Abstract

A lack of participation by practitioners is thought to be a potential cause of the low utilization of evaluation results. Some authors suggest that the use of participatory evaluation can break down existing barriers and resistance by reinforcing interest, the willingness to participate and the propensity for evaluation. This article focuses on participatory evaluation (PE), in particular the concept of propensity for participatory evaluation. We developed a conceptual model of propensity for participatory evaluation by using concept comparison techniques. This involved defining what is meant by the term “propensity,” drawing on the theory of planned behavior and knowledge conversion processes to delineate the attributes of propensity for PE, and conducting a literature review to uncover the potential determinants of propensity. Conceptualizing the dimensions of participatory evaluation is a first step toward increasing our understanding of PE, enhancing process use, and developing ways to enhance participation in PE and improve evaluation processes.