Abstract
ABSTRACT Most Centres for Teaching and Learning offer educational development programming and services (EDPS) with specific intended outcomes; however, the actual complex outcomes are difficult to assess. This paper provides an illustrative example of a novel, complexity-informed evaluation approach to assess the complex outcomes. Our findings draw upon the responses of 267 instructors using the ED Impact Questionnaire purposefully designed and validated for our context. Our findings reveal significant differences across instructors in terms of EDPS awareness and access as well as perceived importance and reported impacts. Through our illustrative study example, we demonstrate the viability of a complexity-informed evaluation approach.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
