An evaluation framework to measure and evaluate the outputs, outcomes and impact of third mission initiatives and social impact programs of King’s College (Nepal)

Abstract

Historically, higher education institutions (HEIs) have been criticized for pursuing knowledge for their own sake and for promoting ‘elitist’ practices. As the world transitioned from the industrial society to the knowledge-based society, HEIs’ societal relevance has taken the center stage of the higher education policy discourse. In addition, changing student demographics, rapidly evolving stakeholder demands, and new technologies, coupled with external pressures like reduced public funding and increasing need to diversify revenue sources are forcing HEIs to embrace innovation, responsivity, and adaptation. Responding to these triggers and trends, many HEIs have integrated third mission (TM) – mission beyond teaching and research – into their systems, institutionally and strategically. This qualitative study explores the program theories of various TM centers of King’s College (Nepal) to develop a common narrative of their TM priorities while developing metrics and indicators to measure and evaluate the outputs, outcomes, impact and efficiency of those TM programs. It aims to instill the values of institutional research, evaluative thinking and evidence-based decision making to advance TM programs within King’s College.