The gradual institutionalisation of the reflexive approach in governmental evaluation systems

Abstract

While transformation-focused evaluation is thriving in theory, less attention has been paid to how such approaches become institutionalised in governmental evaluation systems. Evaluation systems do not align well with transformation thought. In accordance with institutional theory, we propose ‘layering’ and ‘conversion’ as key mechanisms for expanding evaluation systems. We use three reflexive evaluations at the PBL Netherlands Environmental Assessment Agency as illustrative case studies. Using an interpretive research approach, we reconstructed stages and processes of institutionalisation over the past 10 years. Our findings demonstrate how reflexive evaluation has (a) expanded the learning function in alignment with the accountability purpose that evaluation primarily serves in policy cycles and (b) introduced quality norms and infrastructure to endorse this learning function during policy processes. We suggest further inquiry and debate on the drivers behind the opening up of conceptions of what evaluation is and should achieve in the wider governance system.