This book offers a critique of the present status of the concept of causality in the social sciences. "The Causality Syndrome" consists of a belief in causal studies as more important than other studies, a narrow definition of causality, and rules of thumb regarding how to make causal claims. The book argues that the present dominance of this syndrome has considerable downsides and presents a challenge to social science. The book dissects the many interconnected ideas which undergird this syndrome and offers an intellectual home for advanced students, researchers and others who are concerned about the present dominance of The Causality Syndrome. The book critically discusses whether "causality" deserves the central position in social science that its advocates desire. The text shows how methodological rules about causal inference are used to protect causal studies from critique, even in situations where these rules are not followed. It is argued that institutionalization of these rules as symbols of good and trustworthy social science is highly problematic and comes with a price. One of the casualties of causality is that there is less motivation to study complex and pressing issues in society which do not lend themselves to causal study designs. The sections are short. The argument unfolds in a lively, engaged form with examples from many fields, including public health, evaluation and organizational studies. The case examples include classical experiments as well as contemporary research, e.g. studies of the effectiveness of restrictions targeting the spread of coronavirus.

The notion of quality features prominently in contemporary discourse. Numerous ratings, rankings, metrics, auditing, accreditation, benchmarking, smileys, reviews, and international comparisons are all used regularly to capture quality. This book paves the way in exploring the socio-political implications of evaluative statements, with a specific focus on the contribution of the concept of quality to these processes. Drawing on perspectives from the history of ideas, sociology, political science and public management, Dahler-Larsen asks what is the role of quality, and more specifically quality inscriptions, such as measurement? What do they accomplish? And finally, as a consequence of all this, does the term quality make it possible to deal with public issues in a way that lives up to democratic standards? This cross-disciplinary book will be of interest to scholars and students across various fields, including sociology, social epistemology, political science, public policy, and evaluation.

How is European Education Governed? Data is now the lifeblood of education governance. At the international level, organisations like the OECD steer education systems through their programmes of assessment and the European Commission's project of creating the most successful knowledge economy in the world is driven by data collection, analysis and comparison. At the national level, policy-makers increasingly depend on data to show them where they are positioned, in relation to their competitors, and draw on data to justify policy directions. Within systems, schools and teachers have become proficient in data use, and interpret their priorities with reference to data. This book draws on a three-year comparative study of the influence of data on education systems in Europe, looking at the contrasting policy contexts of Denmark, England, Finland, Scotland and Sweden, and examining the use of data in these systems, in relation to steering by Europe, as well as policy mediation and 'translation' of data within systems. The authors draw on interviews with key policy actors in the European Commission and with national policy makers in all five systems, as well as on local case studies and a major comparative survey of the effects of data production and use on the work of teachers and headteachers. The research brought together international researchers from a variety of disciplinary backgrounds, including educationalists, political scientists and specialists in research and evaluation. The book offers new arguments relating to the use of Quality Assurance and Evaluation as a means of standardising and harmonising education policy and practice, while also drawing attention to significant variation in policy and practice across these systems. It should be of interest to researchers, post-graduate students and advanced undergraduate students in policy studies in education and more generally.

Evaluation--whether called by this name, quality assurance, audit, accreditation, or others--is an important social activity. Any organization that "lives in public" must now evaluate its activities, be evaluated by others, or evaluate others. What are the origins of this wave of evaluation? And, what worthwhile results emerge from it?
"The Evaluation Society" argues that if we want to understand many of the norms, values, and expectations that we, sometimes unknowingly, bring to evaluation, we should explore how evaluation is demanded, formatted, and shaped by two great principles of social order: organization and society. With this understanding, we can more conscientiously participate in evaluation processes; better position ourselves to understand many of the mysteries, tensions, and paradoxes in evaluation; and use evaluation in a more informed way. After exploring the sociology and organization of evaluation in this landmark work, author Peter Dahler-Larsen concludes by discussing issues that are critical for the future of evaluation--as a discipline and a societal norm.

The notion of quality features prominently in contemporary discourse. Numerous ratings, rankings, metrics, auditing, accreditation, benchmarking, smileys, reviews, and international comparisons are all used regularly to capture quality. This book paves the way in exploring the socio-political implications of evaluative statements, with a specific focus on the contribution of the concept of quality to these processes. Drawing on perspectives from the history of ideas, sociology, political science and public management, Dahler-Larsen asks what is the role of quality, and more specifically quality inscriptions, such as measurement? What do they accomplish? And finally, as a consequence of all this, does the term quality make it possible to deal with public issues in a way that lives up to democratic standards? This cross-disciplinary book will be of interest to scholars and students across various fields, including sociology, social epistemology, political science, public policy, and evaluation.

In recent years, administrative leadership of local governments has responded to the pressures generated by financial strain, control from central government, structural reforms, and demands from citizens, users, and organised interests. As a result, the working conditions for municipal CEOs are changing. This book is about the bonds between individual CEOs and their organisation in Western local governments. By bonds we mean not only formal contracts, but also norms and values. Survey data, interviews and field studies are used to answer questions which are equally relevant to scholars and practitioners, such as: What impact do structural reforms have on the job as administrative leader in local government? What are the value orientations and educational backgrounds of the people applying for the job today? How are the required qualifications of municipal CEOs defined? What impact do pressures on local government have on CEOs? Which factors shape the daily life of a municipal CEO? And finally, why do CEOs in some settings have long tenures, while others run the daily risk of being fired? An international team of 13 researchers carry out comparative analyses covering: Australia, Belgium, Denmark, Finland, Ireland, Italy, The Netherlands, Norway, Portugal, Spain, Sweden United Kingdom.

Qualitative methods are used to an increasing extent in market research, evaluation, consultancy, education, and social research. Students in many disciplins use qualitative methods in their reports and dissertations. However, qualitative research does not always demonstrate a chain of evidence wich links conclusions with data. Consultants' reports are often based more on impressions than on presented data. Students spend a long time in preparation of qualitative research, and their analyses are often weak. This book provides practical advice on how to display qualitative data. It also explains why a display of qualitative data is important in a larger methodological context.