Applying an educative approach to engage stakeholder values in evaluations of STEM research and education programmes

Abstract

Stakeholder values regarding a programme’s worth and their own principles or standards can aid or impede an evaluation. The evaluator’s challenge and responsibility is to successfully engage multiple stakeholder value orientations in the evaluation process. Stakeholder engagement is essential within evaluations of programmes aimed at broadening participation of underrepresented individuals and institutions in science, technology, engineering and mathematics (STEM). This article describes an educative approach to engage stakeholder values within evaluations of STEM research and education programmes funded by the U.S. National Science Foundation (NSF). Reflections and implications for evaluation theory and practice applicable to any STEM evaluation context, and more broadly to the field of evaluation, are discussed.