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  • 1.
    Almqvist, Lisa
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Sköllerhorn, Erland
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Vad granskas i kommunal revision?: En studie av revisionsrapporter i fyra kommuner 1995-20022004Report (Other academic)
  • 2.
    Andersson, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Carlbaum, Sara
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av Läslyftet Delrapport 7: Uppföljning av Läslyftets kvarstående effekter i grundskolan hösten 20172018Report (Other academic)
  • 3.
    Andersson, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Nygren, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Governance, Accountability, and Organizational Development: Eldercare Unit Managers' and Local Politicians' Experiences of and Responses to State Supervision of Swedish Eldercare2018In: Journal of Aging & Social Policy, ISSN 0895-9420, E-ISSN 1545-0821, Vol. 30, no 5, p. 419-439Article in journal (Refereed)
    Abstract [en]

    This article explores how local politicians and care unit managers in Swedish eldercare experience and respond to state supervision. Twelve politicians and 12 managers in 15 previously inspected municipalities were interviewed about their experiences of and reactions to state supervision (SSV) in relation to their views of care quality and routines in eldercare practice. The findings indicate that local managers and political chairs perceived SSV in eldercare positively at a superficial level, but were critical of and disappointed with specific aspects of it: in terms of a) governance—chairs and managers said SSV strengthened implementation of national policies via local actors, but were critical of SSV’s narrow focus on control and flaws in eldercare practice; b) accountability—SSV was seen as limited to accountability for finances and systemic performance; and c) organizational development—SSV was seen as limited to improving routines and compliance with legislation, while local definitions of quality are broader than that. In general, local actors regarded SSV as improving administrative aspects and routines in practice but ignoring the relational content of eldercare quality.

  • 4.
    Andersson, Katarina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Nygren, Lennart
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Statlig tillsyn2019In: Perspektiv på granskning inom offentlig sektor: med äldreomsorgen som exempel / [ed] Anders Hanberger & Lena Lindgren, Malmö: Gleerups Utbildning AB, 2019, p. 55-70Chapter in book (Other academic)
  • 5.
    Berglund, Elisabeth
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    LIP och lokalt miljöarbete: En jämförande studie mellan kommuner som fått och inte fått statligt investeringsstöd2003Report (Other academic)
  • 6.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Andersson, Eva
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av Läslyftet. Delrapport 2: Erfarenheter av Läslyftet läsåret 2015/162016Report (Other academic)
  • 7.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Andersson, Eva
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av Läslyftet. Delrapport 4: erfarenheter av Läslyftet i gymnasieskolan 2016/172017Report (Other academic)
  • 8.
    Carlbaum, Sara
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Andersson, Eva
    Institutionen för pedagogik och specialpedagogik, Göteborgs universitet.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Lundström, Ulf
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av Läslyftets utprövningsomgång2015Report (Other academic)
  • 9.
    Dahlgren, Lena
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Kommunala avtryck: en utvärdering av Svenska Kommunförbundets FoU-råds forsknings- och utvecklingsverksamhet2003Report (Other (popular science, discussion, etc.))
  • 10.
    Eriksson, Malin
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Ghazinour, Mehdi
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Isaksson, Joakim
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Wimelius, Malin
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av insatser för ensamkommande barn och ungdomar i Umeå 2012-2013: slutrapport2014Report (Other academic)
    Abstract [sv]

    I denna slutrapport redovisas en utvärdering av hur mottagningssystemet och samhällets insatser för ensamkommande barn och ungdomar har utformats och fungerat i Umeå kommun under perioden 2012-2013. Rapporten har utvecklats inom ramen för forskningsprojektet ”Hur fungerar samhällets insatser för ensamkommande flyktingungdomar?” och handlar om flyktingungdomars introduktion och etablering i det svenska samhället.

    En av slutsatserna är att det saknas en tydlig politisk styrning och vägledning av mottagandet av ensamkommande i Umeå och att aktörerna i hög grad själva har fått tolka sina uppdrag och samordna insatserna. En annan slutsats är att samhällets insatser har bidragit till att stödja, stärka och förbereda ungdomarna på att leva i Sverige och till att socialisera dem till vad som förväntas och krävs för att anpassa sig i det svenska samhället, men det finns stora utmaningar när det gäller ungdomarnas fortsatta integration i samhället.

    I rapporten presenteras också rekommendationer för hur mottagandet kan utvecklas. Bland annat rekommenderas att de olika aktörernas uppdrag förtydligas och att en mer utvecklad målsättning och vägledning för Umeå kommuns mottagande av ensamkommande arbetas fram. Aktörerna bör också utveckla och pröva nya sätt att främja ungdomarnas integration i samhället som bättre tillvaratar resurser i civilsamhället.

    Forskningsprojektet har utvecklats och genomförts av en tvärvetenskaplig forskargrupp vid Umeå universitet i samverkan med Umeå kommun och KFUM i Umeå. Projektet har medfinansierats av Europeiska Flyktingfonden.

  • 11.
    Eriksson, Malin
    et al.
    Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Ghazinour, Mehdi
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Isaksson, Joakim
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Wimelius, Malin E
    Umeå University, Faculty of Social Sciences, Department of Political Science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering av insatser för ensamkommande flyktingungdomar i Umeå: delrapport2013Report (Other academic)
  • 12.
    Frykholm, Clas-Uno
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Wikström, Joel
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Etzkowitz, Henry
    Umeå University, Faculty of Social Sciences, Centre for Regional Science (CERUM).
    Georghiou, Luke
    Orsenigo, Luigi
    Prestudy for the evaluation of the KK Foundation’s knowledge exchange programme: Literature review, Programme description, Evaluation proposal, Comments from IAG1998Report (Other academic)
  • 13.
    Ghazinour, Mehdi
    et al.
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Mårald, Gunilla
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Stödinsatser för förövare – en utforskande undersökning: Delrapport 3 från den nationella utvärderingen av regeringens insatser mot hedersrelaterat våld2007Report (Other academic)
  • 14.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Bridging theory and practice: challenges to stakeholder evaluation applied to programmes for exposed groups2014Conference paper (Refereed)
    Abstract [en]

    This presentation addresses new challenges to evaluation of policies and programmes in multi-cultural societies. These include being responsive to stakeholders’ knowledge needs, informed about different perceptions of the issues at stake, being sensitive and respectful to exposed persons’ needs, feelings and cultural backgrounds and to actors designated official mandates (Stake, 2004). The presenter discusses the value of using an interpretive stakeholder evaluation approach (Hanberger, 2001) and bridging theory and practice to meet these challenges. He takes departure in deliberative democratic and multi-cultural theory (Banting & Kymlicka, 2006; Conner, 2004; House and Howe, 1999; Hanberger, 2006, 2010; Hood, 1999; SenGupta, Hopson, & Thompson-Robinson, 2004). As an example, the stakeholder evaluation approach, developed by the author and applied in a number of evaluations, is here applied on a local reception system for unaccompanied children in Sweden. Some actors engaged in the reception of unaccompanied children are prescribed or assume a caring role (caring homes and good man/trustee) whereas others are assigned an official mandate (Migration board, schools). It is argued that the evaluators should not only be sensitive to the exposed persons’ needs and situation, but also to the different roles and mandates of service-deliverers and the broader accountability environment (Behn, 2001). The evaluation of reception of unaccompanied children is an example of challenges that become visible in contested policies targeting exposed individuals and groups with varying needs and cultural backgrounds, involving many actors with individual and shared responsibility and where cooperation and network governance is critical. The case illustrates that evaluators need to be responsive to different perceptions of the issues at stake, develop different skills and competences including major notions of a multicultural society (Hanberger, 2010) to manage the challenges. A single evaluator can hardly do this alone, but an evaluation team can collectively manage these challenges. Hence, evaluation becomes relational work and a humanist enterprise when bridging theory and practice.

  • 15.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Dagens kommungranskning: är den effektiv i att förebygga och upptäcka missförhållanden?2010In: Korruption, maktmissbruk och legitimitet / [ed] Staffan Andersson, Andreas Bergh, Gissur Ó. Erlingsson, Stockholm: Nordstedts , 2010, p. 166-191Chapter in book (Other academic)
  • 16.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Democratic accountability in decentralised governance2009In: Scandinavian Political Studies, ISSN 0080-6757, E-ISSN 1467-9477, Vol. 32, no 1, p. 1-22Article in journal (Refereed)
    Abstract [en]

    This article develops a conceptual framework for studying democratic accountability in decentralized governance, and discusses critical issues about democratic accountability from a citizen’s perspective. First, the concept is discussed and adapted to make it useful for studying democratic accountability in different governance structures. Second, the article scrutinises conditions for democratic accountability in decentralised governance based on three models. Third, democratic accountability is discussed with reference to a case study of public reviewers operating in four municipalities in Sweden. The study indicates that municipal auditors and the local media have the greatest impact on municipal policy. On the whole, auditors improve local governments’ internal control and systems for steering and monitoring municipal policy, whereas the media sometimes alter the policy agenda without changing the policy. Auditors maintain and support an elitist democratic orientation of democratic accountability, and the media maintain this democratic orientation and in addition promote democratic dialogue. Viewed from a citizen’s perspective, the traditional accountability system does not work satisfactorily. State inspectors and municipal auditors – two important public reviewers in the current system – could improve their work to make it more useful to citizens’ democratic control. Another way discussed to develop democratic accountability is to promote participatory policy and concrete means of accountability (e.g. on-site visits, conducted tours and different forms of democratic dialogue). The formal way to improve democratic accountability implies more transparency, monitoring and control, which may also lead to distrust and scapegoat thinking (i.e. a surveillance society), whereas concrete modes of accountability, more associated with participatory and deliberative democracy, imply mutual responsibility and trust building. Strengthening participatory policy, active citizens, collective responsibility and democratic dialogue could be an alternative to the emerging audit society.

  • 17.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Democratic accountability in decentralized governance2006Conference paper (Other academic)
  • 18.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Democratic caring evaluation for refugee children in Sweden2018In: Evaluation for a caring society / [ed] Merel Visse, Tineke A. Abma, Charlotte, NC: Information Age Publishing, 2018, p. 105-124Chapter in book (Refereed)
    Abstract [en]

    What is a democratic caring (DC) evaluator and what does it mean to be one, especially in terms of practicing responsibility for the stakeholders one works with in evaluation contexts? This chapter discusses the challenging issue of the responsibilities of evaluators, citing an evaluation of the reception of unaccompanied and separated children (UASC) in Umeå, a northern-Swedish community of over 100,000 residents. DC evaluation does not refer to a new evaluation approach. The notions of DC evaluation and the DC evaluator are used here in discussing what it means to be an evaluator who develops evaluation within a democratic and caring society. The discussion builds on both democratic evaluation and care theory. It is suggested that an enlightened DC evaluator is informed both by democratic evaluation and by research into good care, applying this knowledge reflectively during the evaluation process. This chapter discusses what is involved in developing a DC evaluation with a special focus on the evaluator's respon-sibilities and good care.

    The chapter continues with a brief presentation of the case: a democratic evaluation of care for a group of refugee children in Sweden. Subsequently, the theoretical underpinnings of democratic evaluation are presented. The next section discusses what DC awareness means and the responsibilities of a DC evaluator, illustrating this with examples from the case. The chapter concludes by considering what DC evaluation implies for the good care of refugee children.

  • 19.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Democratic governance and evaluation2004Conference paper (Other academic)
  • 20.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Democratic governance for nuclear waste management2010In: The 5th Interpretative Policy Analysis Conference in Grenoble June 23-25, 2010Conference paper (Refereed)
  • 21.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Democratic implications of public organizations2003In: Public Organization Review, ISSN 1566-7170, E-ISSN 1573-7098, Vol. 3, no 1, p. 29-54Article in journal (Refereed)
    Abstract [en]

    The author suggests a Weberian methodology, based on theories of democracy and organization, for assessing normative implications of public organizations. How different organizational models contribute to (re)create democracy and legitimacy is scrutinized with reference to a Swedish IT program. The conclusion is that a system management organization will be an appropriate choice for dealing with "tame" problems, but it will at the same time promote an elitist democratization. In contrast, a development organization will be more appropriate in dealing with complex problems, and it will most likely promote discursive democratization.

  • 22.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Demokratisk utvärdering när polariseringen ökar2017Conference paper (Refereed)
    Abstract [sv]

    Konferenstemat, utvärdering i en komplex värld, väcker många frågor. En komplexitet som uppmärksammas i detta papper är att utvärderingar initieras och genomförs i en alltmer polariserad värld där etablerade och nya politiska aktörer och olika typer av utvärderare interagerar. Detta ställer delvis nya krav på utvärderare särskilt de som vill verka för att utvärdering används för att upprätthålla och stärka demokratin. En del av komplexiteten handlar också om att etablerade mediers ställning som granskare av makten och den förda politiken utmanas av nya medier och att det finns fler fora för diskussion om utvärderingar och granskningar än tidigare. Detta kan både innebära hot och möjligheter för demokratin och utvärdering. Dessa förändringar aktualiserar grundläggande frågor om utvärderingars roll i samhällsförändringen och demokratin. Idag kan vi också se att några formella demokratier är på väg att nedrustas efter att auktoritära ledare och partier röstats fram av en majoritet. I maktställning avlövas demokratin successivt genom att urholka fri-och rättigheter, försämra förutsättningarna för fria medier och aktiva medborgare etc. Men demokratin kan också undermineras inifrån med hjälp av utvärdering som enbart görs när den kan förväntas tjäna makten och den förda politiken. Roberto Picciotto (2015) diskuterar hur demokratisk utvärdering kan och bör utvecklas i ett samhälle som inte längre är demokratiskt annat än på ytan. Han argumenterar för behovet av ett nytt approach, progressiv utvärdering, för att främja demokratisk utvärdering i sammanhang där demokratin åsidosätts eller där starka särintressen kontrollerar utvärdering. Detta gäller inte generellt för utvärdering i Sverige, men tendenser i omvärlden har börjat få fotfäste även här. Utvärderingars roll i samhällsförändringen och utvärderarens ansvar behöver diskuteras i en tid när demokratin utmanas och när utvärderingsresultat presenteras och används i ett hårdnande samhälls- och debattklimat.

    Syftet med detta papper är att diskutera demokratisk utvärdering mot bakgrund av förändringar i utvärderingssamhället och den ökade polariseringen i samhället. Hur kan olika demokratiska utvärderingsorienteringar främja demokratin? Vilket ansvar har demokratiska utvärderare idag?

    I pappret diskuteras frågorna utifrån olika demokratiska utvärderingsorienteringar bland annat elit-demokratisk, samtalsdemokratisk och progressiv utvärdering. Utvärderarens ansvar skiljer sig mellan olika orienteringar men alla utvärderare som vill främja demokratin har ett ansvar att påtala snedvriden användning av utvärderingar. Exempel på utvärderingars demokratiska implikationer och utvärderarens ansvar kommer att lyftas fram och diskuteras.

  • 23.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Den dolda utvärderingspolitiken2003In: Studies in Educational Policy and Educational Philosophy. E-tidskrift, ISSN 1652-2729, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The main relations between evaluation and politics are, in this article, explored and discussed in relation to three ideal types. The types differ regarding the political-administrative functions of evaluations, the epistemology, and the implications for democracy. At present, Swedish evaluation policy is partly veiled because there is no open debate concerning the relation between evaluation and politics. The analysis suggests that the dominant evaluation policy is closest to the integrated ideal type, that is, the goal is to completely adjust evaluation to political needs.

  • 24.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Dialogue as Nuclear Waste Management Policy: Can a Swedish Transparency Programme Legitimise a Final Decision on Spent Nuclear Fuel?2012In: Journal of Integrative Environmental Sciences, ISSN 1943-815X, E-ISSN 1943-8168, Vol. 9, no 3, p. 181-196Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to discuss Swedish nuclear waste management policy and assess whether a transparency programme has affected the policy discourse and contributed to legitimatising the forthcoming government decision on a final solution for spent nuclear fuel. The transparency programme implemented by the National Council for Nuclear Waste (NW Council) consisted of two main activities: dialogue meetings and public hearings for deliberating on different aspects of the waste issue. Lessons are drawn from an evaluation of the programme. The article concludes that the NW Council has implemented the government's legitimatisation policy by its existence and through the transparency programme, but achieving long lasting legitimacy is a complicated matter. Dialogue meetings and public hearings are reasonable measures; whether these measures are sufficient to legitimatise the final decision also depends on how the appropriate state agencies and the government justify their assessments and decisions regarding the long-term safety, security and sustainability of the Swedish Nuclear Fuel and Waste Management Company's proposed final repository. The dialogue policy and transparency programme, however, has failed to influence the key decisions which remain in the control of the powerful interests, most notable Swedish Nuclear Fuel and Waste Management Company (SKB) and the government.

  • 25.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Effekter av miljötillsyn: utvärderingsmodell och förslag till utvärdering av lokal miljötillsyn av miljöfarlig verksamhet2017Report (Other academic)
  • 26.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Evaluation and democratic accountability2006Conference paper (Other academic)
  • 27.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Evaluation in local school governance: a framework of analysis2015Conference paper (Other academic)
    Abstract [en]

    Evaluation has expanded at all levels of governance as part of the broad doctrine of New Public Management (NPM) (Hood 1991; Pollitt and Bouckaert 2011). According to this doctrine, market mechanisms should be introduced to enhance efficiency and, in the context of school governance, to support competition between schools, free school choice, improved educational quality, and school effectiveness (Lubienski, 2009; Lundahl, 2013 et al; Merki 2011; NAE 2012). Education systems guided by NPM and characterized by results-based management and local autonomy increasingly rely on evaluation at all levels (Andersen et al. 2009; Elstad 2009; Merki 2011; Mintrop and Trujillo 2007; OECD 2013). It is assumed that evaluation and strengthened accountability will improve quality in education and schooling (OECD 2011), but there is a lack of knowledge if, and if so which evaluations and under what conditions they can contribute to this function (Levin 2010, Ravitch 2010). Recent research and a growing number of scholars question the need for and value of some prevailing evaluations and evaluation systems, and of focusing on performance and measureable results. It is also recognized that teachers are subjected to too much accountability which can have negative effects on professionals and education (Green 2011; Koretz 2009; Lingard and Sellar, 2013; Hargreaves 1994, Day 2002, Ball 2003, Mausethagen 2013a, 2013b). However, could evaluation be a useful tool in local school governance under certain conditions?

    Although evaluation is a cornerstone in local school governance it has not been studied much in this context. Local school governance refers to all the public and private school actors’ and institutions’ (e.g. education committees, opposition parties, school principals, teachers and parents) steering of local schools and education.

  • 28.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Evaluation in Local School Governance: a framework of analysis2016In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 2, article id 29914Article in journal (Refereed)
    Abstract [en]

    This article develops a conceptual framework for exploring the role and consequences of evaluation at the local level of school governance. It also provides a frame of reference for the articles in this special issue on the role of evaluation in local school governance in Sweden. It consists of key concepts, three models of decentralised governance (state model, local government model and multi-actor model of governance) and four types of evaluation (indicator-based monitoring and evaluation systems; stand-alone evaluations; synthesis studies; and informal, occasional or everyday evaluations). Local school governance refers to governance that occurs in a municipality and in a quasi-market where local school actors govern and influence schooling and education. It includes the efforts of actors and institutions to govern and influence matters such as school policy, education, school climate and school safety. Evaluation is used as a generic term that refers to, for example, evaluation, inspection, quality assurance, ranking and to both stand-alone evaluations and evaluation systems. The article briefly demonstrates how the framework can be applied in an analysis of the role of evaluation at the local level of school governance by providing an example, and discusses the framework’s advantages and limitations.

  • 29.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Evaluation of and for democracy2006In: Evaluation, ISSN 1356-3890, E-ISSN 1461-7153, Vol. 12, no 1, p. 17-37Article in journal (Refereed)
    Abstract [en]

    There are many options for elaborating democratic evaluations. This article discusses evaluation of and for democracy, and in particular three broad democratic evaluation orientations: elitist democratic evaluation (EDE), participatory democratic evaluation (PDE) and discursive democratic evaluation (DDE). The archetypes differ regarding, for example, evaluation focus, inclusion of stakeholders, dialogue and the role of the evaluator. The three orientations promote certain democratic values and are linked to the elitist, participatory or discursive notions of democracy respectively. It is argued that there is a need to become more conscious of how evaluations not labelled democratic can influence democracy and what responsibility democratic evaluators have. If commissioners and evaluators become more aware of the different democratic orientations evaluations may have, they will be better able to decide which evaluation to commission and undertake.

  • 30.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Evaluation of local sustainable development: approaches and use2011In: Evaluation for Participation and Sustainability in Planning / [ed] Angela Hull, E.R. Alexander, Abdul Khakee and Johan Woltjer, London and New York: Routledge Taylor & Francis Group , 2011, p. 268-287Chapter in book (Refereed)
  • 31.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Evaluation of local sustainable development– from theory to practice2008In: 7th International Workshop in Evaluation in Planning: Towards Methodological Innovations in Planning Evaluation, 2008Conference paper (Refereed)
  • 32.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Framework for assessing functions of evaluation from a governance perspective2011Conference paper (Refereed)
  • 33.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Framework for exploring the interplay of governance and evaluation2012In: Offentlig Förvaltning. Scandinavian Journal of Public Administration, ISSN 2000-8058, E-ISSN 2001-3310, Vol. 16, no 3, p. 9-27Article in journal (Refereed)
    Abstract [en]

    The article develops a conceptual framework for the interplay between evaluation andgovernance and explores key functions of evaluation in democratic governance, mainlythe accountability and improvement function. Using this framework contributes toknowledge of how governance affects evaluation and evaluation systems, and how evaluationmay contribute to policy or governance change. Functions of evaluation are exploredas effects of evaluative information produced by different evaluations on the onehand, and as evaluation system effects on the other. The framework can be used to mapout and explore the interplay between evaluation and governance in different policy sectors.Program theory methodology is used to unpack the assumptions underlying evaluationin the state and network models of governance. The program theories can be used toilluminate and discuss how evaluation should work in different models of democraticgovernance, as well as for empirical research of the interplay between governance andevaluation.

  • 34.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Fungerar de lokala säkerhetsnämnderna som allmänhetens ombud?: en utvärdering av nämndernas verksamhet med fokus på insyn i kärnkraftverken och information till allmänheten2010Report (Other academic)
  • 35.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Intentions and knowledge constructing local safety policies: a framework of analysis2015In: Safety Science, ISSN 0925-7535, E-ISSN 1879-1042, Vol. 73, p. 117-125Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to present a framework for exploring whose and what intentions and knowledge guide local safety policies (LSPs) in multi-level governance. LSP is anumbrella concept referring to all kinds of safety policies, programs and one- and multi-componentinterventions developed and implemented by actors in the public and private sector in a local community.The framework integrates theories from two broad research fields: namely governance and implementation research, and theories of knowledge and knowledge use. LSPs from a Swedish municipality are used to demonstrate the use of the framework. The knowledge derived from using it can help safety researchers, policy makers and safety workers to better understand the conditions for LSPs in multi-level governance, and explain how key-actors' intentions and different kinds of knowledge influence and construct LSPs. The framework also enhances our understanding of governing and implementation problems in multi-level governance and of policy performance. If LSPs are developed in collaboration across administrative borders and sectors, legitimatized in the broader policy community, and integrate different kinds of knowledge, they will strengthen a local infrastructure and safety culture with shared commitment and responsibility, which is crucial for effective and sustainable LSPs.

  • 36.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Is a management response system the solution to insufficient use of evaluations?2008In: The European Evaluation Society joint conference in Lisbon 2-4 October 2008., 2008Conference paper (Refereed)
  • 37.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Kvalitet i utvärdering ur ett medborgarperspektiv2012Conference paper (Other academic)
  • 38.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of Political Science.
    Lokalpolitikens möjligheter: historisk policyanalys av problemnärhet och effektivitet i kommunal policy och dess betydelse för politisk legitimitet1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    A tentative historicalpolicy analysis is developed to generate knowledge about local government policies and political legitimacy, as well as to contribute to policy analysis methodology. Social indicators, institutions and actors are used to gain knowledge about the phenomena. What local governments do to deal with and try to solve local problems is assumed to contribute to political legitimacy. The basic question that structures the thesis is to investigate whether, and to what extent, problem-orientated and "problem-effective" local government policy can contribute to political legitimacy.

    Time-series analysis shows that social malaise problems (poverty and unemployment) have fluctuated over the last 120 years, increasing in some periods and/or communities and decreasing in others. In contrast, problems concerning health and the environment decreased over the same period.

    Social policies appear to be closely related to local problems during the first hundred years (i.e. from 1874-1970), which indicates that local government policy is problem-orientated. After 1970 the connection between problems and social policy starts to loosen up. During the 1980s local infrastructure and industrial policy begin, for the first time, to follow social malaise problems in the municipalities. Earlier, infrastructure policy grew when problems were small or decreasing.

    The analysis indicates that municipalities were generally more successful in coping with local problems a hundred years ago. Health policies appear to have contributed towards solving local health problems up until 1970. Social malaise policies, on the other hand, have not directly contributed to solving local problems. Indirecdy, however, the latter type of policies contributed to economic development and promoted the development of local industry during the first hundred years. After 1970, only certain aspects of social malaise policies show positive effects on local problems. Instead, these policies generally seem to have exacerbated local problems. Attempts to resolve social problems, together with social service delivery, turn out to become part of the problem.

    The interpretation that legitimacy can be reached through problem-orientated and problem-effective policies has some empirical support in the period prior to 1900 and today. However, under predemocratic regimes, as well as during periods when democracy was highly centralized, the support for, and trust in, legality seems to be the dominate source of political legitimacy.

  • 39.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Managing evaluations in local school governance in Sweden2014Conference paper (Refereed)
    Abstract [en]

    This paper explores the use, functions, and constitutive effects of evaluation systems in local school governance, and identifies how contextual factors affect various uses of evaluation in this context. It also discusses the scope for creative leadership in managing evaluations in local school governance in Sweden. “Evaluation system” is an umbrella term referring to all kinds of evaluation methods, including inspection, audit, and quality assurance. This case study of three Swedish municipalities demonstrates that local evaluation systems are set up to effectively sustain local school governance and ensure compliance with the Education Act and other state demands. Local decision-makers have learned to navigate the web of evaluations and have developed response strategies to manage external evaluations and to take into account what can be useful and what cannot be overlooked in order to avoid sanctions. The information they get first hand from site visits or through informal channels is crucial for validating and complementing knowledge and information produced by evaluation systems. The study confirms that in contexts with high issue polarization, such as schooling, the use of evaluation differs between the political majority and opposition, and relates to how schools perform in national comparisons. Responses to external evaluations follow the same pattern. Some national key performance indicators from the National Board of Education inform local school governance; these are taken at face value, integrated into the municipal school goals, and used for benchmarking. These measures also help define what is important in education and indicate the constitutive effect of evaluation systems. The scope for creative leadership is substantial at the local level in the Swedish governance structure and education system.  The scope is used differently but not fully in the three studied municipalities.

  • 40.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Multicultural awareness in evaluation: dilemmas and challenges2010In: Evaluation, ISSN 1356-3890, E-ISSN 1461-7153, Vol. 16, no 2, p. 177-191Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to discuss what is meant by multicultural competence in evaluation and how policies and programmes aiming at multicultural awareness and ‘validity’ can be evaluated. The article discusses three main ways of understanding multiculturalism and how multicultural competence in evaluation can be defined. It also develops evaluation criteria that can be used for assessing the multicultural implications of policies and programmes. The article suggests that a multiculturally competent evaluator should be well informed about minority and majority norms and also familiar with different models of multiculturalism. The multiculturally aware evaluator employs an appreciative approach to traditional cultures that is consistent with human rights and international law. A multiculturally relevant evaluation should stimulate a discussion that facilitates inter-cultural understanding and multicultural awareness. Developing multicultural awareness in evaluation can be seen as a way of developing democratic evaluation.

  • 41.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Omfattande kommungranskning – men ändå inte tillräckligt2005In: Kommunal ekonomi, ISSN 0282-0099, no 3, p. 28-32Article in journal (Other (popular science, discussion, etc.))
  • 42.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Policy and program evaluation, civil society, and democracy2001In: American Journal of Evaluation, ISSN 1098-2140, E-ISSN 1557-0878, Vol. 22, no 2, p. 211-228Article in journal (Refereed)
    Abstract [en]

    The overall aim of this article is to develop conceptual tools and practical guidelines for evaluating the effects of public policy and program on civil society and democracy, and to analyze three broad ways of taking evaluation to the people. The terms “civil society” and “democracy” are ambiguous, referring to different notions in various discourses. The article demonstrates how different notions (ideal-types) of civil society and democracy can be useful in assessing the effects of public policies and programs. Finally, three broad approaches to evaluation are analyzed as tools for taking evaluation to the people. I argue that, in light of the legitimacy crisis, the “mediating evaluation approach” is the most promising approach today. However, the role of the evaluator and the notion of both civil society and democracy differ among the three approaches.

  • 43.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Umeå Centre for Evaluation Research (UCER).
    Public policy and legitimacy: a historical policy analysis of the interplay of public policy and legitimacy2003In: Policy sciences, ISSN 0032-2687, E-ISSN 1573-0891, Vol. 36, no 3-4, p. 257-278Article in journal (Refereed)
    Abstract [en]

    This article explores the interplay of local government policy and legitimacy from a broad postpositivist perspective where historical accounts and narratives are used in a complementary fashion. The basic assumption is that legitimacy is the product of satisfying felt needs and solving perceived problems. Health and social malaise problems and related policies of the past 120 years are analyzed in 50 Swedish municipalities. The analysis indicates that municipality policies respond to local problems only partly. Generally, local government policies responded dynamically to ''objective" and perceived problems before the 1970s, but did not resolve the problems. Today's legitimacy crisis could, to some extent, be explained by the discrepancy between high expectations created in the policy discourse and the central and local government's incapacity to offer sustainable solutions to ongoing problems. It is suggested that if history is considered more seriously in public policy making it could help policy makers and citizens readjust expectations, illuminate the limits and prospects for public policy, and identify ways to restore legitimacy. Moreover, legitimacy could be restored if more realistic policies are worked out and if a new division of power between the levels of government is introduced.

  • 44.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Svensk skola rasar vid internationell jämförelse, men vad säger PISA om utbildningssystemets kvalitet?2013Conference paper (Refereed)
    Abstract [sv]

    Uppsatsen granskar PISA, OECDs Programme for International Student Assessment, med fokus på programmets antaganden och användbarhet för styrning av utbildningssystem. I en kritisk programteorianalys rekonstrueras och granskas PISAs programteori med avseende på relevans för benchmarking av kvalitet i utbildningssystem. PISA analyseras som ett program och utvärderingssystem för transnationell styrning av utbildningssystem. I uppsatsen synliggörs och beskrivs först antagandena bakom programmet, dvs. programteorin rekonstrueras. Därefter prövas logiken och stringensen i programteorin och OECDs antaganden, samt om PISA har vetenskapligt stöd i teorier om governance, ansvarsutkrävande och skolutveckling. Uppsatsen behandlar konferensens tema om samspelet mellan utvärdering och politik ur ett governanceperspektiv. Med detta perspektiv framträder OECD som en ny aktör i samhällsstyrningen (governance) av utbildningssystem. OECD vill påverka och styra den nationella utbildningspolitiken mot OECDs mål med hjälp av utvärderingssystemet PISA. Programteorianalysen avslutas med slutsatser om OECD/PISAs interna och externa validitet och om programmet/ utvärderingssystemet är ändamålsenligt för styrning av utbildningssystem och för att utveckla skolans praktik. Uppsatsen bidrar med en komprimerad beskrivning och karta över PISA som program och utvärderingsystem som PISA anhängare och kritiker kan använda och referera till. En förhoppning är att analysen kan bidra till en informerad diskussion om vad PISA är, syftar till och rimligtvis kan uppnå. PISAs programteori kan också användas för fortsatt forskning om olika delar i programteorin, samt om vilka konsekvenser PISA får för olika aktörer i utbildningssystemet och om, och i så fall hur, PISA påverkar skolans praktik.

     

    Uppsatsen redovisar resultat från ett pågående VR-finansierat forskningsprojekt ’Utvärderingars konsekvenser för grundskolans praktik – styrning, ansvarsutkrävande och verksamhetsförändring’.

  • 45.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The real functions of evaluation and response systems2011In: Evaluation, ISSN 1356-3890, E-ISSN 1461-7153, Vol. 17, no 4, p. 327-349Article in journal (Refereed)
    Abstract [en]

    This article is intended to contribute to the understanding of evaluation use in the context of policy making and governance. It does this, first, by developing a framework that sets out the prerequisites of six possible functions of an evaluation ‘management response system’; and second, by analysing three aid organizations’ management response systems in relation to this framework. The prerequisites of the different functions are theoretically derived. The analysis finds that response systems have contributed to organizational legitimacy and achieved many of their intended functions, but only to an extent. Two factors – the system design, and top managers’ support for the system – were found to be critical for how these systems worked. The article also discusses whether a management response system meets the needs of public organizations and stakeholders operating in multi-actor policy making.

  • 46.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    The role of evaluation in Local School Governance in Sweden: editorial introduction2016In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 7, no 3, article id 32245Article in journal (Other academic)
  • 47.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    The significance of local auditors/evaluators2002Conference paper (Other academic)
  • 48.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    The use of evaluation power in a decentralized education system. The case of Sweden2015Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to explore and discuss the role of evaluation in local school governance. Local school governance refers to all the public and private school actors’ and institutions’ (e.g. education committees, school principals and parents) governing of schools and education.

    The applied framework takes departure in governance research and research on evaluation and governance. The role of the municipality in a country’s education system largely depends on the division of power between levels of government, and the mandate and discretion given to local governments and school providers. The discretion also varies depending on changes in national school governance and other factors such as being subjected to global education governance as a member of the EU and OECD. The governance structure and mode of governance embeds and steers evaluation and how governance and evaluation should interplay.

    A close look at evaluation in Sweden, based on a case study of four Swedish municipalities, is an illustrative case as the education evaluation arena is overcrowded and the decentralised education system provides freedom of choice that allow local governments and school providers to use their evaluation power differently.

    The results show e.g. that politicians develop and use local evaluation systems to maintain its governance model and govern schools to enhance achievement of national and local policy objectives, and comply with or question critique from school inspections. Teachers, subjected to increased accountability pressure, do not use external evaluations for improving teaching. Only their own informal evaluations serve that purpose.

  • 49.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Trålen - utvärderingssystem för boendeverksamhet för ensamkommande barn och ungdomar2014Report (Other academic)
  • 50.
    Hanberger, Anders
    Umeå University, Faculty of Social Sciences, Department of applied educational science. Umeå University, Faculty of Social Sciences, Department of applied educational science, Umeå Centre for Evaluation Research (UCER).
    Utvärdering med mångkulturellt perspektiv2011In: Utvärdering i socialt arbete: utgångspunkter, modeller och användning / [ed] Blom, Björn, Morén, Stefan & Nygren, Lennart, Stockholm: Natur & kultur , 2011Chapter in book (Other academic)
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