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  • Using_RUFDATA_to_guide_a_logic_model_for_a_quality_assurance_process_in_an_undergraduate_university_program_jan_16

    Rights statement: This is the author’s version of a work that was accepted for publication in Evaluation and Program Planning. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Evaluation and Program Planning, 55, 112-119, 2016 DOI: 10.1016/j.evalprogplan.2015.12.009

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Using RUFDATA to guide a logic model for a quality assurance process in an undergraduate university program

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>04/2016
<mark>Journal</mark>Evaluation and Program Planning
Volume55
Number of pages8
Pages (from-to)112-119
Publication statusPublished
Early online date2/01/16
Original languageEnglish

Abstract

This article presents a framework to identify key mechanisms for developing a logic model blueprint that can be used for an impending comprehensive evaluation of an undergraduate degree program in a Canadian university. The evaluation is a requirement of a comprehensive quality assurance process mandated by the university. A modified RUFDATA (Saunders, 2000) evaluation model is applied as an initiating framework to assist in decision making to provide a guide for conceptualizing a logic model for the quality assurance process. This article will show how an educational evaluation is strengthened by employing a RUFDATA reflective process in exploring key elements of the evaluation process, and then translating this information into a logic model format that could serve to offer a more focussed pathway for the quality assurance activities. Using preliminary program evaluation data from two key stakeholders of the undergraduate program as well as an audit of the curriculum’s course syllabi, a case is made for, (1) the importance of inclusivity of key stakeholders participation in the design of the evaluation process to enrich the authenticity and accuracy of program participants’ feedback, and (2) the diversification of data collection methods to ensure that stakeholders’ narrative feedback is given ample exposure. It is suggested that the modified RUFDATA/logic model framework be applied to all academic programs at the university undergoing the quality assurance process at the same time so that economies of scale may be realized.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Evaluation and Program Planning. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Evaluation and Program Planning, 55, 112-119, 2016 DOI: 10.1016/j.evalprogplan.2015.12.009