Measurement and Evaluation: Indicators of Engagement Professor Ronnie Munck (DCU) & Dr Rhonda Wynne...
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Transcript of Measurement and Evaluation: Indicators of Engagement Professor Ronnie Munck (DCU) & Dr Rhonda Wynne...
Measurement and Evaluation: Indicators of Engagement
Professor Ronnie Munck (DCU) & Dr Rhonda Wynne (UCD)
Today
Current discussion on indicators Developing indicators: challenges and
approaches Moving on: Campus Engage Indicators
Introductions
Who you are… What civic engagement indicators
are talked about in your institution?
What activities or initiatives are included?
Work to date…
Working Group on Metrics and Evaluation Charter for Irish Higher Education Civic and
Community Engagement Supplementary document on Indicators of
Engagement
Challenges What are the wider benefits to
the community ? How to prove value? Why bother? What to include? How to account for activities that
are not easily monetised? How to demonstrate
commitment to civic and community engagement?
Qualitative Approach
• Mission• Identity• Commitment
• Plans, budgets, staff• Institutional infrastructure• Recruitment, promotion• Data gathering, tracking• Teaching and Learning• Scholarship• Outreach and partnership
PARALLEL PRICE
A Market-equivalent fee (a ‘parallel price’) was used to impute a value for the full time FUTSAL programme. To determine a ‘market-equivalent fee’ we reviewed a range of courses (including FE Colleges) offering similar types of coaching and training activity.
OPPORTUNITY COST
For volunteering work , we applied the ‘opportunity cost’ of an hour of volunteer delivery time at minimum wage rates.
PARTICIPANT TIME-COST
The remainder of the activities delivered were priced using participant time-cost (with a rate derived from CSO sources.) The time-cost approach is frequently used in for evaluation of transport initiatives ie set by government rather than freely in the market
Shadow Pricing
Shadow Pricing Economic Value Socially Modified
Economic Value
FUTSAL €149,773 €284,569
VOLUNTEERING €5450 €5450
OTHER ACTIVITIES €62663 €113,418
TOTAL €217,886 €403,437
Social Weighting• Around 90% of all general DCU in the community are participants are from low
income ‘priority groups.’ The appropriate weighting (1.9) can be applied to the economic value result (reflecting the greater social value being delivered). This would have the effect of giving a Socially modified Economic Value of €113,418 for the activities measured.
• Taking all of the elements together, the overall value generated by a single year’s
outputs from (2012) DCU in the Community was considerable.
• DCU in the community students range in age from 18 to 75 years of age. Approximately 60% of students come from Ballymun. There are significantly more women attending with the male to female ratio being 3 : 7 Over 90% are unemployed and receiving welfare benefits while the remaining 10% work part time. In addition to their lack of financial assistance, many are returning adults who are balancing the demands of family while enrolled in college courses.
Regional Impact: Proactive1. Business innovation which is closely linked, although not exclusively, to the research function of the university, 2. Human capital development linked to the teaching function 3. Community development linked to the public service role of universities. 4. Contribution to the institutional capacity of the region through engagement of its management and members in local civil society.
Self –assessment Tool
• embrace the contribution of research to business innovation
• teaching and learning to human capital development
• and university engagement with community and place development
• and the degree of interconnection between all three strands of activity
Self –assessment Tool
• It should identify progress along the spectrum from transactional to transformational interventions. This will need to take account of the extent to which the university is connected to public institutions and the private sector.
• In evaluating place of HE in the region it will be necessary for all of the partners to address the issues and identify steps that could be taken to draw each sector together in order to move towards the connected region where universities are key players.
Campus Engage Indicators
• Suggested activities of an engaged institution…• Balance between ‘parsimony and precision’• Decisions about what is important and
meaningful• Will vary between institutions• Evolving as work develops
Aims • to build capacity and increase the number of Community-based
Learning (CBL) and Community-based Research (CBR) practitioners and champions on campuses
• to facilitate the development of skills to implement and embed CBL and CBR in HEIs
• to communicate the benefits of CBL and CBR to educators and learners Implementation• Regional one day Kick Start Sessions in September 2014 to support
you in developing a CBL / CBR project proposal • Subsequent mentor support and a summer forum to share learningTo join the mailing list for updates, sign up at the registration desk or at the afternoon workshops
Launch of Campus Engage CBL & CBR Mentoring Programme for Academic Staff