Lesson 1, Topic 1
In Progress

Developing Effective Evaluation Part 2

Topic Content banner

Developing Effective Evaluation Part 2

Key Focus:​

  • Defining stakeholder analysis
  • Importance of stakeholder analysis

Part 1: Video Lecture

Stakeholder Analysis by Dr. Eric Jensen

A key step in developing an effective impact plan is to identify the people or organizations that could benefit from your research or public engagement activity. In this video, Dr. Eric Jensen explains the benefits of stakeholder analysis and provides a simple template to know who to target first when trying to generate impact.

PPT slides for lecture video can also be downloaded: Stakeholder Analysis PDF

PART 2: Practice Activity

Three questions to start your pathway to impact

*From Prof. Mark Reed’s Fast Track Impact blog

The following template will help you identify the top three people, organizations or groups that are most important for you to prioritize by answering three questions:

  • Who is interested in my research/activity?
  • How might they influence my ability to achieve impact (indirectly)?
  • Who is impacted?

While it is easiest to think of “beneficiaries”, this tool will also get you to think about whether there might also be groups who may be disadvantaged or harmed in some way as a result of your research, so you can consider how to reduce those negative impacts. Most people focus on individuals, groups or organizations, but you can use the tool to think about future generations and non-human beneficiaries.

Name of organization, group, or segment of the public Likely interest in your research/activity What aspects of your research/activity are they likely to be interested in (or why are they likely not interested)? What level of influence might they have on your capacity to generate impact (to facilitate or block) and/or what level of impact (positive or negative) might they derive from the research/activity? Comments on level of influence (to facilitate or block impact) and/or likely impact (positive or negative)
E.g., times or contexts in which they have more/less influence over the outcomes of your research/activity, ways they might block or facilitate your impact, types of benefit they might derive from the research/activity.