Concomitant research, formative evaluation and community based participatory research. Avoiding pitfalls for the community-academic partnership

Background. In Germany, a line of concomitant research evolved that combines elements of participatory research with evaluation needs of a program. Yet, methodological differences remain and influence the academic-community partnership. Methods. Through a mixed methods approach, the case was reconstructed based on a documentary analysis, participatory observation and a survey with participants at baseline and follow-up, 21 month later. Results. The case with the most difficult context factors profited least from the intervention. Analyses from the three perspectives lead to divergent interpretations of the causes. Most likely the amendable results were significantly influenced by power imbalances in the academic-community partnership. Conclusion. More critical attention needs to be paid to the partnership's dynamics. A stronger particatory perspective as well as critical self-reflection and peer intervision are recommended to foster an open dialogue of the partnership.