What counts? Who counts? Ethical evaluation in access and participation

In England, evaluation of access and participation work has become a regulatory expectation in higher education (HE), with the goal of producing ‘learning’ to influence practice. As demand for the product of evaluation has grown, guidance for evaluators has focused on methods, with limited reference to evaluation ethics. This is despite research pointing to the importance for who is included in evaluation and for how evidence, knowledge and different values are distributed. Where ethics guidance exists, it focuses on defining ethical evaluation practices and securing ethical approval in an HE context. There is little space for the everyday ethics in navigating the power structures of institutions, the pressures of marketized HE, or the sense of responsibility that can come from inviting people’s stories.

This paper explores the co-researched experiences of thirteen evaluators working in this context and how they navigate ethical challenges, looking beyond individuals determining ethical conduct to considering the powers that enable or constrain it. We argue for evaluation ethics that considers evaluation as a process, not product, and situates the evaluator in a network of responsible parties. We also point to the value of relationships in creating space for ethical considerations that can support evaluation for social justice.