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welcome to this video on evaluation in higher education my name is Nick Pickering and I'm a senior lecturer in student engagement evaluation and research at Sheffield Hallam University this content can be viewed as a standalone introduction or as part of a wider series of materials about evaluation and higher education created by myself and my colleagues in the Directorate of student engagement evaluation and research you can engage with this content individually or as a group and there will be opportunities to pause the video and reflect on or discuss what's being presented there is also a worksheet that you can complete alongside this video the definition of what evaluation is and its function is contested and debated these disagreements often stem from different theoretical arguments regarding the purpose and nature of social knowledge however the various definitions broadly fit within two fiends firstly evaluations are used to establish the wave or value of something the evaluative process is often seen as a way to exact control or power over others and is distinguished from other forms of social inquiry because of its inherently political nature it is also seen as part of the audit culture they aims to demonstrate value for money and is focused on outcomes the second set of definitions revolve around issues of social justice evaluation seen by some as a way to enable democratic social justice equality empowerment and emancipation this form of evaluation aims to shift the location of knowledge production and ownership to those impacted by policies or programs of change reflected on your own experience and knowledge and the net definitions just presented how would you define evaluation does your definition align more with establishing the wherefore value of something or with issues of social justice or does it combine both elements in the book reconceptualizing evaluation in higher education evaluation is described as a social practice that is undertaken by people within structures of power these social practices constitute what we do in our daily lives and within higher education can be grouped into four domains the first domain the national encompasses a virus of practices that are associated with how value is attributed across higher education providers within the same nation Steyr evaluation in this domain aims to develop external measures and data that show equality and can be used for comparative purposes our rankings such as the teaching excellence framework the programmatic domain deals with policies and projects designed to change the practice or the culture of multiple higher education providers at once widening access policies and initiatives often operate within mr. men as policies determined externally to institutions but with the aim of changing the culture and behavior of individual providers the institutional domain encompasses the quality review and reflective processes in place within providers institutional evaluative practices tend to develop in line with external requirements and happen our multiple levels of the institution from university-wide initiatives to course reviews it also encompasses both academic and non-academic initiatives across both the student and staff experience this domain is becoming increasingly multifaceted complex and challenging finally the self is about evaluation that takes place with when practitioners who individually or in groups undertaken valuation to inform develop and improve their own practice these four dimension or being stood as separate entities by social practices that are interconnected with each other an example of this is the National Student Survey which was conceived in the National domain to evaluate the quality of the student experience across providers but which is now used by the other demands in the programmatic domain as driven changes in assessment practices across the sector in the institutional domain is used extensively to make decisions about value and resource allocation and in the Self domain is used by academic staff through formal processes of annual quality reviews of professional development reflected on your own experience and knowledge which domain of practice are you most familiar with and why and have you undertaken any evaluation in any of these demands if Sir which one's the record Freebody for universities the office for students aims to put students at the center of higher education they want to eliminate inequality and to do this they stay at the sector needs to be ambitious prioritized and understand what works in achieving equality the office for students has four objectives that all focus on ensuring that every student whyever their background has a fulfilling experience of higher education the objectives cover participation experience outcomes and value for money all providers need to monitor our undertake evaluations that establish how they are ensuring that all students with the ability can access and succeed in higher education that each student has a high quality academic experience which leads to good outcomes and progression into employment or further study while receiving value for money the four domains and the requirements placed upon providers by the office for students helps us understand how evaluations should be approached within the higher education environment and provides a frame where that picking can be used to design an evaluation and contextualize where the policy program or initiative under evaluation is positioned central to all change programs should that be the people who are meant to benefit from it within the higher education context these people are predominantly students this means evaluations in higher education should be centered around students and they should be active partners from the conception to the completion of the project if the program is aimed at particular group of students the reasons for they should be clearly articulated and justified by existing data and evidence next consider which domains the policies or programs or initiatives of change are operating in this will help identify over key stakeholders or data sources for the evaluation and the various levels are which change is expected to happen what are the main objectives are outcomes of the evaluation or in other words what did the program or initiative want to achieve did the program want to improve the access of under-represented groups or was it about improving the student experience for everyone the framework presented here will help in the design of robust evaluations by contextualizing the program or initiative under evaluation within the higher education context it could also be used to help create and design a theory of change this severity framework is grounded within a realist approach that will help you understand not only what works for whom in what circumstances but why it worked for that person in those circumstances how could you use this framework to design an evaluation project what student groups need to contribute to your evaluation what demands is your evaluation operating in and who are the stakeholders within those demands what are the objectives or outcomes you are trying to achieve and how will you measure to change at Sheffield Hallam University we are committed to developing and a violative mindset within our community and the director of student engagement evaluation and research is here to support all staff in developing that mindset with the hope that we can build robust evidence about what works and why it works so we can create an inclusive and transformative educational experience for all of our students the director of student engagement evaluation and research is actively supporting Helms work to develop an evaluative mindset much of this work is about helping build capacity and capability across the university among all staff at all levels our very active approach is very much based in principles of social justice family how can the director of student engagement evaluation and research help you or your team develop your own evaluative mindset if you need advice help or support about evaluation in higher education please do not hesitate to get in contact with us our contact details can be found at the end of this presentation there is also a handout that accompanies this presentation which you can access via the stair block thank you for your time and please leave comments below or contact because if you have any other questions there are also links to other resources available on the stair block in the video description below thank you very much