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This paper reviews empirical research conducted during the past 15 years on the use of evaluation results. Sixty-five studies in education, mental health, and social services are described in terms of their methodological characteristics, their orientation toward dependent and independent variables, and the relationships between such variables. A conceptual framework is developed that lists 12 factors that influence use; six of these factors are associated with characteristics of evaluation implementation and six with characteristics of decision or policy setting. The factors are discussed in terms of their influence on evaluation utilization, and their relative influence on various types of use is compared. The paper concludes with a statement about implications for research and practice.
Cousins et al. (Mon,) studied this question.