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E valuating your project: An Impact Assessment Framework Geoff Stoakes SHEEF 24 May 2013

E valuating your project: An Impact Assessment Framework Geoff Stoakes SHEEF 24 May 2013. Impact Assessment. Aim of presentation: To stress the importance of the e valuating the impact of your initiative To highlight the essence of the HEA’s Impact Assessment Framework

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E valuating your project: An Impact Assessment Framework Geoff Stoakes SHEEF 24 May 2013

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  1. Evaluating your project: An Impact Assessment FrameworkGeoff Stoakes SHEEF 24 May 2013

  2. Impact Assessment • Aim of presentation: • To stress the importance of the evaluating the impact of your initiative • To highlight the essence of the HEA’s Impact Assessment Framework • To explore with you how to capture and present evidence of the impact of your initiative

  3. Benefits of evaluation/impact assessment • Demonstrating Value for Money • Evidence of your initiative’s contribution to students/ employers/institution • Generation of new knowledge • Improvements in student experience See Bamber, V. (ed) (in print) Evidencing the Value of Educational Development. SEDA

  4. Impact Assessment Framework (IAF) • Purpose of IAF: • Common system for defining, monitoring and assessing the impact of all major areas of HEA activity • Need for flexibility

  5. What is Impact? • HEA definition: • ‘the demonstrable contribution that the HEA makes to the improvement of learning and teaching policy and practice in the UK and overseas’ (Impact Assessment Framework, 2012)

  6. What is an impact assessment? • Impact is about change; assessing impact can take several forms: • Evaluation – can be formative or summative; use for ‘big ticket’ activities (e.g. UKPSF) • Impact Assessment - focus on outcomes (what happens as a result of the activity); demonstrating causal connection • Monitoring – on-going between Evaluation or IA

  7. Levels of Impact • Raised awareness – has the activity changed participants’ conceptions of the activity • Increased understanding – has the activity improved the knowledge or increased the skills of participants? • Changed practice/ policy – have the participants applied what they have learnt e.g. have changes in awareness/understanding led to changes of policy/teaching?

  8. Scale of Impact • Individual/ project team • Staff & Students within your institution/faculty/department/unit • Employers, HE sector & its stakeholders

  9. Impact Assessment Matrix

  10. Evidence of impact (data) • Questionnaires/Surveys • Interviews • Post-event feedback forms • Vignettes • Case studies • Mentions in the media

  11. Process of conducting an Impact Assessment – e.g. work placements.1 • Identify Objectives (what you are trying to achieve) • e.g. • to provide accredited work placements opportunities for HE students • to enhance employability of graduates • Identify Projected Outcomes (intended changes) • e.g. • Increased number of accredited work placement opportunities for HE students

  12. Process of conducting an Impact Assessment - 2 • Identify Outputs (deliverables – activities/products) • e.g. • A toolkit/guidance for students/institutions/employers • Gather evidence (data) • e.g. • Survey of institutions about accredited provision • Survey of students about experience • Survey of employers about experience

  13. Process of conducting an Impact Assessment - 3 • Determine actual outcomes • e.g. • Number of accredited work placements available • the students have enhanced work-based skills (level); • staff in the department/faculty/institution have accredited work placements (level & scale)

  14. Process of conducting an Impact Assessment - 4 • Review and report findings • Produce action plan/recommendations • Report to whom? To the HEA/SHEEF/Employers/to others?

  15. Impact Assessment Any questions?

  16. Exercise What impact do you intend your project to have? How will capture the evidence/date to demonstrate this? How will you present this and to whom?

  17. Process of conducting an Impact Assessment - 4 • Review and report findings • Produce report with action plan/recommendations • Report to whom? To the HEA/SHEEF/to others?

  18. Process of conducting an Impact Assessment - 1 Identify Objectives (what you are trying to achieve) e.g. Student feedback Objectives: to improve the quality & timeliness of student feedback on assignments Identify Projected Outcomes (intended changes) e.g. Student feedback Projected outcome: Staff provide students with more precise & timely feedback on their assignments

  19. Process of conducting an Impact Assessment - 3 • Determine actual outcomes • e.g. Student feedback: • Actual outcomes: • the attendee has changed practice on the provision and timing of feedback (level); • Other staff in the department/faculty/school have adopted changed practice (scale)

  20. Process of conducting an Impact Assessment - 2 Identify Outputs (deliverables – activities/products) e.g. Student feedback Output: A workshop on improving the quality and timing of feedback to students attended by academic staff Gather evidence (data) e.g. Student feedback Evidence: Survey of workshop attendees

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