Browsing by Author "Omosa, Oladayo"

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    Self-Perceived Youth Leadership Life Skills Development Outcome of Virginia Governor's School of Agriculture: A Case Study
    Alegbeleye, Ibukun Dami; Kaufman, Eric K.; Friedel, Curtis R.; Omosa, Oladayo (Association of Leadership Educators, 2018-07-09)
    This poster discusses the leadership development outcome of the Virginia Governor’s School of Agriculture (VGSA), a pre-college residential program, whose mission is to develop future leaders and scientists for careers in agriculture. Findings suggest that there was a slight to fairly moderate leadership skills gain among VGSA participants.
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    Towards Defining
    Omosa, Oladayo (Virginia Tech, 2019-04-04)
    As part of the neoliberal 'development project' and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western paradigms and approaches. This creates a two-pronged problem. First, imported Western evaluation methods and approaches may in fact lack validity, and thus be leading to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may reinforce subjugation and cultural hegemony through neo-imperialism and the 'colonization of the mind.' This problem has been addressed in recent years through development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better and operationalize MAE. Chilisa's (2015) synthesis paper moved the field towards conceptualizing MAE to prevent it from becoming an empty buzzword. However, Chilisa's efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further to the conceptualization of MAE. Theoretically, this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. Methodologically, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I prioritize the next steps that are important and feasible in advancing the concept. I posit that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process.
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    Towards defining and advancing ‘Made in Africa Evaluation’
    Omosa, Oladayo; Archibald, Thomas G.; Niewolny, Kimberly L.; Stephenson, Max O. Jr.; Anderson, James C. II (AOSIS Publishing, 2021-11-09)
    Background: Most evaluation in Africa is rooted in dominant neoliberal Western approaches. Imported Western evaluation frames may lack multicultural validity and can lead to wrong conclusions and poor development outcomes. They may also reinforce subjugation and cultural hegemony through neo-imperialism and colonisation of the imaginations of those concerned. The Made in Africa Evaluation (MAE) concept has received attention in recent years as a way to address this challenge. As a relatively nascent construct, however, interested scholars and professionals continue to seek to define and operationalise MAE more effectively. Objective: The objective of this study is to provide a working definition of MAE. Methods: We used the Delphi technique to solicit informed views from expert evaluators working in Africa. We interviewed two additional experts to triangulate and test the validity of those findings. We also tested the Delphi derived definition of MAE through the analysis of six illustrative evaluation reports. Finally, we asked the same panel of experts to complete a survey aimed at clarifying next key steps to advance the construct. Results: The results of our efforts to elucidate a concise definition of MAE yielded the following definition: Evaluation that is conducted based on African Evaluation Association (AfrEA) standards, using localised methods or approaches with the aim of aligning all evaluations to the lifestyles and needs of affected African peoples whilst also promoting African values. Conclusion: We posit that this working definition, however tentative, has the potential to influence the practice, study, and teaching of evaluation in Africa.