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The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing program

Journal Article


Abstract


  • Evidence indicates that Aboriginal people are underrepresented among driver licence holders in New South Wales, which has been attributed to licensing barriers for Aboriginal people. The Driving Change program was developed to provide culturally responsive licensing services that engage Aboriginal communities and build local capacity.

    Aim

    This paper outlines the formative evaluation of the program, including logic model construction and exploration of contextual factors.

    Methods

    Purposive sampling was used to identify key informants (n = 12) from a consultative committee of key stakeholders and program staff. Semi-structured interviews were transcribed and thematically analysed. Data from interviews informed development of the logic model.

    Results

    Participants demonstrated high level of support for the program and reported that it filled an important gap. The program context revealed systemic barriers to licensing that were correspondingly targeted by specific program outputs in the logic model. Addressing underlying assumptions of the program involved managing local capacity and support to strengthen implementation.

    Discussion

    This formative evaluation highlights the importance of exploring program context as a crucial first step in logic model construction. The consultation process assisted in clarifying program goals and ensuring that the program was responding to underlying systemic factors that contribute to inequitable licensing access for Aboriginal people.

Authors


  •   Cullen, Patricia (external author)
  •   Clapham, Kathleen F.
  •   Byrne, Jake (external author)
  •   Hunter, Kate (external author)
  •   Senserrick, Teresa (external author)
  •   Keay, Lisa (external author)
  •   Ivers, Rebecca Q. (external author)

Publication Date


  • 2016

Citation


  • P. Cullen, K. F. Clapham, J. Byrne, K. Hunter, T. Senserrick, L. Keay & R. Ivers, "The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing program", Evaluation and Program Planning 57 (2016) 8-15.

Scopus Eid


  • 2-s2.0-84971656693

Ro Metadata Url


  • http://ro.uow.edu.au/ahsri/786

Number Of Pages


  • 7

Start Page


  • 8

End Page


  • 15

Volume


  • 57

Abstract


  • Evidence indicates that Aboriginal people are underrepresented among driver licence holders in New South Wales, which has been attributed to licensing barriers for Aboriginal people. The Driving Change program was developed to provide culturally responsive licensing services that engage Aboriginal communities and build local capacity.

    Aim

    This paper outlines the formative evaluation of the program, including logic model construction and exploration of contextual factors.

    Methods

    Purposive sampling was used to identify key informants (n = 12) from a consultative committee of key stakeholders and program staff. Semi-structured interviews were transcribed and thematically analysed. Data from interviews informed development of the logic model.

    Results

    Participants demonstrated high level of support for the program and reported that it filled an important gap. The program context revealed systemic barriers to licensing that were correspondingly targeted by specific program outputs in the logic model. Addressing underlying assumptions of the program involved managing local capacity and support to strengthen implementation.

    Discussion

    This formative evaluation highlights the importance of exploring program context as a crucial first step in logic model construction. The consultation process assisted in clarifying program goals and ensuring that the program was responding to underlying systemic factors that contribute to inequitable licensing access for Aboriginal people.

Authors


  •   Cullen, Patricia (external author)
  •   Clapham, Kathleen F.
  •   Byrne, Jake (external author)
  •   Hunter, Kate (external author)
  •   Senserrick, Teresa (external author)
  •   Keay, Lisa (external author)
  •   Ivers, Rebecca Q. (external author)

Publication Date


  • 2016

Citation


  • P. Cullen, K. F. Clapham, J. Byrne, K. Hunter, T. Senserrick, L. Keay & R. Ivers, "The importance of context in logic model construction for a multi-site community-based Aboriginal driver licensing program", Evaluation and Program Planning 57 (2016) 8-15.

Scopus Eid


  • 2-s2.0-84971656693

Ro Metadata Url


  • http://ro.uow.edu.au/ahsri/786

Number Of Pages


  • 7

Start Page


  • 8

End Page


  • 15

Volume


  • 57