Development and Implementation of an Internal Evaluation Model at a Higher Education Institution
By Anastasia Pampouri.
|Published online: June 3, 2014
This paper presents the model developed by Daniel Stufflebeam and his associates, namely Context, Input, Process and Product — widely known as the CIPP model — as it evolved over the last forty years since it was first introduced in the United States, pertaining to the field of evaluation of educational and other programs. The model aims both at a continuous improvement of the programs themselves and at a performance level of accountability by the institutions implementing these programs to society. The way the particular model was formed and accordingly adapted to the needs for continuous internal evaluation of a work-integrated learning program implemented at a higher education institution in Greece in the scientific field of adult education/lifelong learning is then presented. The discussion takes place within the theoretical framework of various models developed for evaluating programs, as well as the wider discussion on quality assurance and performance level of accountability of higher education institutions. Adaptation and implementation of the model will contribute, to some extent, to the advancement of theory and research methodology applied in program evaluation at universities, and will provide useful information concerning the improvement of the work-integrated learning program itself and the possible long-term reform of the overall curriculum.
||Adult Education, CIPP Evaluation model, Work-integrated Learning Programs, Higher Education
The International Journal of Adult, Community and Professional Learning, Volume 20, Issue 3, June 2014, pp.53-61.
Article: Print (Spiral Bound).
Published online: June 3, 2014 (Article: Electronic (PDF File; 769.529KB)).
Academic and Laboratory Staff, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
Anastasia A. Pampouri is a graduate of the Department of Philosophy, Education and Psychology, Faculty of Philosophy at the Aristotle University of Thessaloniki and holds a Masters’ Degree on “Adult and Continuing Education” from the same University. She has been awarded the "European Diploma in Continuing Education / Adult Education" by Swansea University, UK. She has also been awarded the Postgraduate Certificate on "Open and Distance Education" by the Greek Open University. She is a PhD candidate on “Adult Education and Lifelong Learning” at the Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece. She has extensive professional experience in the scientific field of adult education as: a) Director of Education at Adult Education Centres, b) Scientific Coordinator of Continuing Vocational Education and Training Programs c) Adult education programs developer and evaluator, d) Adult educator in language teaching programs, teaching the Greek language to socially vulnerable groups (immigrants, repatriates, refugees) and e) Trainer of adult educators in adult educators’ training programs. Since May 2003 she has been working as a member of the Academic and Laboratory Staff in “Adult/Continuing Education” at the Department of Educational and Social Policy at the University of Macedonia, Thessaloniki, Greece. She has participated in International Conferences and published more than ten (10) original papers on subjects related to: Adult Education, Lifelong Learning, Work-based Learning in Higher Education and its connection to the labor market, Educational Evaluation and Action Research. She has also participated in more than ten (10) research programs related to: Evaluation, Feedback and Reflection in the context of Work-based Learning in Higher Education, Education of Immigrants, Adult Literacy, Adult and Continuing Education, In-service teachers’ training etc. She is a member of the Greek Educational Society since 1998.