{"id":363,"date":"2021-02-16T17:38:51","date_gmt":"2021-02-17T01:38:51","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/?p=363"},"modified":"2021-02-16T17:38:51","modified_gmt":"2021-02-17T01:38:51","slug":"evalutation-of-successful-change-projects","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/evalutation-of-successful-change-projects\/","title":{"rendered":"Evalution of a Successful Change Project in Education"},"content":{"rendered":"

In response to Michelle’s question<\/a> on how do we evaluate the success of a change project in education:<\/span><\/p>\n

I would agree that evaluating the success of a change project can be difficult.<\/span><\/p>\n

Al-Haddad & Kotnour (2015) say that a change project “is deemed successful if it is completed within the predetermined objectives (i.e. completed within budget, within schedule, conforming to the customer requirements and satisfies the main stakeholders)” (p.251).<\/span><\/p>\n

In this situation for education, I would say the stakeholders include:<\/span>
\n– students<\/span>
\n– other institutions (transferring into\/out of)<\/span>
\n– coop and external project contributors<\/span>
\n– employers<\/span>
\n– other instructors within the program (pre\/post requisites)<\/span>
\n– social events, conferences, competitions<\/span>
\n– ACM Learning Outcomes (Association of Computing Machinery)<\/span><\/p>\n

Some of the things to consider are:<\/span>
\n# of Coop positions filled<\/span>
\n– types of positions (jobs related to field)<\/span>
\nPotential Downsides:<\/span>
\n– varies by job market (this might always be reliable if there is a downturn in the market)<\/span><\/p>\n

Surveys of Students (we survey our graduates about the program)<\/span>
\n– what works<\/span>
\n– what doesn’t<\/span>
\nPotential Downsides:<\/span>
\n– only vocal students answer surveys<\/span>
\n– many surveys responses are negative<\/span>
\n– students sometimes ask for things that aren’t ultimately what they need<\/span>
\n– complaints – attempt to minimize, but you’ll never completely eliminate<\/span><\/p>\n

Students getting jobs when the leave the program<\/span>
\n– what kind of jobs<\/span>
\n– was it the job they wanted to get?<\/span>
\n– what kinds of employers<\/span>
\nPotential Downside:<\/span>
\n– again a downturn in the job market can give misleading information here<\/span><\/p>\n

What Employers are saying about our graduates?<\/span>
\n– what skills are the good at<\/span>
\n– what skills are they lacking?<\/span>
\n– How are students doing on interviews?<\/span><\/p>\n

Grades<\/span>
\n– are students doing better this year vs last?<\/span>
\nPotential Downsides:<\/span>
\n– good students vs bad students (not all years have the same quality of students) <\/span>
\n– varies by instructor, slight variability in content delivered, textbooks, experience, how new\/busy instructors were<\/span><\/p>\n

How easily students can do follow on tasks<\/span>
\n– how many questions you get (lots vs little)<\/span>
\n– what kinds of tasks students are able to achieve as they progress through the course and other courses<\/span>
\nPotential Downside:<\/span>
\n– It’s not always possible to watch every student to see where all their struggles are.<\/span><\/p>\n

Real-Life Projects<\/span>
\n– Do students excel or struggle<\/span>
\n– what kinds of questions \/ challenges do they ask or struggle with<\/span>
\n– Do they produce high quality projects<\/span><\/p>\n

Are students able to compete and communicate professionally<\/span>
\n– are they successful at completing external hack-a-thons<\/span>
\n– how are they able to communicate at conferences to other employers and businesses<\/span><\/p>\n

Transferability of students into or out of our programs<\/span>
\n– follow up from students asking them their competency in other programs<\/span>
\n– comparing student experiences as they come in from other programs<\/span><\/p>\n

Do students meet the ACM (Association for Computing Machinery) Learning Outcomes <\/span>
\n– For the established standards for what is expected from computing students,<\/span>
\nare our students able to achieve those goals?<\/span><\/p>\n

References<\/span><\/p>\n

Al-Haddad, S., & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of organizational change management, 28<\/em>(2), 234-262. https:\/\/doi.org\/10.1108\/JOCM-11-2013-0215<\/a><\/span><\/p>\n

Featured Image: “Success”<\/a> by Adrien Coquet, FR<\/a>\u00a0from the Noun Project<\/a><\/span><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

In response to Michelle’s question on how do we evaluate the success of a change project in education: I would agree that evaluating the success of a change project can be difficult. Al-Haddad & Kotnour (2015) say that a change project “is deemed successful if it is completed within the predetermined objectives (i.e. completed within […]<\/p>\n","protected":false},"author":187,"featured_media":366,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[61,62,65,67,66],"class_list":["post-363","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt525","tag-change","tag-education","tag-evaluation","tag-stakeholder","tag-success"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/363","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/users\/187"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/comments?post=363"}],"version-history":[{"count":3,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/363\/revisions"}],"predecessor-version":[{"id":367,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/posts\/363\/revisions\/367"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media\/366"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/media?parent=363"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/categories?post=363"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0165\/wp-json\/wp\/v2\/tags?post=363"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}