The Continuous Learning Framework: Applying accountability for widespread organisational change
| Author | Lyn Alderman |
| DOI | http://doi.org/10.1177/1035719X221120294 |
| Published date | 01 December 2022 |
| Date | 01 December 2022 |
| Subject Matter | Practice Articles |
Practice Article
Evaluation Journal of Australasia
2022, Vol. 22(4) 206–220
© The Author(s) 2022
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DOI: 10.1177/1035719X221120294
journals.sagepub.com/home/evj
The Continuous Learning
Framework: Applying
accountability for widespread
organisational change
Lyn Alderman
University of Southern Queensland, Toowoomba, QLD, Australia
Abstract
This article introduces the Continuous Learning Framework for quality within higher
education and other internal evaluation contexts. The framework maps the terrain of
this special issue, and consists of four elements: accountability, improvement, per-
formance and investment. The article briefly describes the evolution of the framework
including its application to a government reform package, before focussing on its
practical application within a specific university context to stimulate widespread or-
ganisational change and improve the use of data in academic decision-making. For
internal evaluators, the framework offers a structured way to step into strategic
decision-making conversations with executives and a structured approach to embed
quality or internal evaluation within policy, protocols and practice of governments,
organisations, teams and individuals. Moreover, it facilitates capacity building and
creates an environment conducive to continuous improvement leading to continuous
learning. The framework and its application directly align with Deming’s work from the
1980s.
Keywords
internal evaluator, pedagogy, evaluation theory, accountability, continuous learning
framework
Corresponding author:
Lyn Alderman, University of Southern Queensland, West Street, Toowoomba, QLD 4350, Australia.
Email: lyn.alderman@usq.edu.au
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