Expandable List
The Context, Input, Process, Product (CIPP) program evaluation methodology uses a decision-focused framework and involves the systematic collection of data to guide the design, implementation, and ongoing assessment of a project1.
- Context evaluation – the overall goals and objectives of the project
- Input evaluation – the plans and resources available for the project
- Process evaluation – the activities and implementation of the project
- Product evaluation – the outcomes or impact of the project
The context, input and process phases use formative evaluation and provide an improvement-focused framework to enhance the pre-existing activities. During the product phase, a final summative evaluation is conducted and positive and negative outcomes are identified.
Context |
Input |
Process |
Product |
|
Formative question |
What needs to be done? | How should it be done? | Is the program being implemented as planned? | Is the program succeeding? |
Summative question |
Were important needs addressed? | Was a defensible program employed? | Was the program well executed? | Did the program accomplish its goals? |
Intent of the evaluation |
Assessing the problems, needs, and opportunities within the defined environment | Assessing the feasibility, potential approaches, and logistics of the pilot | Assessing the implementation of the pilot and whether it meets expectations | Assessing whether the pilot worked |
1Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models and applications. San Francisco, CA: Jossey-Bass.
Researchers across all fields rely on digital technologies to help plan, collect, organize, analyze, publish, and share their research. Digital research support comprises these technologies, as well as associated services, resources, systems, and people that work together to enable scholarly activity.
Digital research support facilitates the use of interconnected computing systems, networks, data, tools, and software to create, manage, protect, share, and preserve scholarly and artistic works. Support services provided within this scope include supplying access to systems, software, support, and training necessary to use these resources effectively.
In the context of the DRCP, a digital research support provider is a unit internal or external to the University that provides digital research services. This can include a service provider that is specifically identified as research (for example RHPCS, ROADS) as well as more general service providers that provide services relevant to digital research activities (for example Faculty IT, MPS).
Examples:
- Research & High-Performance Computing Support (RHPCS)
- University Technology Services (UTS)
- Media Production Services (MPS)
- McMaster University Libraries
- Faculty IT:
- Humanities Media and Computing (Faculty of Humanities)
- Engineering IT Support (Faculty of Engineering)
- SciTech (Faculty of Science)
- Social Sciences Tech Team (Faculty of Social Sciences)
- DeGroote School of Business IT Services (DeGroote School of Business)
- Computer Services Unit (Faculty of Health Sciences)
People at McMaster who are undertaking research.
Also see: researcher, research staff
McMaster University staff members who work with principal investigator(s) and are involved directly in research.
Examples: research coordinator, research associate, research assistant
“[someone] involved in an undertaking to extend knowledge through a disciplined inquiry or systematic investigation.” University Secretariat. (2017). Research Integrity Policy. McMaster University. Retrieved June 30, 2022.
Examples: faculty members, postdoctoral fellows, graduate students, undergraduate students, research staff