Applying a context-informed approach to evaluation of a licensing support program with Aboriginal communities: a study protocol
Submission Date: November 9, 2017 Journal
Suggested Citation: Cullen, P., Clapham, K., Hunter, K., Rogers, K., & Ivers, R. (2017). Applying a context-informed approach to evaluation of a licensing support program with Aboriginal communities: a study protocol. Journal of the Australasian College of Road Safety, 28(4), 31-39.
Aboriginal and Torres Strait Islander people in Australia are more likely to experience transport disadvantage, which contributes to observed health disparities. Transport disadvantage has been attributed to low rates of licensed drivers in Aboriginal communities; to address this the Driving Change program was developed to support Aboriginal communities in New South Wales (NSW) to facilitate equitable access to licensing. This article presents the protocol for the Driving Change process evaluation and outlines the application of a context-informed approach. The process evaluation triangulates program data, stakeholder interviews and discussion groups. Descriptive and regression analyses of quantitative data (demographics, interaction with the program, service delivery and outcomes) will review reach, fidelity and dosage. Framework analysis of qualitative data will seek to uncover a richer understanding of context including barriers and facilitators to implementation. Community engagement and acceptability will be explored to determine the program’s responsiveness to community and cultural needs. Understanding community and cultural context is crucial to evaluation in complex multisite interventions. Using a context-informed approach, the Driving Change process evaluation will provide valuable insight into implementation and evaluation of multi-site programs in Aboriginal communities. We encourage evaluators to consider context at all stages of evaluation, particularly for complex and multi-site community interventions.