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.

View at publisher

Abstract

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:

1 citations in Scopus
Search Google Scholar™
1 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

28 since deposited on 26 Mar 2014
7 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 69190
Item Type: Journal Article
Refereed: Yes
Keywords: Course evaluation, Student evaluation, Evaluation methods, Most Significant Change approach, Supplementary data
DOI: 10.1016/j.stueduc.2013.09.001
ISSN: 0191-491X
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 Curriculum
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

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page