Manager, Monitoring, Evaluation and Learning
Molly den Heyer is the Manager of Monitoring, Evaluation and Learning with Coady International Institute at St. Francis Xavier University and Research Fellow with the Centre for Study of Security and Development at Dalhousie University. Her research interests include critical approaches to policy and planning, research methods, adult education, participation, and development theory. Molly has over 15 years of experience in development research and practice. She has worked as a planning and evaluation specialist for a number of development organizations in Canada and around the world. She also taught and published in the field.
Molly holds a PhD in Interdisciplinary Studies from Dalhousie University, a M.Sc. in Rural Planning and Development from the University of Guelph, and a B.A. in Political Science from St. Francis Xavier University. She received a Certificate in Adult Education and People-Based Development from the Coady International Institute and was a visiting scholar at the International Institute of Social Studies in The Hague.
Brown, S., den Heyer, M., & Black, D.R. (Eds.). (2016). Rethinking Canadian aid, 2nd ed. Ottawa: University of Ottawa Press. Download e-book (7 Mb pdf).
den Heyer, Molly. (2012). Untangling Canadian Aid Policy: International Agreements, CIDA’s Policies and Micro-policy Negotiations in Tanzania. In S. Brown (ed.) Struggling for Effectiveness: CIDA and Canadian Foreign Aid. Montréal: McGill-Queen’s University Press.
Black, David and Molly den Heyer. “Canadian aid adrift: A crisis of conscience?” The Broker Magazine, Issue 23 (December, 2010), pp. 20-23 www.thebrokeronline.eu
den Heyer, Molly. “Modelling Learning Programmes”. In Development in Practice, vol. 12, no. 3 & 4, 2002, pp. 525-529. Reprinted in Laura Roper, Jethro Pettit, and Deborah Eade, (eds.) Development and the Learning Organisation: A Development in Practice Reader. Oxfam: Oxford, 2003, pp. 336-372.
den Heyer, Molly. “The Temporal Logic Model Concept”. In The Canadian Journal of Program Evaluation, vol. 17, no. 2, 2002, pp. 27-47.