Applying an educative approach to engage stakeholder values in evaluations of STEM research and education programmes
| Published date | 01 June 2020 |
| Date | 01 June 2020 |
| DOI | 10.1177/1035719X20918497 |
| Subject Matter | Praxis |
https://doi.org/10.1177/1035719X20918497
Evaluation Journal of Australasia
2020, Vol. 20(2) 103 –108
© The Author(s) 2020
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DOI: 10.1177/1035719X20918497
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Applying an educative
approach to engage
stakeholder values in
evaluations of STEM
research and education
programs
Aileen M Reid
University of North Carolina at Greensboro, USA
Abstract
Stakeholder values regarding a program’s worth and their own principles or standards
can aid or impede an evaluation. The evaluator’s challenge and responsibility is to
successfully engage multiple stakeholder value orientations in the evaluation process.
Stakeholder engagement is essential within evaluations of programs aimed at
broadening participation of underrepresented individuals and institutions in science,
technology, engineering and mathematics (STEM). This article describes an educative
approach to engage stakeholder values within evaluations of STEM research and
education programs funded by the U.S. National Science Foundation (NSF). Reflections
and implications for evaluation theory and practice applicable to any STEM evaluation
context, and more broadly to the field of evaluation, are discussed.
Keywords
broadening participation, educative, federally funded, stakeholders, STEM, values
Introduction
It is widely accepted that stakeholder participation is important in program evalua-
tion. The values that stakeholders bring to an evaluation regarding a program’s
worth and concerning their own principles or standards can aid or impede
Corresponding author:
Aileen M Reid, Department of Educational Research Methodology, University of North Carolina at
Greensboro, School of Education Building, 1300 Spring Garden Street, Greensboro, NC 27402, USA.
Email: amreid3@uncg.edu
918497EVJ0010.1177/1035719X20918497Evaluation Journal of AustralasiaReid
research-article2020
Praxis
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