Everybody’s talking about…Theory of Change
The term ‘Theory of Change’ may be unfamiliar, or it may sound quite daunting. You may well have seen or used a Theory of Change but it was called something else. Alternative terms include ‘logic model’, ‘theory of action’, ‘causal chain’, ‘intervention logic’, ‘logical framework (logframe)’, ‘’outcomes line’, ‘programme logic’, ‘programme theory’ or a ‘results chain’ (TASO 2019).
So what is a Theory of Change? A Theory of change (ToC) is
“essentially a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. It is focused in particular on mapping out or “filling in” what has been described as the “missing middle” between what a program or change initiative does (its activities or interventions) and how these lead to desired goals being achieved” (The Centre for Theory of Change, 2021).
In higher education, the Office for Students outlines expectations for the collection of impact evidence. They promote Standards of Evidence generated by the Centre for Social Mobility, which suggest that a Theory of Change, as part of Type 1 narrative evidence “is a minimum requirement for all interventions to provide a clear articulation of why the intervention is necessary and a good idea”. The report authors conclude that ToC’s “strengthen evaluation because you are clearer at the outset about your goals, the pathways to achieve those goals, and the causal relationships that are driving change. From this you can develop a robust evaluation framework, which considers what will be the best data/measures to evaluate the intervention effectively” (Centre for Social Mobility 2019)
Sheffield Hallam has committed to using and supporting the use of a Theory of Change to design interventions and underpin robust evaluation planning. This blog outlines some of the Theory of Change work that has been developed and completed at Hallam, supported by resources developed by Nathaniel Pickering in STEER. Our capacity building has been distributed across professional services and academic areas and the student lifecycle, and has enabled conversations about evaluation to emerge in a variety of institutional spaces.
The aim of the blog is to highlight the utility of a Theory of Change in a range of contexts. The examples included in this blog showcase the use of a Theory of Change at different stages in the evaluation process – some are used during intervention design and some after a period of implementation. Many of the examples are complex and the Theory of Change is being drafted for multi-activity programmes. These examples also include proposed large scale institutional change/culture change.
Hallam Skills Series
The Hallam Skills Series was an outreach initiative created to support the development of essential life skills, starting in Y9 all the way though to Y11. Pupils took part in a variety of unique events focused on developing skills such as confidence, communication, and creative thinking to benefit progress through school in the short-term and longer-term goals for the future. STEER supported the evaluation through developing a Theory of Change and defined outcomes – short term (throughout HSS), medium term (from year one of HSS) and longer term (post HSS) – and guiding measurement and evidence and evaluation planning.
Hallam Model
The Hallam Model is an Applied Curriculum Design Framework based on four principles (Engage, Challenge, Collaborate, Thrive). STEER supported the development of a logic model to connect activities within the Hallam Model with associated impact and design an approach to evaluation. Evidence has been collected to test short term outcomes which were focused on the awareness and visibility of the Hallam Model explicitly by staff and implicitly by students. As a result, the Course Improvement Plan was reviewed as the mechanism for data collection and strategies to enhance engagement with academic Departments were developed.
PG Academic Advising Models
A project to develop evidence-informed models of PGT academic advising was initiated. STEER supported the design, implementation, and ongoing evaluation of the impact of these approaches. This evaluative process used a Theory of Change to link a rationale for change to intended impact and crucially, help to develop the PGT AA models themselves. This ToC was co-constructed by a PG AA Evaluation Working Group.
Class of 2021+
Hallam’s Class of 2021 included 8 component parts which complemented each other to best meet the needs of all students as they transitioned to graduate employment or further study. Strands of the programme developed a Theory of Change or logic model that identified clear and measurable outcomes focused on changes in awareness, knowledge, skills or behaviours of participants and stakeholders. In addition to exploring impact and process within the Class 2021 programme, support from STEER further developed an evaluative mindset, expressed as a cultural shift for those involved.
Hallam Values
STEER were asked by Hallam’s Culture Operations Group (led by HROD) to help them explore the intended impact of the newly constructed Hallam Values, described as “beliefs, philosophies, and principles that we believe can transform lives”. Adopting a Theory of Change allowed the group to explore indicators of success (what do you want the Values to achieve?), the problem or issues the Values are attempting to address, evidence and assumptions guiding debates about impact, and possible solutions. The outcomes/impact were well established and differentiated by staff, students, the institution and wider society. However, the ToC explored and challenged how Values statements could lead to change, what mechanisms would enable this, and how changes in behaviours might be measured.
Civic University
The Place and Civic Engagement programme encompasses the recently published Civic University Agreement (CUA) and the Civic University Network. The programme has a range of strands (Our Economy and Jobs, Our Education and Skills, Our Health and Wellbeing, Our Community and Regeneration) which have several commitments (intended outcomes). The programme leads were keen to explore STEER’s approach to a Theory of Change to help identify the overall impact of the work and the complex connections between Hallam activity (such as increases in work experience) and civic impact (such as ensuring all young people growing up in South Yorkshire have the best start in life). There are benefits of adopting a ToC in complex spaces such as this; the contribution to impact can be outlined and explored in different ways without the over reliance on causal claims.
Student Researchers
STEER have been testing the Theory of Change approach with their own initiatives which involve working closely with student researchers. The Evaluation Bursary Scheme, College Projects and wider work with student researchers require a consideration of the assumed impact for the students themselves, but also STEER as a directorate, Colleges, courses and the wider institution. The STEER team worked though the problem/issue, the assumptions and evidence underpinning proposed change, and the possible solutions. The Evaluation Bursary Scheme has embarked on a small evaluation, using focus groups with students, staff and stakeholders, to test some of these outlined outcomes. It is hoped that any positive impact, if evidenced, can be utilised to encourage the continuation and funding of the Scheme.
What else?
In addition, STEER are currently supporting the exploration of a Theory of Change in other areas, including interventions to increase the recruitment of Black British Applicants, the process and impact evaluation of recorded teaching sessions, the process and impact evaluation of the Student Support Triangle, the impact of work to close the degree awarding gap and the implementation and impact of the institutional Learner Analytics system. The principles of a Theory of Change – documenting sound outcomes for activities – have guided enhancements of the Course Improvement Plan, the Harassment, Sexual Misconduct & Hate Crime Programme and the evaluation of the Module Evaluation Questionnaire. Introductory development sessions have also been provided for HROD, College EDI (SSA), and the Wellbeing Programme.
Keep talking to us
To learn more about the role of a Theory of Change please refer to our STEER Evaluation Checklist and Theory of Change Video.
We use a template for developing Theory of Change, but they all emerge in different ways! To view a sample of visual examples please review these documents:
- Theory of Change Examples (PDF, also available in Powerpoint)
- SHU Progress Plus Theory of Change (Word)
To explore how you could implement a Theory of Change for your programme or activity please contact Liz Austen (l.austen@shu.ac.uk) , Head of Evaluation & Research.