Table 2: Project activities, milestones and KPIs TIME PLANNED PROJECT ACTIVITIES IDENTIFIED KEY KEY PERFORMANCE FRAME ACTIVITIES AND AND MILESTONES PERFORMANCE INDICATORS OUTCOME MILESTONES COMPLETED INDICATORS Jan, May Redesign/ Completed. Impact of specific Key performance – Aug Development and Paper-based surveys core NISEP indicators were met. 2015, Implementation of (first implemented in activities, and mode Quantitative and Nov – Jan evaluation 2007) were assessed, of engagement on qualitative data from the 2016 questions. updated, and new higher education paper-based surveys and forms implemented. awareness, interviews/focus groups Successive rounds of valuation and were assessed so as to interview/focus group access measured. determine which NISEP questions were activities were the most developed and impactful and efficient in implemented with increasing higher secondary students, education awareness, school staff, university valuation and access. This staff, Indigenous Elders information is being used and community to steer the ongoing members and improvement of NISEP. parents/carers. May – Case Study: Completed. Case study Case study produced. Key Aug 2015, Community Driven Analyses of the produced. performance indicators Dec – Aug Program. evaluation data were met. 2016 identified the role and These data resulted in a importance of publication - Whiteford, community G., et al. (2017). The River involvement in making of Learning: building NISEP more impactful relationships in a on its target university, school and beneficiaries. community Indigenous widening participation collaboration. Higher Education Research Development, 36, 1490. Jan & Jun Engage Focus Completed. Focus Groups Key performance – Aug, Groups. Focus engaged. indicators were met. Oct – Nov groups/interviews were Focus groups/interviews 2015, Jan undertaken with were undertaken with 2016, secondary students, secondary students, May – school staff, university school staff, university Jun 2016, staff, Indigenous Elders staff, Indigenous Elders Aug 2016 and community and community members members and and parents/carers. parents/carers. Jun – Case Study: School Completed. Case study Key performance Nov 2015 Driven Program. Analyses of the produced. indicators were met. evaluation data The quantitative and identified the qualitative evaluation data importance of the was coded into themes, direct involvement of allowing for its the partner schools in subsequent use in the guiding NISEP’s improvement of NISEP’s direction and activities resources and processes
Table 2: Project activities, milestones and KPIs TIME FRAME PLANNED ACTIVITIES AND MILESTONES PROJECT ACTIVITIES AND MILESTONES COMPLETED IDENTIFIED KEY PERFORMANCE INDICATORS KEY PERFORMANCE INDICATORS OUTCOME Jan, May – Aug 2015, Nov – Jan 2016 Redesign/ Development and Implementation of evaluation questions. Completed. Paper-based surveys (first implemented in 2007) were assessed, updated, and new forms implemented. Successive rounds of interview/focus group questions were developed and implemented with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Impact of specific core NISEP activities, and mode of engagement on higher education awareness, valuation and access measured. Key performance indicators were met. Quantitative and qualitative data from the paper-based surveys and interviews/focus groups were assessed so as to determine which NISEP activities were the most impactful and efficient in increasing higher education awareness, valuation and access. This information is being used to steer the ongoing improvement of NISEP. May – Aug 2015, Dec – Aug 2016 Case Study: Community Driven Program. Completed. Analyses of the evaluation data identified the role and importance of community involvement in making NISEP more impactful on its target beneficiaries. Case study produced. Case study produced. Key performance indicators were met. These data resulted in a publication - Whiteford, G., et al. (2017). The River of Learning: building relationships in a university, school and community Indigenous widening participation collaboration. Higher Education Research Development, 36, 1490. Jan & Jun – Aug, Oct – Nov 2015, Jan 2016, May – Jun 2016, Aug 2016 Engage Focus Groups. Completed. Focus groups/interviews were undertaken with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Focus Groups engaged. Key performance indicators were met. Focus groups/interviews were undertaken with secondary students, school staff, university staff, Indigenous Elders and community members and parents/carers. Jun – Nov 2015 Case Study: School Driven Program. Completed. Analyses of the evaluation data identified the importance of the direct involvement of the partner schools in guiding NISEP’s direction and activities Case study produced. Key performance indicators were met. The quantitative and qualitative evaluation data was coded into themes, allowing for its subsequent use in the improvement of NISEP’s resources and processes
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