidence-Based Policies

Public policies need research results in order to effectively address the complex socioeconomic challenges (so-called evidence-based policies). However there is a clear gap between producing scientific expertise and using it in public decision-making. This “know-do” gap is common in all policy areas. Knowledge brokering is a new and promising practice for tackling the challenge of evidence use. It means that selected civil servants play the role of intermediaries who steer the flow of knowledge between its producers (experts and researchers) and users (decision-makers and public managers). Knowledge brokering requires a specific combination of skills that can be learned effectively only by experience. However this is very challenging in the public sector. Experiential learning requires learning from own actions – often own mistakes, while public institutions tend to avoid risk and are naturally concerned with the costs of potential errors. Therefore, a special approach is required to teach civil servants.

Regulatory Impact Analysis Practice in New Zealand in the Light of Models of Evaluation Use – Inspiration for the Polish Government

Abstract Purpose: The paper describes the functioning of the RIA system in New Zealand using the analogy of RIA and the evaluation of public interventions. Presented solutions can provide inspiration for the Polish government in the process of improving the quality and extent of the use of RIA. Methodology: The analysis is based on a review of government documents and literature, as well as individual interviews and correspondence with representatives of the government of NZ. Conclusions: The RIA system in NZ is not error-free and its shortcomings include inter alia the lack of solutions with respect to ex-post analysis and insufficiently rigorous methodological approach. At the same time, a number of solutions can be regarded as good practice, e.g.: regular external quality reviews of RIS, obligation to supplement each RIS with ‘quality assessment’ and a ‘disclosure statement’ outlining their credibility and utility. Practical implications: The presented strengths of the RIA system in NZ may serve as an inspiration for modifying the RIA system in Poland. Originality: The RIA system is presented through the prism of the model of evaluation use, which is a related tool of collecting information about non-regulatory interventions