Capitalizing on the educational research output of an institution: a grounded analysis of evaluation studies

Abstract

This paper reports on a meta-evaluation of 84 papers on ICT in education produced at the University of Melbourne. A grounded approach was used to develop a comprehensive classification framework of phenomena emerging from the papers, rather than attempting to fit them within any pre-existing learning or evaluation model. The classification framework has been made available through an online database, enabling University staff to access publication 'profiles' of faculties, groups, or individuals; survey educational initiatives and evaluation approaches; and list key findings and issues raised by their peers. This grounded review process has been proposed as a key component of the University's long-term evaluation strategy plan, to enhance monitoring of trends and dissemination of evaluation findings. The grounded review process, key findings, emergent classification framework and online database instrument are described and implications for the improvement of learning and teaching discussed