Time to participate: Lessons from the literature for learning and teaching project evaluation in higher education

Huber, E; Harvey, M

Time to participate: Lessons from the literature for learning and teaching project evaluation in higher education

Huber, E

Harvey, M

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Publication Type:: Journal Article
Citation:: Studies in Educational Evaluation, 2013, 39 (4), pp. 240 - 249
Issue Date:: 2013-12-01

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Full metadata record

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	2013-12-01	en_US
dc.identifier.citation	Studies in Educational Evaluation, 2013, 39 (4), pp. 240 - 249	en_US
dc.identifier.issn	0191-491X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126586
dc.description.abstract	Evaluation plays an increasingly important role in the quality-driven context of higher education. Projects that focus on learning and teaching often have evaluation expected of them, however, there is little evidence on the effectiveness of approaches nor the extent to which the praxis of evaluation is achieved. To illustrate this phenomenon, project funding and evaluation expectations are reviewed and the resulting analysis of the literature identifies eight emergent themes. Two overarching factors that unite these themes are time (or lack of it) and participation, leading to six issues for evaluation practice. Alignment of evaluation theory with practice requires focused attention if the maximum benefits of evaluation for the project processes are to be achieved. © 2013.	en_US
dc.relation.ispartof	Studies in Educational Evaluation	en_US
dc.relation.isbasedon	10.1016/j.stueduc.2013.10.004	en_US
dc.subject.classification	Education	en_US
dc.title	Time to participate: Lessons from the literature for learning and teaching project evaluation in higher education	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	39	en_US
utslib.for	1303 Specialist Studies in Education	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	closed_access
pubs.issue	4	en_US
pubs.publication-status	Published	en_US
pubs.volume	39	en_US

Abstract:

Evaluation plays an increasingly important role in the quality-driven context of higher education. Projects that focus on learning and teaching often have evaluation expected of them, however, there is little evidence on the effectiveness of approaches nor the extent to which the praxis of evaluation is achieved. To illustrate this phenomenon, project funding and evaluation expectations are reviewed and the resulting analysis of the literature identifies eight emergent themes. Two overarching factors that unite these themes are time (or lack of it) and participation, leading to six issues for evaluation practice. Alignment of evaluation theory with practice requires focused attention if the maximum benefits of evaluation for the project processes are to be achieved. © 2013.

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http://hdl.handle.net/10453/126586