Participatory Evaluation: An Intended Catalyst to Learning within University

Based on the meaning of participative evaluation as a collaborative inquiry process, the purpose of this study was to investigate the evaluation-related communication among the internal stakeholders of higher education process. The study employed a quantitative design with 235 participants from a Romanian public university. Data about evaluation-related communication were collected by a survey consisted of three main dimensions: the communication initiative, communication partners and the status of the persons participating to such a communication. The findings indicate communication-initiating vs. communication-responding role differences among participants, in the process of participatory evaluation of the quality of education programs, as characteristics of a collaborative inquiry process aiming to learning and change.