Principles and Purposes of a Final CETL Evaluation Framework (the case of LearnHigher).

1. Principles and Purposes of a Final CETL Evaluation Framework (the case of LearnHigher). Michelle Verity (Manager) Paul Trowler (Critical friend and evaluator)

2. Purpose and structure of LearnHigher • Aimed at: Student empowerment through the enhancement of their academic practices ‐ such as skills for research, communication, self‐awareness and  critical thinking ‐ in order that they may benefit as fully as possible from their experiences of,  and life beyond, higher education. • Focus on 20 ‘learning areas’ • Network of 16 HEIs • Centred at Liverpool Hope

3. Evaluation Framework – prioritising key purposes • Retrospective account and audit of: • Activities and processes • Effects • Attribution of value to the CETL • Future-facing: Lessons learned • What worked? • What were the barriers? • How should the future look? Changing emphasis over time

4. Engagement with evaluation outcomes Evaluation report delivered to funders Report presented at conferences, published on web. Includes case studies etc to engage wider audience Local workshops, presentations, further publication. Issues, Implications, theory developed in detail Increasing level of engagement....

5. Continuation Strategy and Legacy • LDHEN • Book • Website • Legacy of various projects, spaces etc • Conference to celebrate the end and the beginning • Continuation locally, though perhaps not branded LearnHigher

6. Annual evaluation • Report from each learning area against the year’s objectives (related to LH objectives) • Annual report co-written by Director and Critical Friend/Evaluator • Deliberate move in both over the 5 years towards... • intended and unintended outcomes rather than just account of processes • dissemination rather than just reporting (eg case studies) • future facing rather than just past-facing

7. Lessons Learned Project – primarily forward facing • A sample of LH institutions (with intensity of teaching/research as main criteria for choice) • A sample of LH projects (reflecting the range of what has been done) • A sample of LH Learning Development Areas (reflecting their diversity) • A sample of non-LH learning developers • Based on the above, a sample of staff and students who have engaged to different extents on the selected projects.

8. Forms of evidence • Awareness and responses of stakeholders • Indicators of, and proxies for, effects • Evidence already collected by LearnHigher partners • Literature scanning

9. Principles • Aimed at enhanced effectiveness of the work of learning development – appreciative and formative (goes beyond LH) • Consider horizontal and vertical engagement • Identify contingencies which impact on effectiveness • Consider structural location in institution • Relationship of learning development with academic enterprise generally

10. Audiences for final evaluation framework • Funders (including tax-payer) • Learning developers and the LDHEN - effective activities and strategic directions. • Policy-makers at the national level • Institutional leaders • Academics and students

11. Questions for you... • Where should the emphasis be for you – past or future facing? • Your own continuation strategy and legacy – what would be useful data? • How can you capture a better understanding of your CETL’s area from your work? • What are the key issues that need to be addressed for the future (eg horizontal engagement, institutional location, the academic enterprise etc)