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Public Management Evaluation

Code: 101112
Credits: 6
2026/2027
Degree programme Type Course
Political Science and Public Management OP 3
Political Science and Public Management OP 4
Contemporary History, Politics and Economics OP 3
Contemporary History, Politics and Economics OP 4

Contact lecturer

Name :
Xavier Ballart i Hernàndez
Email :
xavier.ballart@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

In the case of students in the Political Science and Public Management degree, it is assumed that the student has adequate knowledge of the concepts and theories worked on in the subjects "Administration and Public Policies", "Public Management" and "Methodology of Political Analysis".

Objectives

This course aims to provide an overview of the field of public management evaluation, both in the literature and in the professional world. The overall objective is to equip students with the information and tools they need to understand the conceptual boundaries of the field, the methods that can be used, and the issues present in the current debate on the usefulness of evaluation for public management and policy analysis.


Whether students end up as civil servants in central, regional, or local government, or as policy advisors in the private or non-profit sectors, they will likely need to work with professional evaluators and consultants. Therefore, they will have to develop studies that provide information on the performance and costs of the organizations, services, programs, or policies they work with.


The course unfolds through the analysis of case studies that illustrate evaluation in professional practice. Students will be engaged through practical exercises that allow them to make the ideas presented in the literature more tangible and connect them with the real world.


This is an elective course for students who want to learn practical approaches that will be useful in their professional career as a consultant or analyst. Interest, a positive attitude, and the ability to attend most sessions are important.

Learning outcomes

  1. Working in teams and networking, particularly in interdisciplinary conditions.
  2. Identifying sources of data and conducting bibliographic and documentary searches.
  3. Synthesizing and critically analysing information.
  4. Interpreting and applying English texts in an academic way.
  5. Arguing from different theoretical perspectives.
  6. Working by using quantitative and qualitative analysis techniques in order to apply them to research processes.
  7. Using the main information and documentation techniques (ICT) as an essential tool for the analysis.
  8. Demonstrating good writing skills in different contexts.
  9. Showing a good capacity for transmitting information, distinguishing key messages for their different recipients.
  10. Realising effective oral presentations that are suited to the audience.
  11. Managing the available time in order to accomplish the established objectives and fulfil the intended task.
  12. Working autonomously.
  13. Producing and planning researches or analytical reports.
  14. Designing data collection techniques, coordinating the information processing and meticulously applying hypothesis verification methods.
  15. Properly explaining and describing main theoretical approaches of the analysis of political sciences: cycle of politics, actor-network, institutional approaches, rational choice theory.
  16. Appropriately using the contributions of Lindblom, Wildavsky, Marsh and Rhodes, Lowi.
  17. Distinguishing the phases of public politics: formulation, decision, implementation and evaluation.
  18. Critically analysing the configuration process of the public agenda.
  19. Suggesting and explaining a case study of a concrete public policy.
  20. Critically assessing some of the public policies carried out by an authority in the State of Autonomies.
  21. Develop critical thought and reasoning and be able to communicate them effectively, both in your own language and second or third languages.
  22. Develop strategies for autonomous learning.
  23. Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.

Contents

T0. Introduction

  • What the course is about, what we should learn, and what the professor and students commit to. T1. Definition, purposes, types, and use of evaluation
  • Definitions and typologies.
  • When to conduct an evaluation? Consider its use from the outset.
  • Evaluation questions


T2. Theories

  • The main theoretical branches in the development of policy evaluation.
  • Key authors and their main contributions.


T3. Measuring performance through indicators

  • Theoretical approach.
  • Characteristics and types of indicators.
  • Methodology for constructing indicators.
  • Indicator management models.
  • Case studies through seminars and practical exercises.


T4. Needs assessment

  • Documenting needs.
  • Indicators and quantification of needs.
  • Case studies through seminars and practical exercises.


T5. Design evaluation

  • Theory of change.
  • Policy design.
  • Case studies through seminars and practical exercises.


T6. Implementation Evaluation

  • Analysis of the administrative and management process
  • Variations in the organizations providing the final service.
  • Variations in the profiles of the user and beneficiary populations.
  • Case studies through seminars and practical exercises.


T7. Impact Evaluation

  • Impact evaluation with evaluation design
  • Randomized experiments and quasi-experiments.
  • Impact evaluation based on statistical control.
  • Case studies through seminars and practical exercises.


T8. Qualitative Methodology

  • Conceptual and theoretical approach.
  • Qualitative methods and techniques applied to evaluation.
  • Case studies through seminars and practical exercises.


T9. Economic Evaluation

  • Cost assessment (components).
  • Cost-effectiveness analysis.
  • Case studies through seminars and practical exercises.


The detailed schedule with the content of the different sessions will be presented on the course introduction day. The calendar will be posted on the Virtual Campus where students can also find the detailed description of the exercises and practices, the various teaching materials and any information necessary for the proper monitoring of the subject.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Tutoring 2 0.08 1, 9, 12
Practical exercises: application of evaluation techniques in real-world public policy cases. 40 1.6 1, 2, 6, 7, 14, 21, 22, 23
Classes/seminar: Analysis of the contents in seminar format based on the readings of the recommended bibliography and its application to specific cases. 35 1.4 3, 4, 5, 8, 9, 10, 11, 12, 13, 15, 19, 20
Reading texts, studying, preparation of exercises and group papers 50 2 2, 3, 4, 5, 6, 11, 12, 13, 16, 17, 18

The course "Evaluation of Public Management" is worth 6 ECTS credits, representing a total of 150 hours of student workload (25 hours per credit). These hours are structured around the following learning activities and teaching methodology:


Directed Activities:


  • Lectures/Seminars: Analysis of course content in a seminar format based on readings from the recommended bibliography and their application to specific cases.
  • Practical Exercises: Application of evaluation techniques to real-world public policy cases.
  • Presentations: Group presentations and feedback sessions.


Supervised Activities:

  • Tutorial support for completing assignments and monitoring course progress.


Independent Activities:

  • Reading: Individual exercises.
  • Studying: Creating outlines and summaries.
  • Writing Papers: Applying concepts and methods to a specific problem.
  • Group Discussions
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Group project 30% 6 0.24 1, 19
Tests/Exams 20% 2 0.08 3, 4, 5, 8, 9, 10, 11, 12, 13, 15, 19, 20
Applied exercises 50% 15 0.6 1, 2, 6, 7, 12, 14, 16, 17, 18, 21, 22, 23

The final grade is composed of:


  • Continuous assessment (in-class quizzes, seminars, participation): 20%
  • Practical exercises: 50% of the grade
  • Course group project: 30% of the grade (group of 2-3 people)


Retake exam:


Students will be entitled to retake the course if they have been assessed on a set of activities whose weight is equivalent to at least 2/3 of the total course grade. To be eligible for the retake, a minimum average grade of 3.5 is required. The retake exam will consist of a series of activities similar to those carried out in class during continuous assessment or practical sessions.


Any irregularity committed during an assessment (academic fraud, plagiarism, or misuse of AI, unless expressly authorized in the course syllabus) that could lead to a significant change in the grade will result in a grade of 0 for that assessment. If the course syllabus stipulates that a minimum grade on this assessment is a prerequisite for passing the course, or if several irregularities occur in the assessments of the same course, the final grade for that course will be 0. Furthermore, disciplinary proceedings may be initiated against any student who commits any of these irregularities.


The teaching staff reserves the right to conduct oral interviews or alternative assessments to verify the effective acquisition of knowledge and skills and, therefore, the validity of the assessments completed by the students.


According to Article 117.2 of the UAB Academic Regulations, the assessment of repeating students may consist of a single comprehensive exam. Repeating students who wish to take advantage of this option must contact the teaching staff at the beginning of the semester.



Bibliography

In Catalan or Spanish


The course will make extensive use of IVALUA's GUIDES and the assessments that IVALUA has conducted since its inception. Guides and assessments are available on the IVALUA website.


Below is a classic bibliography for the subject; however, recent articles and assessments will also be used during the course and will be referenced on the Virtual Campus.


Various authors.1999, Indicadores de Gestión para las Entidades Públicas. Asociación Española de Contabilidad y Administración de Empresas.

Ballart, X. 1992 ¿Cómo evaluar programas y servicios públicos? Madrid, Instituto Nacional de Administración Pública, 1992

Ballart, X. 1994 "Clientes de un servicio cultural. Una experiencia de evaluación con 'focus groups'". Gestión y Análisis de Políticas Públicas, núm. 1

Ballart, X. 1996 "Modelos teóricos para la práctica de la evaluaciónde programas". A Q. Brugué i J. Subirats,

Lecturas de Gestión Pública, Madrid: Instituto Nacionalde Administración Pública, Boletín Oficial del Estado

Ballart, X. C. Riba 1996 "Políticas de seguridad: el caso del uso del casco en Barcelona", Hacienda Pública Española, núm. 135, 1996.

Ballart, X. C. Riba, J. Blasco 2011, "Minimum Income and Labour Market Integration Processes: Individual and Institutional Determinants". Revista Española de Investigaciones Sociologicas, Núm. 133

López, J i A. Gadea, 1992 El Control de Gestión en la Administración Local.Barcelona: Gestión 2000 Kaplan, R.S. y D.P. Norton 2000 El Cuadro de Mando Integral Barcelona, Gestión 2000

Rosselló, David 2008 Evaluación de PolíticasCulturales Barcelona, Ariel

Ruíz Olabuénaga, J.I. 1996 Tècnicas de Investigación cualitativa. Bilbao: Universidad de Deusto.


In English


General


Rossi, Peter et al. 2003, Evaluation. A Systematic Approach. Sage. Vedung, Evert, 2000, Public Policy and Program Evaluation, Transaction. Weiss, Carol, 1998 Evaluation, 2nd edition, Prentice Hall.


Theory-Driven


Birckmayer, J. and C. Weiss, 2000, "Theory-Based Evaluation in Practice: What do we learn?" Evaluation, 24

(4) August 2000.

Donaldson, S. 2003, "Theory-Driven Program Evaluation in the New Millenium" in Donaldson and Scriven,

Evaluating Social Programs and Problems: Visions for the New Millennium, Lawrence Erlbaum Associates,


Management Control - Performance Management

Kaplan, R.S. D.P Norton, 1996 The Balanced Scorecard: Translating Strategy into Action. Harvard Business School Press

Van de Walle, S. G. Bouckaert, 2007 Perceptions of Productivity and Performance in Europe and The United States", International Journal of Public Administration, 30, 1123-1140,


Economic Evaluation


Levin, H. 1983, Cost Effectiveness. A Primer. Sage.

Pennisi, G., P.L. Scandizzo, 2006, "Economic Evaluation in an Age of Uncertainty", Evaluation, 12 (1) 77-94


Causal Relations

Ballart X. C. Riba, 1995, "Impact of Legislation RequiringMoped and MotorbikeRiders to Wear Helmets",

Evaluation and Program Planning, Vol.18 (4).

Ballart X. C. Riba, 2002, "Forest Fires: Evaluation of Government Intervention Measures," Policy Sciences, Vol. 35 (4) 361-377

Campbell, D. T., H. L. Ross, 1968, "The Connecticut crackdown on speeding: time series data in quasi-experimental analysis". Law and Society Review. 3 (1), 33-53

Cook, T. D. and D.T. Campbell, 1979, Quasi-experimentation: Design and Analysis Issues for field settings, Houghton Mifflin.


Surveys


Fowler, 1993, Survey ResearchMethods, Sage.

Van Ryzin, G. 2007, "Can citizens accurately judge public performance?" Paper presented at EGPA, Madrid.


Role of evaluator

Brown, P., 1995, "The role of the evaluator in comprehensive community initiatives". In J.P. Connell, A.C. Kubisch, L.B. Schorr, C.H. Weiss New approaches to evaluating community initiatives: Concepts, methods and contexts. Washington DC: Aspen Institute.

Lincoln, Y. S. 2003,"Fourth Generation Evaluation in the New Millennium" in Donaldson and Scriven,

Evaluating Social Programs and Problems: Visions for the New Millennium, Lawrence Erlbaum Associates,


Case studies

Stake, R. 1995, The art of case study research. Sage.


Trained observers

Greiner, J.M., 1994, "Use of ratings by trained observers". In J.S. Wholey, H.P. Hatry, K.E. Newcomer(eds.),

Handbook of Practical Program Evaluation, San Francisco: Jossey Bass.


Focus groups

Dean, D.L., 1994, "Howto Use Focus Groups". In J.S. Wholey, H.P. Hatry, K.E. Newcomer (eds.), Handbook of Practical Program Evaluation, San Francisco: Jossey Bass.


Systematic Observation


S.D. Mastrofski et al., 1998, Systematic Observation of Public Police: Applying Field Research Methods to Policy Issues. Washington DC: National Institute of Justice.


Role playing


Turner, M.A., W. Zimmerman, 1994, "Acting for the Sake of Research: The Use of Role-Playing in Evaluation". In J.S. Wholey, H.P. Hatry, K.E. Newcomer (eds.), Handbook of Practical Program Evaluation, San Francisco: Jossey Bass.


Expert Judgment


Averch, H.A., 1994, "The Systematic Use of Expert Judgment". In J.S. Wholey, H.P. Hatry, K.E. Newcomer (eds.), Handbook of Practical Program Evaluation, San Francisco: Jossey Bass.

Liverani, A., H.E. Lundgren, 2007, "Evaluation systems in Development Aid Agencies: An Analysis of DAC Peer Reviews 1996-2004", Evaluation, 13 (4), 241-256.

Software

Word, Excel, AI for data analysis under the teacher's control

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 1 Catalan/Spanish second semester morning-mixed
(PAUL) Classroom practices 1 Catalan/Spanish second semester morning-mixed