An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education

Autor/inn/en	Huber, Elaine; Harvey, Marina
Titel	An Analysis of Internally Funded Learning and Teaching Project Evaluation in Higher Education
Quelle	In: International Journal of Educational Management, 30 (2016) 5, S.606-621 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-08-2014-0108
Schlagwörter	Higher Education; Program Evaluation; Theory Practice Relationship; Mixed Methods Research; Interviews; Evaluation Research; Educational Practices; Capacity Building; Educational Resources; Praxis; Evaluation Methods; Research Methodology; Research Administration; Alignment (Education); Research Reports; Content Analysis; Administrator Attitudes; Evaluation Needs; Relevance (Education); Time Management; Financial Support; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik; Evaluationsforschung; Bildungspraxis; Bildungsmittel; Research method; Forschungsmethode; Forschungsadministration; Research report; Forschungsbericht; Inhaltsanalyse; Relevance; Relevanz; Zeitmanagement; Finanzielle Förderung; Ausland; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01