Courage, Honesty, and Evaluation in the Apprehensive University

Abstract

A consistent question in education is how to evaluate the degree to which universities and their programs are meeting the claims they make on their webpages and other materials, which entice students and faculty alike to join their collegiate community. Misalignments between what is promised and what is provided harm all community members but have disproportionate effects on students of color. It is therefore an ethical imperative for the higher education sector to undertake system wide evaluations because of the ever-rising financial and emotional costs of graduate education. For educators and administrators alike, this means systematically interrogating data to identify unseen patterns, challenge assumptions, and ask both critical and highly uncomfortable questions; for educators, this may include a truthful assessment of our own practices and assumptions. We propose drawing from the field of program evaluation and using theory-driven evaluation as a specific framework to understand graduate education process and outcomes. This conceptual paper links together existing literatures and is augmented by the authors’ reflection and dialogue about their experiences designing and implementing graduate education across several institutions. We end with a call for courage and honesty in carefully evaluating graduate education for the betterment of all students, faculty, and administrators.