Evaluating leadership development using the Most Significant Change technique
Choy, Sarojni & Lidstone, John (2013) Evaluating leadership development using the Most Significant Change technique. Studies in Educational Evaluation, 39(4), pp. 218-224.
Course evaluations are now a serious matter for universities trying to meet stakeholder needs and expectations, quality assurance, improvements and strategic decision making. Typically, students are invited to participate in surveys on how well the design and delivery aspects meet predetermined learning objectives, quality of teaching, and the types of improvements needed for future deliveries. We used the Most Significant Change technique to gather data on the impact of a leadership course on 18 Pacific Islanders who completed a Master of Education (Educational Leadership). Participants' views highlighted impacts that were of significance to the students and their workplaces. The findings demonstrate that the Most Significant Change technique offers a more comprehensive understanding of the impact of leadership development courses.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||Course evaluation, Student evaluation, Evaluation methods, Most Significant Change approach, Supplementary data|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Vocational Education and Training Curriculum and Pedagogy (130213)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2013 Elsevier Ltd.|
|Copyright Statement:||NOTICE: this is the author’s version of a work that was accepted for publication in Studies in Educational Evaluation. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Studies in Educational Evaluation, Volume 39, Issue 4, December 2013, DOI: 10.1016/j.stueduc.2013.09.001|
|Deposited On:||26 Mar 2014 03:14|
|Last Modified:||04 Jan 2016 12:42|
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