Evaluation in management education: A visual approach to drawing out emotion in student learning
介绍了一种通过学生绘制图画来收集情感反馈的评估方法，在英国大学的管理本科课程中试点，发现该方法能让学生表达情感、关注学习的时间性并参与评估议程设定，为管理教育评估提供了传统方法难以获得的丰富情感数据。
This article introduces a confluent method of evaluation from the qualitative paradigm that encourages student feedback via a sensory route, namely, participant-produced drawings . Through a phenomenological qualitative inquiry carried out at a UK university where the use of participant-produced drawings were piloted, three areas for consideration with regards to enhancing the evaluation of undergraduate provision in management education were identified: (a) giving students space to emotionally respond to their learning, (b) acknowledging the temporal aspect of student learning and (c) offering students the opportunity to set and shape the evaluative agenda. Participant-produced drawing is offered as a method of evaluation that is appreciative of the cognitive-affective learning debate and the rapidly changing nature of higher education practice. We argue that this method provides rich evaluative data on the affective nature of learning that is not as easily explored by traditional, quantitative methods.