EUN695 Research and Evaluation for Educational Change
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN695 |
|---|---|
| Prerequisite(s): | EUN691. EUN691 can be enrolled in the same teaching period as EUN695. |
| Equivalent(s): | EUZ695 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN695 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN691. EUN691 can be enrolled in the same teaching period as EUN695. |
| Equivalent: | EUZ695 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Hitendra Pillay | h.pillay@qut.edu.au |
Overview
Organisations that deliver education are increasingly interested in methods for evaluating and authenticating the outcomes of their programs and activities. Furthermore, educators in these organisations need processes and procedures to analyse and address practice problems and contribute to the evaluation and development of practice. This unit equips you with knowledge and skills to investigate practical questions and to develop recommendations for change. A range of methods for developing, evaluating and improving education will be examined including practitioner inquiry and evaluation. The use of empirical research to inform practice will be foregrounded.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse education programs and contexts to inform practitioner research and evaluation.
- Plan for ethical practitioner research and evaluation related to educational issues/phenomena and practices.
- Synthesise scholarship and theory on practitioner research and evaluation and apply to educational contexts.
- Create multi-modal resources to communicate practitioner research to specialist and non-specialist audiences in professional and scholarly contexts.
- Plan for and apply ethical research principles and codes of conduct to engage with practitioner research and evaluation.
Content
This unit will cover the following:
Evaluation
- Evaluative Thinking, theory, and terminology
- Program theory of change and logic models
- Levels of evidence
- Common evaluation designs
- Interpreting and applying evaluation findings.
Practitioner inquiry
- Commonalities evident in practitioner-engaged inquiry approaches
- Design, implementation and common critiques of practitioner-engaged inquiry approaches
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships
- Genres of practitioner-engaged inquiry research.
- Ethical principles of practitioner inquiry
Learning Approaches
In this unit you will learn through engaging in the following:
- pre-recorded online videos
- tutorials (online and on-campus)
- online learning activities
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade.
Assessment
Overview
There are two assessments in this unit:
1. Program evaluation - this task draws on program logic models to inform the evaluation design of an education program.
2. Practitioner inquiry plan - this task draws on practitioner inquiry methods as a means of exploring an education issue or problem and this is presented as a digital poster.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Program evaluation
You will prepare an evaluation design on an approved program. You will develop a simple program logic model which will inform your evaluation design. This will focus on one aspect of the program logic model and include key components of overall evaluation design, participants, data collection approaches, analysis and reporting approaches.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
Assessment: Practitioner inquiry plan
You will propose a practitioner inquiry in your context and seek the input of a colleague or other stakeholder on the research problem that you have identified. Justify the use a practitioner inquiry, and develop one phase or cycle of an inquiry based on the use of literature, your professional conversation and interpretation of contextual information relevant to the problem. You will be required to demonstrate a critical understanding of research ethics, the strengths and challenges of the selected approach, and provide relevant critique about the limitations of the plan. You will create a digital poster about your inquiry and record yourself presenting your poster and reflecting on your professional conversation.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Program evaluation , Practitioner inquiry plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, Program evaluation , Practitioner inquiry plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO2, ULO5, Program evaluation , Practitioner inquiry plan - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO4, Practitioner inquiry plan
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN695 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN691. EUN691 can be enrolled in the same teaching period as EUN695. |
| Equivalent: | EUZ695 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
Organisations that deliver education are increasingly interested in methods for evaluating and authenticating the outcomes of their programs and activities. Furthermore, educators in these organisations need processes and procedures to analyse and address practice problems and contribute to the evaluation and development of practice. This unit equips you with knowledge and skills to investigate practical questions and to develop recommendations for change. A range of methods for developing, evaluating and improving education will be examined including practitioner inquiry and evaluation. The use of empirical research to inform practice will be foregrounded.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critically analyse education programs and contexts to inform practitioner research and evaluation.
- Plan for ethical practitioner research and evaluation related to educational issues/phenomena and practices.
- Synthesise scholarship and theory on practitioner research and evaluation and apply to educational contexts.
- Create multi-modal resources to communicate practitioner research to specialist and non-specialist audiences in professional and scholarly contexts.
- Plan for and apply ethical research principles and codes of conduct to engage with practitioner research and evaluation.
Content
This unit will cover the following:
Evaluation
- Evaluative Thinking, theory, and terminology
- Program theory of change and logic models
- Levels of evidence
- Common evaluation designs
- Interpreting and applying evaluation findings.
Practitioner inquiry
- Commonalities evident in practitioner-engaged inquiry approaches
- Design, implementation and common critiques of practitioner-engaged inquiry approaches
- Consideration of practitioner-engaged inquiry approaches and other related ideas such as practice research, professional learning and academic research partnerships
- Genres of practitioner-engaged inquiry research.
- Ethical principles of practitioner inquiry
Learning Approaches
In this unit you will learn through engaging in the following:
- pre-recorded online videos
- tutorials (online and on-campus)
- online learning activities
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade.
Assessment
Overview
There are two assessments in this unit:
1. Program evaluation - this task draws on program logic models to inform the evaluation design of an education program.
2. Practitioner inquiry plan - this task draws on practitioner inquiry methods as a means of exploring an education issue or problem and this is presented as a digital poster.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Program evaluation
You will prepare an evaluation design on an approved program. You will develop a simple program logic model which will inform your evaluation design. This will focus on one aspect of the program logic model and include key components of overall evaluation design, participants, data collection approaches, analysis and reporting approaches.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
Assessment: Practitioner inquiry plan
You will propose a practitioner inquiry in your context and seek the input of a colleague or other stakeholder on the research problem that you have identified. Justify the use a practitioner inquiry, and develop one phase or cycle of an inquiry based on the use of literature, your professional conversation and interpretation of contextual information relevant to the problem. You will be required to demonstrate a critical understanding of research ethics, the strengths and challenges of the selected approach, and provide relevant critique about the limitations of the plan. You will create a digital poster about your inquiry and record yourself presenting your poster and reflecting on your professional conversation.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO3, Program evaluation , Practitioner inquiry plan - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, Program evaluation , Practitioner inquiry plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO2, ULO5, Program evaluation , Practitioner inquiry plan - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO4, Practitioner inquiry plan