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

Elaine Huber*, Marina Harvey

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)240-249
    Number of pages10
    JournalStudies in Educational Evaluation
    Volume39
    Issue number4
    DOIs
    Publication statusPublished - Dec 2013

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