Social Construction of Reality - Bad Request

principles (Patton, 1997) in order to provide the basis for the evaluation of The School
District’s program evaluation model. The UFE paradigm suggests that for evaluations to
be useful, and thus utilized, stakeholders must be involved as much as possible with all
facets of the evaluation. The UFE approach stipulates that the primary intended users will
participate in the selection of the most significant content, methods, theory, and
applications pursuant to the contextual reality in which the organization functions.
This study was predicated upon qualitative research methods. The School
District’s superintendent, who articulated the need for a program evaluation model in her
district, inspired this proposed research. She explained how the pervasive culture of
compliance erodes away at any hope for organizational knowledge creation. She
expressed an unwillingness to allow this to happen on her watch and explained that she
would very much like to engage her key stakeholders in the challenge of engendering an
organizational stance which eschews cow-towing to compliance and sacrificing learning
on the altar of expediency (personal communication, December 16, 2007). When the
circle of influence was broadened to include other stakeholders, her cabinet, the
superintendent layered the aforementioned challenge upon the recently articulated district
vision, mission, and goals, particularly: culture of collaboration, ensuring a safe learning
environment, and fiscal responsibility. The stakeholders were particularly interested in
learning how efficiency could be best integrated into program evaluation; this interest
arose from a recent large-scale program evaluation which absorbed a high level of district
resources- particularly in terms of building principals’ time. In short, it became clear that
the stakeholders of this proposed research desired a transportable model for program
evaluation, one which functioned within the contextual constraints of The School
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