Assessing the Impacts of Public Participation: Concepts, Evidence and Policy Implications
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The expansion of ordinary citizens’ roles in a variety of policy and decision-making processes has created a pressing need to draw out the lessons from accumulated work in the field of public engagement to inform the design and evaluation of new public engagement processes. In particular, the effects of these roles on decision processes and outcomes, and on the citizens themselves, warrant scrutiny. These questions are increasingly relevant to health policy makers and health system managers working in local, provincial and national or pan-Canadian settings to find meaningful and effective ways to involve citizens in their decision-making processes. In this paper, we explore what is known about the extent to which the goals of public participation in policy have been met. The current state of knowledge about the impact of public participation on policy and civic literacy is reviewed along with the conceptual and methodological approaches to evaluation and their associated challenges. The published (English and French) empirical public participation evaluation literature is also reviewed and reflections from key informant interviews with policy makers and public participation practitioners are shared. The limits to evaluation and its uptake are discussed and strategies for advancing the practice and methods of public participation evaluation are outlined.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it