Realist Evaluation of Technology Initiatives

PhD Research: Approaches to evaluating digital technology in the contemporary university

The activities undertaken during this PhD were set in the context of working as a practitioner-researcher over a ten year period, from 2006 – 2016. The research was motivated from my background in design, and experiences in roles such as technologist, software developer, project researcher, project manager and IT manager. In the early years, the aim was to enhance teaching and learning within the curriculum using emerging technologies: working directly with academics to adapt and adopt successful technologies into their courses. Subsequent activity centred around externally funded projects and government funded initiatives where there were more formal requirements from funders to demonstrate success or potential wider impact of the development and embedding of technology in the university.

The pace of change began to accelerate during that period, both within UK HE and technologically, which was juxtaposed with government funding cuts to the sector. The necessity for the Higher Education community to adapt helped establish the importance of the research along with a growing requirement for critical reflection and continuous improvement from professional accreditation bodies such as the Higher Education Academy. There was a need to read more, learn from others, understand and utilise educational theories and models on technology adoption, and undertake more rigorous and focused research – hence the PhD. There was a shared desire to make fewer mistakes; to become wiser and more creative in the design, development and embedding processes; to make better decisions about areas that would benefit from technological developments and conversely areas where it was unhelpful or damaging to students, staff and institutions.

A good proportion of that period of time was spent working as part of a vanguard of like-minded researchers and practitioners trying to innovate in the field of educational technology. Innovation, not only in new technologies or pedagogies, but particularly with this research, innovation in the way that we understand what works (and what does not) and more importantly why. This research attempted to uncover evidence that is based upon more than anecdotal accounts from an inner circle of technology evangelists. The driving force was to undertake research that is understood and received as a rigorous evidence-base upon which sound strategic decisions can be made. Particularly in the context of institutions needing to invest more of their own money in technology enhanced teaching and learning.

The overarching professional aim was (and still is) to engage in research-informed development of technology that is not only usable but useful and used.

To cite this research please use:
King, Melanie (2017): The realist evaluation of educational technology. Loughborough University. Thesis. https://hdl.handle.net/2134/27554

This PhD has been done via Publications and comprises a covering chapter (the thesis below) and 10 supporting publications.