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Seeking consensus: Defining foundational concepts for a graduate level introductory program evaluation course

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  • LaVelle, John M.
  • Davies, Randall

Abstract

Existing scholarship indicates a wide range of variance and inconsistency in how evaluation is taught in introductory-level graduate courses between and across instructors and universities and within programs. The purpose of this study was to empirically explore faculty, student, and employers’ perceptions of what should be included in a graduate level introductory course on program evaluation. The researchers used a mixed methods approach (survey and focus group) to build consensus on and articulate key elements of an introductory evaluation course, as well as the approximate amount of time that stakeholders feel should be invested in each topic area. The results suggested consistency among stakeholders, suggesting the topics covered could form the basis for an introductory course that is consistent across instructors, programs, and institutions.

Suggested Citation

  • LaVelle, John M. & Davies, Randall, 2021. "Seeking consensus: Defining foundational concepts for a graduate level introductory program evaluation course," Evaluation and Program Planning, Elsevier, vol. 88(C).
    • Handle: RePEc:eee:epplan:v:88:y:2021:i:c:s014971892100046x
    DOI: 10.1016/j.evalprogplan.2021.101951
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    References listed on IDEAS

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    1. Gullickson, Amy M. & King, Jean A. & LaVelle, John M. & Clinton, Janet M., 2019. "The current state of evaluator education: A situation analysis and call to action," Evaluation and Program Planning, Elsevier, vol. 75(C), pages 20-30.
    2. Patton, Michael Quinn & Horton, Douglas, 2008. "Utilization-focused evaluation for agricultural innovation," ILAC Briefs 52533, Institutional Learning and Change (ILAC) Initiative.
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