“My words matter”: perspectives on evaluation from people who access and work in recovery colleges

Abstract

Purpose The purpose of this co-produced research project was to conduct interviews with people working in, volunteering with and accessing Canadian recovery colleges (RCs) to explore their perspectives on what an evaluation strategy for RCs could look like. Design/methodology/approach This study used a participatory action research approach and involved semistructured interviews with 29 people involved with RCs across Canada. Findings In this paper, the authors share insights from participants about the purposes of RC evaluation; key elements of evaluation; and the most applicable and effective approaches to evaluation. Participants indicated that RC evaluations should use a personalized, humanistic and accessible approach. The findings suggest that evaluations can serve multiple purposes and have the potential to support both organizational and personal-recovery goals if they are developed with meaningful input from people who access and work in RCs. Practical implications The findings can be used to guide evaluations in which aspects that are most important to those involved in RCs could inform choices, decisions, priorities, developments and adaptations in RC evaluation processes and, ultimately, in programming. Originality/value A recent scoping review revealed that although coproduction is a central feature of the RC model, coproduction principles are rarely acknowledged in descriptions of how RC evaluation strategies are developed. Exploring coproduction processes in all aspects of the RC model, including evaluation, can further the mission of RCs, which is to create spaces where people can come together and engage in mutual capacity-building and collaboration.