ABSTRACT
In this article, we provide an analysis across the foregoing practice-based case exemplars to understand antecedent conditions and influences, learning-oriented evaluation strategies, estimates of strategy success or potential success, and factors that either enable or hinder the extent to which learning from and through evaluation occurs. The contexts within which these initiatives were situated were diverse and globally far ranging. Motivations for enhancing evaluation learning varied but all touched on interests in leveraging planned change through evaluation use and related transformative processes. Observed evaluation learning levers were multifaceted with some commonality across cases. Strategies could be characterized as either high-level direct evaluation capacity building (ECB), innovative evaluation practice, or some combination of the two through indirect ECB. The extent to which strategies leveraged learning varied and a range of identified factors and influences served to enhance or impede learning. We discuss our findings in relation to the previously developed ‘Learning in the evaluation ecology’ framework and consider implications for practice and research.