Terminology like “evaluation research” and “policy analysis research” poses a fundamental conflict in talking about what constitutes legitimate inquiry activities. Using the two‐part definition of disciplined inquiry developed by Cronbach and Suppes (1969). it is possible to characterize research, evaluation and policy analysis as three separate and distinct forms of disciplined inquiry. As distinct forms, each has its own unique definition, purpose(s), products, intended outcomes or effects, and audiences. Further, under the definitions proposed, emergent inquiry paradigms have as much utility as older, conventional models.
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