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Many universities are currently investing significant sums of money into refurbishing existing learning spaces and/or building further infrastructure (including Next Generation Learning Spaces (NGLS)) to support learning and teaching in the face-to-face context. While this is usually welcome by staff and students, there is often a concern that designs are not informed by input from appropriate stakeholders.

This chapter brings together information from a range of sources to provide practical ideas and advice on designing robust, whole-of-lifecycle evaluations for learning space projects. By incorporating pre- and post-occupancy stages, involving a wide array of stakeholders and looking beyond surveys and focus groups as evaluation techniques, universities can ensure that future designs take into consideration the experiences and context of staff and students at the institution as well as lessons learned from previous projects.

Objective – The first wave of experiences of exemptions policies suggested that poverty-based exemptions, using individual targeting, were not effective, for practical and political economic reasons. In response, many countries have changed their approach in recent years – while maintaining user fees as a necessary source of revenue for facilities, they have been switching to categorical targeting, offering exemptions based on high-priority services or population groups. This chapter aims to examine the impact and conditions for effectiveness of this recent health finance modality.

Methodology/approach – The chapter is based on a literature review and on data from two complex evaluations of national fee exemption policies for delivery care in West Africa (Ghana and Senegal). A conceptual framework for analysing the impact of exemption policies is developed and used. Although the analysis focuses on exemption for deliveries, the framework and findings are likely to be generalisable to other service- or population-based exemptions.

Findings – The chapter presents background information on the nature of delivery exemptions, the drivers for their use, their scale and common modalities in low-income countries. It then looks at evidence of their impact, on utilisation, quality of care and equity and investigates their cost-effectiveness. The final section presents lessons on implementation and implications for policy-makers, including the acceptability and sustainability of exemptions and how they compare to other possible mechanisms.

Implications for policy – The chapter concludes that funded service- or group-based exemptions offer a simple, potentially effective route to mitigating inequity and inefficiency in the health systems of low-income countries. However, there are a number of key constraints. One is the fungibility of resources at health facility level. The second is the difficulty of sustaining a separate funding stream over the medium to long term. The third is the arbitrary basis for selecting high-priority services for exemption. The chapter therefore concludes that this financing mode is unstable and is likely to be transitional.

Purpose – To highlight ways to overcome challenges in conducting authentic assessments and using data effectively in program planning.

Approach – To help teachers investigate the definition and purpose of assessments available for use in today's diverse classrooms, and use assessment results to inform instruction.

Practical implications – A school team analysis framework focused on teacher collaboration when conducting evaluations of districts' reading programs, a data use cycle, and a reflective questionnaire are provided for professional development.

Social implications – Social justice and differentiated instruction require balanced assessment methods and portfolio use as an implementable and manageable method to document student progress.

Originality/value of paper – This chapter engages teachers in the reality that they can be the driving force behind assessments for learning in their classrooms, schools, and districts.

This chapter examines the challenges of developing and implementing a new national evaluation approach in a complex library funding program. The approach shifts a prior outcome-based evaluation legacy using logic models to one relying on nonlinear logic mapping. The new approach is explored by studying the Measuring Success initiative, launched in March 2011 for the largest funded library services program in the United States, the Institute for Museum and Library Services formula-based Grants to States program. The chapter explores the relative benefits of nonlinear logic maps and emphasizes the importance of scaling evaluation from individual projects toward clusters of similar library services and activities. The introduction of this new evaluation approach required a new conceptual frame, drawing on diffusion, strategic planning, and other current evaluation theories. The new approach can be widely generalized to many library services, although its focus is on a uniform interorganizational social network embedded in service delivery. The chapter offers a new evaluation perspective for library service professionals by moving from narrow methodological concerns involving measurement to broader administrative issues including diffusion of library use, effective integration of systematic data into program planning and management, and strengthening multi-stakeholder communication.

This chapter examines a recently launched initiative for developing institutional leadership for scholarly approaches to and the Scholarship of Graduate Student Supervision (SoGSS) at the University of British Columbia (UBC). This initiative is led by the Dean, Associate Dean, and former Associate Dean of the Faculty of Graduate and Postdoctoral Studies and is supported by a team of National Teaching Fellows and a graduate student. It involves a customized graduate student supervision (GSS) leaders’ cohort within the International Faculty SoTL Leadership Program at UBC. The initiative arose from institutional concerns about quality assurance and strategic supports for the enhancement of GSS in UBC’s multidisciplinary research-intensive context. The following were noted: (1) widespread discrepancies in the ways that GSS (sometimes referred to as mentoring) is being taken up and exercised across campus; (2) lack of strategic leadership for GSS within units and related professional development initiatives; and (3) inadequate faculty assessment and evaluation protocols (e.g., formative for professional development purposes or summative for tenure, promotion and reappointment purposes) for discipline-specific GSS practices.

Behavioral scientists have long sought to capture how individuals’ understandings, perceptions and beliefs affect their decisions, often through examining the underlying cognitive processes that drive action (Schendel & Hofer, 1979). Economists, for example, are interested in how individuals’ utility functions influence their actions. Marketing researchers investigate how consumers’ preferences are reflected in their purchase behaviors. Organization researchers examine individual characteristics that influence outcomes such as job satisfaction, promotion, and turnover (Aiman-Smith et al., 2002).

Banking traces back to 2000 BC in Assyria, India and Sumeria. Merchants used to give grain loans to farmers and traders to carry goods between cities. In ancient Greece and Roman Empire, lenders in temples, provided loans, and accepted deposits while performed change of money. The archaeological evidence uncovered in India and China corroborates this. The major development in banking came predominantly in the mediaeval, Renaissance Italy, with the major cities Florence, Venice and Genoa being the financial centres. Technology has become an inherent and integral part of our lives. We are generating a huge amount of data in transfer, storage and usage, with greater demands of ubiquitous accessibility, inducing an enormous impact on industry and society. With the emergence of smarter cities and societies, the security challenges pertinent to data become greater, impending impact on the consumer protection and security. The aim of this chapter is to highlight if SSI and passwordless authentication using FIDO-2 protocol assuage security concerns such as authentication and authorisation while preserving the individual's privacy.

This chapter describes the experiences of a researcher involved in creating a new evaluation policy for the Ministry of Education and Culture in Cyprus. This included reforms to school evaluation and school self-evaluation. How was it informed by scholars, by previous policy, and by recent developments in several EU and non-EU countries? What was the role of different stakeholders in it? While designing the new evaluation policy, different education policies and practices were studied, and all stakeholders had the opportunity to voice their opinions, challenges and needs. From this approach, it was evident that change is no linear process, and it involved constant readings and discussions to revisit major points presented by each stakeholder, thus allowing a holistic view. This became a critically important feature of the approach as it allowed the members of the committee to examine and re-examine different aspects of all stakeholders' opinions. It is evident that it was not enough to study factors associated with the success or failure of the latest policy to solve the change challenge. The evaluation itself is a controversial issue where scholars and scientists intend to approach it from a different angle than government officers, policymakers, citizens, school leaders, who themselves approach it differently than the evaluatee. For this reason, the committee preferred to approach this matter by merging top-down and bottom-up opinions and acting in a collegial way.

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote school success while encouraging a climate of teaching and learning leadership to be fostered. At issue, however, are issues of choice and empowerment with respect to teachers’ readiness to embrace imposed initiatives. This site-based investigation reports teachers’ perceptions of the benefits and disadvantages of the mandated study-group process. Mixed results with respect to compulsory professional development are described in the areas of growth and collegiality, student achievement, emotional support, time restraints, and personality conflicts.