Using Transformative Evaluation (TE) in a Higher Education context: reflecting on the use of TE through the evaluation of the Student Colleague scheme
Achtaridou, Elpida and Winter, Jennie (2023) Using Transformative Evaluation (TE) in a Higher Education context: reflecting on the use of TE through the evaluation of the Student Colleague scheme. [Report]
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Using Transformative Evaluation (TE) in a Higher Education context reflecting on the use of TE through the evaluation of the Student Colleague scheme.pdf - Published Version Available under License Creative Commons Attribution Non-commercial. Download (1MB) | Preview |
Abstract
Background In July 2022, Plymouth Marjon University (PMU) was funded by the Centre for Transforming Access and Student Outcomes in Higher Education (TASO) What Works Centre to evaluate the impact of the Student Colleagues (SC) scheme, an employability programme for students offered by the university, focusing on the scheme’s outcomes. The evaluation was conducted as part of TASO's pilot on the use of impact evaluation methodologies for assessing initiatives with small cohorts of students, often referred to as 'small n' evaluations. As a result, a 'small n' methodology was needed to carry out the evaluation. We chose Transformative Evaluation (TE). Aims The study aims to: a) Use a ‘small n’ methodology, in this case TE, focusing on under-represented groups in higher education (HE), and reflect on its use for the purposes of impact evaluation in a HE context. b) Evaluate the impact of the SC scheme on SCs from POLAR4 quintile 1 and 2 and/or SCs with self-reported disability(ies).
| Item Type: | Report |
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| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 13 Mar 2024 09:32 |
| Last Modified: | 13 Mar 2024 09:32 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17804 |
| Related URLs: |
https://cdn.taso.org.uk/
(Publisher URL)
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