Inclusive Systemic Evaluation

Module title	Inclusive Systemic Evaluation
Module code	POLM812DA
Academic year	2025/6
Credits	30
Module staff	Dr Ellen Lewis (Convenor)

Duration: Term	1	2	3
Duration: Weeks		12

Number students taking module (anticipated)	50

Module description

This module introduces Inclusive Systemic Evaluation (ISE) — a transdisciplinary and intersectional approach rooted in Critical Systems Thinking and evaluation. You will explore how systemic and systematic analysis can be used to understand and support change in complex contexts. You will critically examine interrelationships, perspectives, and boundaries that shape power, conflict, and marginalization. The module develops practical skills in boundary critique and participatory engagement with diverse knowledge holders. You will apply ISE principles to real-world challenges, advancing your capacity to design inclusive and just systems interventions.

Module aims - intentions of the module

To introduce Inclusive Systemic Evaluation into service design as a holistic approach for understanding and shaping complex, dynamic, and interconnected service systems.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. Critically discuss evaluation theories and methodologies (S17).
2. Research and apply suitable methodologies to evaluate services (K6, K8, S13).
3. Advocate for a user-centric evaluation methodology (S5, S16)

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

4. Promote equity, justice and inclusion in service design (K17).
5. Surface assumptions and analyse data and insights to arrive at questions to explore improvement (S9).
6. Analyse regulatory and legislative requirements pertinent to the sector and organisation the practitioner is supporting (K18).
7. Communicate effectively complex information to various audiences (S18).

ILO: Personal and key skills

On successfully completing the module you will be able to...

8. Promote inclusivity by seeking out and acknowledging marginalised perspectives (S20).
9. Show initiative and ability to plan (K12, B5).
10. Demonstrate commitment to continuous professional development (B4).

Syllabus plan

Intended taught content (may vary from year to year):

History and development of inclusive systemic evaluation/thinking (e.g., critical systems thinking, systemic intervention, feminist systems thinking, evaluation foundations, critical systems heuristics).
Main concepts of ISE (e.g. socio-environmental dimensions, social justice, transdisciplinary, emergence, evaluative inquiry/reasoning, facilitation).
Human-centred design concepts (e.g. self as instrument, social constructionism, intersectionality, positionality, empathy, dialogue, co-creation, action learning cycles, interconnected social, technical, and environmental systems).
Designing an evaluative framework for service design interventions.
Service Designer Standard and EPA Plan.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
20	70	300

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled learning and teaching activities	20	Online masterclass events (6hrs including breaks) and drop-in sessions (1hr)
Guided independent study	70	Private study reading and preparing for the module and the assessment by leaning into prescribed activities in ELE
Placement/Study Abroad	300	Apprentice applying SD concepts to work context

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Inclusive systemic evaluation proposal for a project (re)design outline	1000	1,2,3,4,5,6,7	Written

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Project Proposal	100	4500 words equivalent	1,2,3,4,5,6,7,8,9,10	Written

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Project Proposal	Project Proposal	1,2,3,4,5,6,7,8,9,10	Next re-assessment period

Indicative learning resources - Basic reading

Gates, E., Vidueira,P. (2025). Evaluative Inquiry for Systemic Change - A Guide to Shift Beyond Fixes to Lasting Value. Sage Publications.

Midgley, G. (2023). The Systemic Intervention Approach. Journal of Systems Thinking, 24. https://www.scienceopen.com/hosted-document?doi=10.54120/jost.000050

Montrosse-Moorhead, B., Schröter, D., & Becho, L. W. (2024). The Garden of Evaluation Approaches. American Journal of Evaluation, 45(2), 166-185. https://doi.org/10.1177/10982140231216667

Ofir, Z., & Rugg, D. (2021). American Journal of Evaluation Section on International Developments in Evaluation: Transforming Evaluation for Times of Global Transformation. American Journal of Evaluation, 42(1), 47-52. https://doi.org/10.1177/1098214020979070

Rajagopalan, R., & Midgley, G. (2015). Knowing differently in systemic intervention. Systems Research and Behavioral Science, 32(5), 546-561. https://doi.org/10.1002/sres.2352

Stephens, A., Lewis, E. D., & Reddy, S. M. (2018). Inclusive Systemic Evaluation for Gender equality, Environments and Marginalized voices (ISE4GEMs): A new approach for the SDG era. UN Women. http://www.unwomen.org/en/digital-library/publications/2018/9/ise4gems-a-new-approach-for-the-sdg-era

Indicative learning resources - Web based and electronic resources

ELE – https://ele.exeter.ac.uk/

Indicative learning resources - Other resources

INTRAC (2025) M&E Universe https://www.intrac.org/resources/me-universe/

Key words search

Service Design, Systems Thinking, Evaluation

Credit value	30
Module ECTS	15
Module pre-requisites	None
Module co-requisites	None
NQF level (module)	7
Available as distance learning?	Yes
Origin date	21/10/2025