Doctoral Student Experiences with Research on Evaluation: Insights and Opportunities from a Collaborative Autoethnography

Abstract Information: What is the experience of doctoral students in learning and being prepared to conduct RoE? What can be done to improve the experience and the learning? There is little evidence on how doctoral students learn to conduct research on evaluation (RoE), in part because formal evaluator education programs prioritize evaluation practice. Therefore, most of the next generation of evaluation researchers is trained through informal processes and applied projects. A diverse group of 7 evaluation practitioners who are current doctoral students joined forces to examine the experience of PhD students in learning and preparing to conduct RoE. This group of students examined their experiences learning about RoE through a collaborative autoethnographic (CAE) methodology and systematic reflection on topics ranging from how academic learning has been applied to projects, research-practice gaps, access and inclusion, the role of interpersonal relationships, and more. This session will provide a novel perspective on evaluator education through the student experience. The presenters will share findings from their CAE reflection and offer opportunities for session participants to reflect on their own engagement with RoE. They will also share tips for using CAE as a method to conduct RoE or to support reflective practice. Furthermore, they will share lessons learned for university programs, faculty, and mentors on supporting the process of learning RoE. Understanding how the next generation is learning to conduct RoE, identifying strengths in that process, and determining ways to better prepare researchers and advance RoE are crucial for the continued growth of evaluation as a discipline.