This paper examines how theory is conveyed to novice evaluators in university coursework, providing a new perspective on the role of theory in evaluation. Using a survey of university evaluation instructors in the United States, the authors examined instructor perspectives on the role of evaluation theory as well as the evaluation content in assigned textbooks. Analysis indicated a similar lack of coherence and consistency in the use of theory to that seen in evaluation practice. The findings support three takeaways for evaluation educators, practitioners, and scholars. First, the field must continue to clarify the role of theory in evaluation. Second, an in-depth analysis of authors’ approaches to discussing theory in textbooks is warranted. Third, textbook authors and publishers could consider the themes that emerged from instructors’ responses to inform book proposals and revisions of textbook editions to better suit the range of instructor needs.

Background: Evaluation theory and practice have interacted in many ways, leading to mutual benefits, over the past 40 years.Over the course of his career, Ray C. Rist made substantial contributions to advancing evaluation theory and practice globally.This includes leading the International Research Group for Policy and Program Evaluation (INTEVAL), a multidisciplinary, multicultural, and multinational group of evaluation practitioners, researchers, and auditors writing on theoretical and practical issues and their interaction, overseeing the publication of approximately 40 books in the Comparative Policy Evaluation series.Purpose: This special edition explores the linkages between theory and practice in evaluation on the basis of Ray Rist's influence and legacy over his career, and specifically through INTEVAL, examining how his achievements have impacted the domains of evaluation, audit, and learning.The aim is to identify enduring lessons for evaluators, auditors, and policy makers regarding issues addressed by Ray and INTEVAL. Setting:The special edition encompasses the interaction of theory and practice of evaluation, focusing on the influence and legacy of Ray throughout his career spanning academia, government, international institutions, and voluntary service.

Background: This paper reflects on my long-standing collaboration with Ray C. Rist, which began in 1997 and has evolved through decades of shared work in evaluation. Grounded in international development and governance, our collaboration has explored both tangible and intangible dimensions of evaluation to enhance institutional learning and policymaking. Purpose: The study examines key lessons from this collaboration, emphasizing the role of evaluation in organizational transformation, the interplay of measurable and relational factors, and the strategic use of evaluative knowledge in decision-making. Setting: The paper draws on experiences from diverse global contexts, including international development initiatives, university-industry partnerships, and public sector reforms. It situates evaluation within broader theoretical debates on governance and knowledge production. Data Collection: The analysis is informed by direct involvement in evaluation projects, fieldwork across multiple regions, and scholarly contributions, including the Comparative Policy Evaluation series. Insights are drawn from case studies, interviews, and a review of evaluation practices applied in different institutional settings. Findings: The study identifies four critical lessons: (1) the necessity of grounding evaluations in local realities to ensure relevance, (2) the importance of recognizing both tangible and intangible dimensions in program success, (3) the role of evaluative knowledge in fostering reflection and policy change, and (4) the advancement of evaluation scholarship to bridge theory and practice. These findings reinforce the evolving role of evaluation as a tool for navigating complexity, strengthening institutional capacity, and fostering inclusive governance.

Background: The evaluation profession faces unprecedented challenges in an era of global uncertainty, with shifting political climates, rising populism, and complex societal problems requiring innovative evaluation approaches. Moments like these are opportune times to harvest learnings from the past to inform current and future evaluation practice. Purpose: This concluding chapter reflects on Ray Rist's career and the broader implications of INTEVAL's work for the future of evaluation in uncertain times, highlighting key characteristics that can guide evaluators navigating contemporary challenges. Setting: The article examines Ray Rist's influence across academic, governmental, and international institutions, including his work with INTEVAL, the General Accounting Office, the World Bank, IPDET, and IDEAS. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Not applicable. Findings: Four key characteristics define Ray Rist's approach. These characteristics guided his approach to INTEVAL over the past 40 years and remain relevant for evaluators today: (1) commitment to continuous professional development and lifelong learning; (2) dedication to addressing injustice through evaluation and audit; (3) focus on institutionalizing evaluation capacity globally, particularly in the Global South; and (4) emphasis on open collaboration and inclusive discussion. These characteristics have enabled INTEVAL to remain relevant despite changing times and can guide evaluators facing current global challenges including climate change, migration, and increasing populism.

Background The benefits of adopting mixed methods have been widely recognized in evaluation studies. However, such an methodological approach is also criticized for its lack of rigorous epistemological concerns, or simply as a-paradigmic. Therefore, in using mixed methods, how knowledge’s truth value can possibly contribute to program betterment remains uncertain. Purpose This paper aims to provide an example of how the use of a mixed methods approach in a community program can lead to reflections on its epistemological values and possibly result in program improvements. Setting The evaluation took place in the longest cultural walk trail in urban Hong Kong. Intervention The evaluation method employed a combination of impact assessment, participant’s photovoice, and multiple meetings with the program managers. Research design A mixed methods design. Data collection & analysis Relevant statistical and thematic analyses were conducted. Findings The data obtained from the mixed methods approach, along with its underlying epistemological foundations, revealed a unique experience for the participants, encompassing both cognitive evaluation and emotional appreciation of the program. Based on these findings, relevant suggestions were made to enhance the program.

Background: Ongoing learning is vital for steering programs in complex social-ecological systems, because it enables implementers to change course when needed, and ideally contributes to system wide insights as well. While there are many calls and guidelines for complexity-aware and learning-centred monitoring and evaluation (M&E), there are fewer case examples of attempts to implement it in practice. Purpose: This paper reflects on a multi-year case of an attempt to design and implement a complexity-aware, developmental and learning-centred M&E framework in a complex socio-ecological landscape, highlighting the challenges, adaptations and evidence of learning. Setting: Olifants River Basin, north-eastern South Africa and southern Mozambique. Intervention: Resilience in the Limpopo (Olifants Basin) Program (RESILIM-O). Research Design: Participatory action-reflection research with data collection through document analysis, interviews and focus groups Findings: Learning among program implementers was facilitated by working in new ways with standard M&E elements including indicator-based targets and theories of change, and through opportunities for shared reflection, including novel reporting templates, reflection days, and collaborative case studies. Challenges notwithstanding, the participatory, developmental M&E approach built understanding of and competence in M&E in the organisation. The “hybrid” framework that evolved successfully combined the need for accountability with the desire for organisational learning; and associated features were subsequently adopted elsewhere.

Youker examines goal-free evaluation's history and importance, advocating for its broader acceptance in program evaluation practice.

Afterword to the JDME Special Issue on Evaluator Competencies.

There are times when errors or omissions come to light after the publication of an article. In these instances, it may be necessary to update the version of record. This notice presents such updates to two recent JMDE articles.

Background: The emergence of widely available and applicable artificial intelligence (AI) raises ethical, practical, and professional concerns for professional evaluators. The authors explore potential answers to emerging questions as to how evaluators can engage AI in an effective and responsible way. Purpose: Advance the conversation around AI technology and its integration into professional evaluation practice. Setting: Not applicable. Intervention: Not applicable. Research Design: Not applicable. Data Collection and Analysis: Not applicable. Findings: Authors explore two main use cases for AI: namely, proposal writing and evaluation design drafting. We also discuss four challenges for evaluators engaging with AI: The proliferation of the digital environment with excess output, market disruption and the emergence of new roles, the so-called "alignment problem", and the challenge to evaluators' to use their agency. Moving forward, the authors recommend evaluators familiarize themselves with AI technology, use it transparently, think critically about the effects of AI on their work, and use perspective when considering the potential ramifications of this new tool.