Abstract
Program evaluation is an important and pervasive topic within social work. It is also, increasingly, a core component of social work education/curricula at all levels. The second edition of James R. Dudley’s book, Social Work Evaluation: Enhancing What We Do, aims to provide a comprehensive textbook for introductory courses on program evaluation at both the bachelor of social work (BSW) and the master of social work (MSW) levels. Building upon the first edition, this expanded text gives particular attention to how quality evaluations build and promote evidence for program effectiveness. Many sections of the book have been expanded with new examples, visual aids, and formatting. Its primary goals are to introduce human service workers to knowledge and then to equip them with skills necessary to conduct evaluations. Broadly speaking, the book’s content follows a three-stage model of evaluation that comprises planning, implementation, and measurement. Importantly, Dudley has also designed the book’s components to align with core competencies of Council on Social Work Education.
The book is organized into seven parts that mirror the evaluation process, taking the reader from an introduction of what constitutes an evaluation right through outcomes and evaluation reports. Part 1, “Evaluation and Social Work,” introduces students to the basic characteristics, aims, concepts, and steps involved in a program evaluation. In Part II, “Orientation to the Bigger Picture of Evaluations,” the text begins to delve into deeper issues such as perspectives, ethics, and types. The purpose of this section is to bring the need for, and nature of, the evaluative process into clearer focus. Part III, “The Planning or Input Stage,” moves toward the action stage, with information geared toward defining goals and objectives. In Part IV, “The Implementation Stage,” the focus shifts toward working with clients in order to implement evaluations properly. Part V, “The Outcome Stage,” addresses outcome measures and criteria for determining evaluation effectiveness. Part VI, “Final Steps in Completing an Evaluation,” briefly touches upon basic statistical methods for data analysis, with a cursory mention of qualitative and mixed-methods analyses. The sections presented here on formatting and drafting evaluation reports are particularly beneficial. Finally, Part VII, “Consuming Evaluation Reports,” turns the attention back to clients and stakeholders who must act upon the evaluation findings.
As befitting a textbook, each chapter is thoughtfully organized to aid in the teaching and learning process. A lead question and introduction sets the stage for the bulk of the content, which is helpfully organized into clear subheadings with numerous examples, bullet points, tables, and figures. Throughout the book, the frequent use of interesting and applicable case examples is highly appreciated. Closing each chapter is a list of key terms, discussion questions and assignments, and references. Three appendices conclude the book: guidelines for evaluators, a glossary, and answers to some of the discussion questions.
There are numerous strengths to Dudley’s book. In particular, the physical presentation of the material is excellent. Both instructors and students will find the organization helpful. The content is also quite comprehensive, especially for a BSW-level class. It is unlikely that basic evaluation courses will require an additional textbook to supplement this text. Also, the author’s knowledge and comfort level with the content comes across well. Explanations are clear and concise, examples are helpful, and discussion questions are relevant and stimulating.
Although the book also aims to serve professionals, the introductory nature of the content might not be sufficient for prolonged use as handbook. The level of empirical support in the book is fair though could be strengthened. There is also a concern that the content may be too basic for upper level MSW students with an eye toward research careers. The included references at the conclusion of each chapter, while useful, could be more developed and up to date in order to aid readers seeking more information. More substantive contributions from outside authors would also have been appreciated though are certainly not necessary. An additional appendix of useful references, resources, and the like would also be very beneficial. Visually speaking, the book lacks some of the polish found in similar texts though that should not be an issue for most instructors or students.
In short, Dudley’s book offers a useful textbook for instructors and students studying program evaluations, particularly at the BSW and lower MSW level. The text deftly presents difficult information in easy-to-understand contexts with clear applications for practice. By frequently placing topics within the context of concrete examples, Dudley expertly guides the reader along the journal from evaluation planning to dissemination. Also, the book succeeds well in its goal of stressing evidence-based practice. Each components of the evaluation process is nested within the greater context of the research to practice process. In this way, the book is very much a forward-thinking book that will provide great utilization well into the future. Taken together, the merits of Social Work Evaluation: Enhancing What We Do are more than enough to recommend it as a suitable textbook for social work program evaluation courses.