Sustainable development: a developmental evaluation of logistics higher education in the Sultanate of Oman based on two innovation approaches (the triple helix of innovation and innovation competencies)

PurposeThis research seeks to identify evidence of innovation elements in the implementation of a sustainable development ecosystem in the HE environment. For the purposes of this investigation, the use of developmental evaluation has been deemed appropriate to fully explore the depths of the topic.Design/methodology/approachThe research follows a qualitative approach of inductive reasoning. For the purpose of this developmental evaluation, the collection of information from several stakeholders has been pursued in the study. Both a semi-structured interview and documents analysis were used.FindingsDifferent awareness levels among logistics faculty members, while the incentives given are minimal. Availability of grants and lack of tenure are some of the reasons raised. Industry is not cooperative in providing placements/internships restricting students of industry experience. Internationalisation is slow and international collaborations limited. Limited freedom in topical discussions and their implications to learning.Research limitations/implicationsThe research has considered possible limitations and used other methods for triangulation of the findings.Practical implicationsLow awareness on the implementation of pedagogical approaches for innovation. Not all faculty can be innovative (owing to current practice) neither they are incentivised to be so. Government spending is very low on R&D – 0.136 of the GDP in 2016. The industry is not ready for University-Business Collaborations, therefore achieving a low theory to practice ratio for students.Originality/valueIn the context in which the research has taken place (HE in Oman), there has been no evaluation (and more so developmental evaluation) previously implemented. Additionally, a longitudinal study, integrated as part of an ESD system targeted to innovation could increase the innovation capacity of the country on the international innovation index.

Developmental Evaluation for Extension Programs

Logic models have garnered acclaim for their usefulness and disdain for the time required to create good ones. We argue that the orderly, analytical nature of logic models is opposed to many Extension programs, and we explain developmental evaluation, an approach that highlights ongoing development, adaptations, and rapid response. We use our recently completed evaluation of the 4-H Science: Building a 4-H Career Pathway Initiative to demonstrate developmental evaluation’s key principles. Recommendations for Extension include the need to embrace developmental evaluation for program planning and evaluation and for Extension evaluators to conduct case studies using developmental evaluation and other approaches.

Developmental Evaluation: six ways to get a grip on the potential of education scholarship to serve innovation

In March 2020, COVID-19 challenged health and educational systems across the country. The rapid reallocation of resources to ensure public safety had taken priority over educational obligations. Healthcare students were removed from clinical environments as their learning came to a grinding halt. While academic institutions were pivoting and transforming teaching and learning experiences, students responded to the pandemic with innovation, attending to gaps in patient care. As educators, we must understand how we can further support students and faculty to unleash innovative thinking during a crisis. To begin to address this educational need, academic institutions now have an opportunity to broaden the practice of education scholarship in accordance with best practices to nurture innovation and innovative thinking. What framework can aid us in this endeavor? In times of instability, Developmental Evaluation is an approach that can support the implementation of innovations within medical education. Using an example of an innovation in medical education, we offer six practical tips to begin to use Developmental Evaluation to support and enable learners and faculty in the creation of innovations and contribute to a broader definition of education scholarship.

A Protocol for a Comprehensive Monitoring and Evaluation Framework With a Compendium of Tools to Assess Quality of Project ECHO (Extension for Community Healthcare Outcomes) Implementation Using Mixed Methods, Developmental Evaluation Design

Introduction: The United States Centers for Disease Control and Prevention (CDC), through U.S. President's Emergency Plan for AIDS Relief (PEPFAR), supports a third of all people receiving HIV care globally. CDC works with local partners to improve methods to find, treat, and prevent HIV and tuberculosis. However, a shortage of trained medical professionals has impeded efforts to control the HIV epidemic in Sub-Saharan Africa and Asia. The Project Extension for Community Healthcare Outcomes (ECHOTM) model expands capacity to manage complex diseases, share knowledge, disseminate best practices, and build communities of practice. This manuscript describes a practical protocol for an evaluation framework and toolkit to assess ECHO implementation.Methods and Analysis: This mixed methods, developmental evaluation design uses an appreciative inquiry approach, and includes a survey, focus group discussion, semi-structured key informant interviews, and readiness assessments. In addition, ECHO session content will be objectively reviewed for accuracy, content validity, delivery, appropriateness, and consistency with current guidelines. Finally, we offer a mechanism to triangulate data sources to assess acceptability and feasibility of the evaluation framework and compendium of monitoring and evaluation tools.Expected impact of the study on public health: This protocol offers a unique approach to engage diverse group of stakeholders using an appreciative inquiry process to co-create a comprehensive evaluation framework and a compendium of assessment tools. This evaluation framework utilizes mixed methods (quantitative and qualitative data collection tools), was pilot tested in Tanzania, and has the potential for contextualized use in other countries who plan to evaluate their Project ECHO implementation.

UTILIZING KAHOOT APPLICATION IN ASSESSING FORMATIVE ASSESSMENT IN EFL CLASSROOM

The principal reason for formative assessment is to improve understudies' learning and it ought to be viewed as a piece of the learning interaction. Game-based learning has gotten more normal in schooling and one of the arising game-based learning stages utilized in instruction establishments is Kahoot. This paper explored the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The examination utilized a review that comprises of 12 things through Kahoot study stage. An aggregate of 100 subjects partook in this examination. The understudies profoundly apparent Kahoot as fun, successful and better than e-learning stage for input as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 aside from working on complex subjects that acquired an unsuitable level. There were critical middle score contrasts among male and female understudies for inspiration and saw information maintenance, whereby guys scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is achievable, down to earth and makes learning fun and pleasant. It very well may be utilized to spur understudies to learn. Be that as it may, Kahoot was not the best apparatus to work on complex subjects as seen by school understudies.

APPLYING KAHOOT IN FORMATIVE ASSESSMENT IN EFL CLASSROOM

The standard defense developmental evaluation is to improve understudies' learning and it ought to be viewed as a piece of the learning affiliation. Game-based learning has gotten more normal in the coaching and one of the arising game-based learning stage utilized in direction establishments is Kahoot. This paper examined the impression of understudies towards Kahoot as a developmental evaluation instrument in school understudies in Indonesia. The evaluation utilized a review that contains 12 things through Kahoot study stage. An aggregate of 170 subjects took an interest in this appraisal. The understudies essentially clear Kahoot as fun, viable and better than e-learning stage for commitment as its middle score was 4. The remainder of things were acceptably seen by the understudies as demonstrated by the score of 3 next to managing complex subjects that acquired inadmissible level. There were essential focus score contrasts among male and female understudies for inspiration and saw information upkeep, whereby people scored higher than females (p < 0.05). Kahoot is a promising developmental evaluation instrument that is possible, objective and makes learning fun and beguiling. It very well may be utilized to nudge understudies to learn. Regardless, Kahoot was not the best contraption to manage complex subjects as seen by school understudies.

Contributing to Multi-Sector Displacement of Vulnerabilities to Radicalization through a Developmental Evaluation Approach (Ottawa, Canada)

This presentation introduces workshop participants to the role of developmental evaluation in multi-sector collaborative efforts to detect and displace vulnerabilities to the risk of violent extremism. Our discussion shares the journey that the Ottawa Police Service took to mobilize a wide variety of human service partners under a shared commitment to work upstream—where there is an opportunity to support individuals and families during early signs of vulnerability to radicalization. The result of this collaboration is the Ottawa Vulnerability Reduction Protocol: a multi-sector prevention tool aimed at identifying opportunities to support individuals before vulnerability for risk of radicalization to violence occurs. The protocol helps human service professionals, who may not have expertise in violent extremism, to develop the capacity, opportunity, and confidence to contribute towards upstream solutions. Participants of test simulations describe the protocol as allowing for support to be mobilized without labeling and stigmatizing an individual (i.e., radical, extremist), while also requiring the types of support that most human service professionals are comfortable providing. Construction of the protocol and accompanying resources (e.g., Vulnerability Detection Tool, Shared Needs Assessment, Integrated Support Plan) was supported through a developmental evaluation framework. By incorporating the continuous collection of data, ongoing stakeholder feedback, and insight from the preventing and countering violent extremism field, the evaluator assisted community partners in determining a structure and approach to building the protocol. This developmental evaluative approach helped diverse human sectors to navigate multiple perspectives and identify a shared pathway forward.

Traditional versus Developmental Evaluation

When evaluating the effectiveness of public health, and behavioral and medical interventions, various methods can be used to systematically judge the merit, worth, value, and significance of the program’s outcomes. This presentation will describe what is meant by “evaluation approaches” by providing examples of the characteristics of several different types of approaches, such as, the appreciative inquiry, beneficiary assessment and case study approaches. The presentation will then focus on introducing the developmental evaluation approach by comparing it to the traditional evaluation approach in terms of its purpose, the evaluator’s role, accountability, measurement, and results. Examples of the causal inference pathways underlying the developmental and traditional approaches will illustrate how developmental approaches can accommodate multivariable and multivariate models, this can be used to evaluate the intricacies of complex real-world problems and programs.

Students’ Perception of the Use of Learning Management System to Facilitate Flipped Learning Experience for English Language Teaching in Private Higher Education Institution in Oman: A Developmental Evaluation

Learning Management System (LMS) has become an integral part of education technology in every institution. Almost all the Higher Education Institutions (HEIs) are using LMS to facilitate their teaching and learning processes. The study aims to evaluate the effectiveness of LMS and the basic perception of students on the usage of LMS and various plugins to support their learning process not only to ensure its quality but also to evaluate different strategies for its future enhancement. Hence, this study adopts a developmental evaluation framework to assess students’ satisfaction and perception of using the (LMS) in their experiential Flipped Learning (FL) of English language modules. The methodology follows the pragmatic paradigm based on Dewey’s theory to allow for mixed-method instruments to be employed for a better understanding of the LMS, exploring its challenges and opportunities. This small-scale evaluative study involved a survey of 70 respondents and a focus group of ten students in a private HEI in Oman to explore their FL experience in English modules. The depiction of this experience represented positive responses emphasizing how FL technology-enhanced individualized/experiential learning reinforced in life-long learning skills suitable for career practice. Recommendations are offered for LMS to facilitate enhanced flipped teaching implementation, promoting a student-centered environment ideal for a broader approach of active learning in HEI contexts.