Process

A key dimension in both the action research and design thinking approaches is the emphasis placed on evaluation. In the Evaluate stage evidence is gathered to determine the efficacy of the changes, innovation and/or product. This involves planning and research. Ideally, as plans are discussed and prototypes developed consideration is given to the development of an evaluation strategy and how feedback will be used to further enhance students’ experiences and learning outcomes. The goal of the Evaluate phase is to explore evidence, consider gaps, and feeding results back into the next iteration of the Review and Reflect stage. The core question is

• To what extent have we achieved our internationalisation goals?

Similarly, in the design thinking approach the goal of Testing is eliciting and using user feedback, developing better understandings of users (Empathizing), and generating insights that may change the way the problem was initially identified. The core question in Testing is:

• Has our solution (product – conceptual or physical) been successful?  

Defining success and agreeing on success indicators is an important dimension of this stage. You might consider the impact of the changes made to the curriculum over time and the outcomes of these for students, faculty, the university and the broader community over time. Individually and/or in the team questions to consider could include:

• What stories would you like students to tell in their learning journey in your program/discipline/university?
• What outcomes would you like to see called out in institutional reports/media/scholarly publications?
• As a result of the change/innovation/renewed curriculum what would you tell the university leadership in order to receive funding for other internationalisation of the curriculum activities?

Activities associated with this stage might include:

• analysing evidence collected from stakeholders, including students and staff
• reflecting on the impact of action taken
• considering any ‘interference’ factors e.g. unexpected events that may have had a positive or negative impact on achievement of goals
• considering any gaps in the evidence and collection of post-hoc evidence if necessary
• summarising achievements and feeding results into ‘Review and Reflect’ stage
• negotiating ongoing roles and responsibilities for internationalisation of the curriculum within the program team.