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Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs. Journal of Higher Education Outreach and Engagement, 15, 57-84.
https://files.eric.ed.gov/fulltext/EJ957107.pdf

has been cited by the following article:

• TITLE: Student Satisfaction in Australian Agriculture VET: Quality Indicator or Incomplete Picture?

  AUTHORS: Hardy Manser, James Pratley, Lincoln Gill, Jeff McCormick

  KEYWORDS: Agriculture Education, ATVET, Vocational Education and Training (VET), Quality, Satisfaction, Student

  JOURNAL NAME: Creative Education, Vol.17 No.7, July 10, 2026

  ABSTRACT: The increasing technological complexity of Agriculture 4.0 has intensified demand for a skilled and adaptable agricultural workforce. While Vocational Education and Training (VET) is positioned as a key mechanism for workforce development, the extent to which Agriculture Technical and Vocational Education and Training (ATVET) delivers quality outcomes remains unclear. This study evaluates whether student satisfaction provides a meaningful indicator of ATVET quality. NCVER Student Outcomes Survey unit record files from 2020-2024 were merged (N = 746,678 records), yielding an analytic sample of 587,389 valid responses after exclusion of partial and non-responses. Satisfaction outcomes were compared between agriculture and non-agriculture programs across teaching, assessment, resources, and support services. Chi-square tests and Cramer’s V were used to assess statistical significance and effect size. Agriculture students reported consistently higher satisfaction than non-agriculture students (e.g., 93.8% vs 90.4% for completers), although effect sizes were negligible (φc