ABSTRACT
Currently, most Northern and Southern universities are hard-pressed to conduct rudimentary output-focused exercises. This chapter provides a way to enhance the evaluation capabilities of key staff at local institutions of higher learning who are not in a position to carry out meaningful evaluation "selfies" and to addressing the need to improve university monitoring and evaluation systems. The rigorous outcome- and impact-oriented curricular, research, outreach, and partnership evaluations called for in Universities and the Sustainable Development Future require urgent attention to enhanced higher-education-evaluation capacity. The goal is for contextually derived findings from systematic-capacity evaluation to drive enhanced analyses and evaluations of intervention outcomes and impacts. Internal capacity to conduct actual transnational-sustainable-development (TSD) evaluations depends on a number of factors, such as the purpose, the type, and the scope of the evaluation. The external dimensions of TSD-evaluation capacity arise, in part, from how universities and their sustainable-development initiatives interact with audiences and partners outside their own institutional realm or "campus".
