ABSTRACT
Higher education development (HED) requires ongoing validation and testing of its methodologies to ensure the implemented processes are fit for purpose and can achieve the desired outcomes. There is increasing concern in the field as to the direct impact of HED on learners, and more broadly, the institution (Bamber and Stefani 2015; Chalmers and Gardiner 2015; Hoessler et al. 2015; Saroyan and Trigwell 2015). These commentaries recognise the inadequacy of past approaches, which tended to solicit immediate feedback from participants, rather than building in more rigorous evaluations of the longer-term impact of the learning experience. Given the increasing complexity of demonstrating value, it is time to reposition the evaluation cycle to ensure it provides the necessary evidence base to show that HED matters. This is important for the service as a whole, and for each developer, who relies on feedback to evaluate their own professional practice. It is also an important verification for leaders to ensure any interventions are generating the desired capacity building across their communities. This chapter therefore outlines the key principles of HED evaluation and review, affirming the importance of monitoring outcomes and shifts in organisational practice as a consequence of learning and development activities, particularly those that require intensive investment of funding, time and commitment.
