Advocacy, lobbying, campaigning and influencing are essential tools in the effort to tackle inequality and injustice.
Small charities have a distinctive role to play in promoting and informing social change, with an agility and a direct relationship with the people at the sharp end of poverty, violence and discrimination that can be harder to achieve in larger organisations.
We explored how and why small charities are challenging, shaping and changing policy, practice and attitudes.
Download the summary of our findings.
Thinking about… risk: Developing a frameworkIn ‘Thinking about… risk’, we set out our initial findings from a study carried out in partnership with a pilot group of five foundations into perceptions of risk and how these are managed and mitigated. This work builds on The possible not the perfect and Duty to Care? where we observed that ‘too much caution can narrow the range of people and organisations funded and what that funding can achieve’, and encouraged funders to consider if they ‘are taking enough risk rather than too much’.
As part of the study we created a framework with our pilot group to help foundations think about their approaches to risk. The purpose of this framework is to help trusts and foundations
to achieve greater clarity about the different aspects of opportunity and risk inherent in their strategies and aspirations. And to ensure that their application, assessment and decision-making practices accurately reflect this appetite, both across their portfolio and in individual programmes.
We will be inviting others to test the framework and help us to improve it.
Evaluation Roundtable: Follow up report from 2019 conveningIn January 2019 IVAR and the Center for Evaluation Innovation convened the fourth UK Evaluation Roundtable with the theme: ‘Making Learning Everyday’. This report summarises key points from discussions.
The Roundtable began with an exploration of a ‘teaching case’ which told two stories – of how Corra Foundation and Pears Foundation conceive of, organise and carry out ‘learning’. Participants unpicked decisions in the teaching case to understand their implications for learning and practice.
Together we designed a set of principles which distinguish the practice of high quality learning organisations and help us think about how we can support learning by building a set of habits. Focusing on habits ensures that learning is not a separate activity or just another step in a process. It makes learning an integral part of the way we work. And it helps to make concrete and visible what specific practices we’re looking for and how the work might look if those were actually embedded.
Summary: Driving continuous learning as a grant maker – Evidence review
A shift is taking place in the UK funding world. Learning is emerging as a key element of contemporary grant-making. In 2019, we were commissioned by Comic Relief to review a range of evidence and engage with funders and infrastructure organisations to explore this.
This document includes the foreword from Comic Relief and the summary.
Our assets, our future
The research, commissioned by Power to Change and the Ministry for Housing, Communities and Local Government, is the first full analysis of the economic contribution and financial health of England’s much-loved community-owned assets in over a decade. The project sought to address evidence gaps identified in earlier work commissioned by Power to Change. It was authored by a team of researchers from the Centre for Regional Economic and Social Research (CRESR) at Sheffield Hallam University and the Institute for Voluntary Action Research (IVAR).
The report reveals a community ownership sector that is growing fast and making an increasingly significant contribution to the UK economy. The research finds good financial health across community-owned assets, but highlights vulnerabilities and areas where support is needed to further stabilise and grow this important sector.
You can download the report from the Power to Change website.
UK Evaluation Roundtable Teaching Cases 2019
Interested in how other UK trusts and foundations think about, organise and practise learning? We have published two detailed case studies – of Pears Foundation and Corra Foundation – on their approaches to ‘making learning everyday’, along with notes for how to use these teaching cases to support reflection and learning in your own organisation.
These cases were produced for the January 2019 convening of the UK Evaluation Roundtable, which Pears Foundation and Corra Foundation attended. They have also kindly agreed for us to publish their thoughtful closing reflections from the convening, shared after a day of hearing the others’ perspectives on their approaches to learning.
Note: the lines are numbered in the teaching cases (page 9 onwards), to support detailed discussion.
Evaluation Roundtable 2017 Framing PaperDrawing on learning from the two previous convenings of the Roundtable and a literature review, we have explored learning in responsive grant-making. This paper framed discussions at the May 2017 convening.
Getting started with collaboration: A framework for joint actionIn spite of unprecedented levels of policy-driven interest in collaborative working involving voluntary, community and social enterprise organisations (VCSEs), we know from our work that individuals and organisations can experience practical difficulties when trying to work collaboratively with others – particularly when that work crosses sector, as well as organisational, boundaries.
This framework is for individuals and organisations who are setting out on new collaborative ventures. It draws from our back catalogue of work, including Thinking about… collaboration, Working in Place: Collaborative funding in practice and Building Health Partnerships.
New principles for grant reporting
Over the course of two workshops in April and September 2018, a group of funders and funded organisations developed a set of principles to make grant reporting a shared, more meaningful and mutually beneficial experience.
Our intention from the outset was to see how much progress could be made over two workshops and early on we decided to focus on core funding, rather than project funding. At the end of the second session we all felt there was merit in sharing and testing the principles we had developed:
- Funders explain why they have awarded a grant.
- Funders and funded organisations are clear about what grant reporting will look like.
- Funders are clear about the type of relationship they would like to have with the organisations they fund.
- Funders only ask for information they need and use, and question whether they need bespoke reporting.
- Funders give feedback on any grant reporting they receive, and share their thoughts on the progress of the work.
- Funders describe what they do with the information they obtain from funded organisations.
For each funder, this will mean something different. For some, the principles will facilitate internal conversations and thinking; for others, they will be directly applied to a grant-making programme.