A common model for learning from evaluation assumes that learning occurs when evaluators transmit findings and conclusions to programme participants and stakeholders. Learning is then understood as a cognitive act, happening in the mind of an individual and separated from the rest of our activities. In recent years, this common model has been challenged by scholars who argue for ‘situated learning’ in ‘communities of practice’. This alternative conception emphasizes the context-bound nature of learning (versus learning from material abstracted from context) in relationships between people and implies an intimate connection between knowledge and action. Using as an example an evaluation of a coercion project in Dutch psychiatry, this article illustrates and highlights some of the implications of this conception in terms of the learning that occurs and the roles of the evaluator in developing communities of practice.
Abma, T. A. (1997) ‘Voices from the Margins: Political and Ethical Dilemmas in Evaluation’, Canadian Review of Social Policy/Revue Canadienne de Politique Sociale (Spring) 39: 41–54.
2.
Abma, T. A. (1998) ‘Storytelling in a Mental Hospital as Inquiry’, Qualitative Health Research8(6): 821–838.
3.
Abma, T. A. (2003) ‘Learning by Telling, Storytelling Workshops as an Organizational Learning Intervention’, Management Learning34 (2): 221–240.
4.
Abma, T. A. (2006) ‘The Social Relations in Evaluation’, in I. F. Shaw, J. C. Greene and M. M. Mark (eds) The Sage Handbook of Evaluation. London: Sage.
5.
Abma, T. A., G. A. M. Widdershoven and B. Lendemeijer (2005) Dwang en drang in psychiatrie: Kwaliteit van vrijheidsbeperkende maatregelen. Utrecht: Lemma.
6.
Abma, T. A., J. Greene, O. Karlsson, K. Ryan, T. S. Schwandt and G. A. M. Widdershoven (2001) ‘Dialogue on Dialogue’, Evaluation7(2): 164–180.
7.
Basten (2000) Metaforen en verhalen over organisatiewetenschap en onderwijsinnovatie: Een leergeschiedenis. Venlo: Repro Press.
8.
Berghmans, R., D. Elfahmi, M. Goldsteen and G. A. M. Widdershoven (2001) Kwaliteit van dwang en drang in de psychiatrie. Utrecht and Maastricht: GGZ Nederland and Universiteit Maastricht.
9.
Bodenrieder, I. (1998) ‘Social Architecture: A Prerequisite for Organizational Learning’, Management Report 38. Rotterdam School of Management, Erasmus University.
10.
Boevink, W. (2003) ‘Vernieuwingsgehalte van de Nederlandse psychiatrie’, 6e Deviant lezing. Amsterdam: De Rode Hoed, April.
11.
Bood, R. and M. Coenders (2004) Communities of Practice: Bronnen van inspiratie. Utrecht: Lemma.
12.
Bosch, K. (2005) ‘Isoleren werkt angstverhogend’, in T. A. Abma, G. A. M. Widdershoven and B. Lendemeijer (eds) Dwang en drang in de psychiatrie: Kwaliteit van vrijheidsbeperkende interventies, pp. 31–36. Utrecht: Lemma.
13.
Brown, J. and P. Duguid (1996) ‘Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning and Innovation’, in M. D. Cohen and L. S. Sproull (eds) Organizational Learning, pp. 58–82. Thousand Oaks, CA: SAGE.
14.
Cook, S. D. N. and J. S. Brown (1999) ‘Bridging Epistemologies: The Generative Dance between Organizational Knowledge and Organizational Knowing’, Organization Science10(4): 381–400.
15.
Dekker, J. (1989) Stenen voor brood: De isoleercel in de psychiatrie. Utrecht: Cliëntenbond GGZ.
16.
Dixon, N. M. (1994) The Organizational Learning Cycle: How we Learn Collectively. London: McGraw-Hill.
17.
Gergen, K. J. (1992) ‘Organization Theory in the Postmodern Era’, in M. Reed and M. Hughes (eds) Rethinking Organization: New Directions in Organization Theory and Analysis. London: SAGE.
18.
Greene, J. (2004) ‘What Kind of Learning? What Kind of Communities?’, paper presented at the panel ‘Learning Evaluation: The Relevance of Communities of Practice’, European Evaluation Society 6th Biennial Conference, Berlin, Oct.
19.
Hoekstra, T., H. H. G. M. Lendemeijer and M. G. M. J. Jansen (2004) ‘Seclusion: The Inside Story’, Journal of Psychiatric and Mental Health Nursing11: 276–283.
20.
Hosking, D. M. and R. Bouwen (eds) (2000) ‘Organizational Learning’, European Journal of Work and Organization Psychology9(2): 129–274.
21.
Inspection for Mental Health (2001) Jaar Rapport 2001 (Annual Report). The Hague: Inspection for Health Care.
22.
Kessels, J. (2001) Verleiden tot kennisproductiviteit, oratie. Enschede: University of Twente.
23.
Kwekkeboom, M. H. (1999) Naar draagkracht: Een verkennend onderzoek naar draagvlak en draagkracht voor de vermaatschappelijking in de ggz. Enschede: SCP.
24.
Lave, J. and E. Wenger (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
25.
Moen, J., P. Ansems, J. Hanse and M. Vintges (2000) Leiden of lijden? Het handelings-repertoire van de manager. Assen: Van Gorcum.
26.
Nicolini, D., S. Gherardi and D. Yanow (2003) ‘Introduction: Toward a Practice-Based View of Knowing and Learning in Organizations’, in D. Nicolini, S. Gherardi and D. Yanow (eds) Knowing in Organizations: A Practice-Based Approach, pp. 3–31. Armonk, NY: M.E. Sharpe.
27.
Niessen, T., T. A. Abma, G. A. M. Widdershoven and C. Van der Vleuten (2004) ‘Contemporary Epistemological Research: The Need for a Reconceptualization’, paper presented at the Third International Conference on Dialogical Self, Warsaw.
28.
Nussbaum, M. C. (1986) The Fragility of Goodness. Cambridge: Cambridge University Press.
29.
Orr, J. (1996) Talking about Machines: An Ethnography of a Modern Job. Ithaca, NY: ILR Press.
30.
Roth, W.-M., D. Lawless and K. Tobin, (2000) ‘Time to Teach: Towards a Praxeology of Teaching’, Canadian Journal of Education25: 1–15.
31.
Schwandt, T. A. (2001) ‘Understanding Dialogue as Practice’, Evaluation7(2): 228–237.
32.
Schwandt, T. A. (2004) ‘Some Thoughts on Learning in and from Evaluation’, stimulus paper presented at the panel ‘Learning Evaluation: The Relevance of Communities of Practice’, European Evaluation Society 6th Biennial Conference, Berlin, Oct.
33.
Van der Werf, B. (2001) ‘Veiligheidsbeleid en gedwongen separatie in Europees perspectief’, Preacox (Dec.): 11–15.
34.
Vorselman, A. (2003) ‘Seclusion, Fixation and Medication: The Application of Coercive Measures in Adult Psychiatry Internationally Compared’, masters thesis, public administration and public policy, European studies, University of Twente.
35.
Wenger, E., R. McDermott and W. M. Snyder (2002) Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, MA: Harvard Business School Press.
36.
Yanow, D. (2004) ‘Translating Local Knowledge at Organizational Peripheries’, British Journal of Management15: 9–25.
