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Accountability, evaluation and the role of evidence for charitable funders

Hinds, KS; Mackenzie-Davey, K; (2014) Accountability, evaluation and the role of evidence for charitable funders. In: (Proceedings) BAM 2014: The Role of the Business School in Supporting Economic and Social Development, 9–11 September 2014, Belfast, Northern Ireland. British Academy of Management: London, UK. Green open access

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Abstract

This paper explores the link between accountability, evaluation and identity in the context of charitable funders. We argue that the notion of ‘evidence based’ action has influenced these charities to make claims for their evaluation processes that are established to account for activity rather then to generate knowledge. Although the terms evaluation and accountability are frequently used interchangeably, there is an essential difference as the site of interest in accountability is the relationship between funder and funded, whilst for evaluation, it is quality of knowledge produced. We look at the consequences of this distinction on identity for two funders in an analysis of website pamphlets, published to promote the use of evidence.

Type: Proceedings paper
Title: Accountability, evaluation and the role of evidence for charitable funders
Event: BAM 2014: The Role of the Business School in Supporting Economic and Social Development, 9–11 September 2014, Belfast, Northern Ireland
Location: Belfast
Dates: September 2014
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.bam.ac.uk/past-conferences
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/1473786
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