Deep diving into values: A way to enhance empowerment evaluation
| Date | 01 December 2019 |
| Published date | 01 December 2019 |
| DOI | 10.1177/1035719X19893057 |
| Author | Peter McClenaghan,Kerrie Ikin |
| Subject Matter | Praxis |
https://doi.org/10.1177/1035719X19893057
Evaluation Journal of Australasia
2019, Vol. 19(4) 204 –210
© The Author(s) 2019
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DOI: 10.1177/1035719X19893057
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Deep diving into values: A
way to enhance
empowerment evaluation
Kerrie Ikin and Peter McClenaghan
University of New England, Australia
Abstract
In recent years, the New South Wales government education system changed the
way whole-school evaluation occurs. Moving away from external school reviews
when data suggested underperformance, principals are now required to develop
3-year strategic school plans and self-evaluate them in consultation with their staff,
parents and students. An external validation process is then undertaken by principal
peers. The internal school process presumes a stakeholder-engagement approach to
school planning and evaluation. It further presumes that stakeholders are not only
consulted but also feel they understand and own the plan. One school principal,
realising the challenges that the new model posed for himself and his staff, engaged an
evaluation team to develop and implement a process that would help his school rise
to these challenges. This article describes the empowerment evaluation process that
ensued. It first explains the context of the school that gave rise to empowerment over
other forms of stakeholder-engagement evaluation processes. It discusses how the
literature on values underpinned the conceptual framework and operational model.
The article then illustrates how the process enabled the staff to engage explicitly
with personal and organisational values and how a focus on these values was built
into every stage of the process. Finally, the benefits as well as the challenges of this
approach are described.
Keywords
empowerment evaluation, school evaluation, stakeholder involvement, strategic
planning, values
Corresponding authors:
Kerrie Ikin, UNE Business School, University of New England, Armidale, NSW 2351, Australia.
Email: kerrie.ikin@gmail.com
Peter McClenaghan, UNE Business School, University of New England, Armidale, NSW 2351, Australia
Email: pmcclena@une.edu.au
893057EVJ0010.1177/1035719X19893057Evaluation Journal of AustralasiaIkin and McClenaghan
research-article2019
Praxis
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