An analysis of internally funded learning and teaching project evaluation in higher education

Huber, E; Harvey, M

An analysis of internally funded learning and teaching project evaluation in higher education

Huber, E

Harvey, M

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Publication Type:: Journal Article
Citation:: International Journal of Educational Management, 2016, 30 (5), pp. 606 - 621
Issue Date:: 2016-06-13

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Field	Value	Language
dc.contributor.author	Huber, E https://orcid.org/0000-0001-7964-9096	en_US
dc.contributor.author	Harvey, M	en_US
dc.date.issued	2016-06-13	en_US
dc.identifier.citation	International Journal of Educational Management, 2016, 30 (5), pp. 606 - 621	en_US
dc.identifier.issn	0951-354X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126574
dc.description.abstract	© 2016, © Emerald Group Publishing Limited. Purpose – In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/methodology/approach – The emergent realism paradigm provides the theoretical framework with a pragmatic approach to mixed-methods data collection. Thematic analysis was used to analyze the transcripts of interviews with 15 project leaders. Findings – Four key themes on project evaluation emerged: how evaluation is conceptualized, particularly the overlap, even conflation, between evaluation and research; capability building within the sector; resourcing in terms of time and money; and the role of an action-oriented approach to evaluation. The authors conclude that misalignment exists between evaluation theory and the practice of project evaluation and that this relationship can be further inhibited by a project leader’s perception of evaluation. Practical implications – A series of strategies for developing capacity across the higher education sector for project evaluation are presented. These include the development and provision of: a time allocation for evaluation in future and ongoing project plans with procedures to revisit the project and assess impact; models of how to incorporate evaluation into the research cycle; constructive feedback on evaluation reports from the university funding body; and networking opportunities to disseminate learnings from project evaluations. Originality/value – This study focusses on the under-researched area of evaluation of learning and teaching projects in higher education, providing research-based evidence for strategies to develop sector capacity.	en_US
dc.relation.ispartof	International Journal of Educational Management	en_US
dc.relation.isbasedon	10.1108/IJEM-08-2014-0108	en_US
dc.subject.classification	Education	en_US
dc.title	An analysis of internally funded learning and teaching project evaluation in higher education	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	30	en_US
utslib.for	13 Education	en_US
utslib.for	15 Commerce, Management, Tourism and Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	30	en_US

Abstract:

© 2016, © Emerald Group Publishing Limited. Purpose – In the higher education sector, the evaluation of learning and teaching projects is assuming a role as a quality and accountability indicator. The purpose of this paper is to investigate how learning and teaching project evaluation is approached and critiques alignment between evaluation theory and practice. Design/methodology/approach – The emergent realism paradigm provides the theoretical framework with a pragmatic approach to mixed-methods data collection. Thematic analysis was used to analyze the transcripts of interviews with 15 project leaders. Findings – Four key themes on project evaluation emerged: how evaluation is conceptualized, particularly the overlap, even conflation, between evaluation and research; capability building within the sector; resourcing in terms of time and money; and the role of an action-oriented approach to evaluation. The authors conclude that misalignment exists between evaluation theory and the practice of project evaluation and that this relationship can be further inhibited by a project leader’s perception of evaluation. Practical implications – A series of strategies for developing capacity across the higher education sector for project evaluation are presented. These include the development and provision of: a time allocation for evaluation in future and ongoing project plans with procedures to revisit the project and assess impact; models of how to incorporate evaluation into the research cycle; constructive feedback on evaluation reports from the university funding body; and networking opportunities to disseminate learnings from project evaluations. Originality/value – This study focusses on the under-researched area of evaluation of learning and teaching projects in higher education, providing research-based evidence for strategies to develop sector capacity.

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http://hdl.handle.net/10453/126574