Professor Saville Kushner

Name: Professor Saville Kushner
Current position: Professor of Education
Location: Ormskirk Main Campus, Faculty of Education


Research methods, Educational Evaluation, Curriculum, Education and Social Policy.


  • PhD (East Anglia), Dip.Ed. (Bristol)
  • B.Sc (Econ) (London)


  • 1971-1974 University of Sussex (Academic Administrator)
  • 1974-1975  ILEA
  • 1976-1999  Centre for Applied Research in Education (CARE), University of East Anglia (Senior Lecturer, Deputy Director)
  • 1999-2011 University of the West of England (Professor, Associate Dean, Head of KE)
  • 2005-2007 United Nations (UNICEF Regional Officer, Latin America/Caribbean)
  • 2012-2016 University of Auckland, New Zealand (Professor, Doctoral Adviser)
  • 2018-  present day-  Edge Hill University (Professor of Education)


Saville has a career background in educational and programme evaluation with extensive engagement in social policy. Saville’s research and evaluation have taken him into fields of action as diverse as international development, schooling, higher education, criminal justice, health, and the performing arts. Most recently, Saville’s interests focus on Humanism and curriculum


  • 2010-2011  President, UK Evaluation Society
  • 2002-2004  Special Educational Adviser, British Home Office
  • 2011- Fellow of the British Academy of Social Science (FAcSS)
  • 2012-  Professor Emeritus, UWE
  • 2015-2016  Chair, Evaluation and Research Board, NZAID, Ministry of Foreign Affairs and Trade


Research interests
Saville’s intellectual roots lie in curriculum, and it is to these that Saville returns. Saville started his career with Lawrence Stenhouse and it is his ‘process curriculum’ (democratic, conversational) that provides Saville’s focus – how it is made relevant for the modern age of ‘post-truth’ populism.

Saville’s current research focus is Renaissance art and literature as a basis for understanding the European legacy of Humanism, and the early development of narrative forms of representation. Humanism lay at the heart of the Stenhouse project. If we are to enter a period of reconstruction following the interruptions of anti-social governments we will need to rediscover the moral foundations of curriculum – for schooling and for broader educational territories.

Sample of recent publications:

  • Kushner, S. (2018) ‘Cry the Fool’ in D.D. Williams (Ed.) Twenty Nine Evaluation Lives, New Directions in Evaluation, #157, American Evaluation Association, NY: Wiley, pp. 73-4
  • Kushner, S.I. (2017) Evaluative Research Methods: Managing the Complexities of Judgement in the Field, Charlotte (USA): Information Age Pubs. [See Book Review Essay by Michael Q. Patton:]
  • Kushner, S. (2016). Living Life at the Edge: Democracy, Equity and Pragmatics in Evaluation. In S. I. Donaldson, & R. Picciotto (Eds.), Evaluation for an Equitable Society. Charlotte, North Carolina, USA: Information Age Publishing. Retrieved from
  • Kushner, S. (2016) Un ‘Estándar de oro’ metodológico: el estudio de caso’, in Investigación Cualitativa, 1(2), 54-64
  • Kushner, S. (2016). The illogic of logic models. Evaluation Journal of Australasia, 16(1), 4-10. Retrieved from
  • Russell, J., Greenhalgh, P., & Kushner, S. (Eds.) (2015). Case study evaluation: Past, present and future challenges (Vol. 15, 1st ed.). Bingley, UK: Emerald. doi:10.1108/S1474-7863201515
  • Kushner, S. (2015). Case Study as Antidote to the Literal. In P. Greenhalgh, J. Russell, & S. Kushner (Eds.), Case Study Evaluation: Past Present and Future Challenges (Vol. 15, Advances in Program Evaluation #15 ed., pp. 63-83). UK: Emerald. doi:10.1108/S1474-786320140000015003
  • Kushner, S. (2015). Lawrence Stenhouse and the Refutation of Progressivism in Curriculum. In M. Y. Eryaman, & B. C. Bruce (Eds.), International Handbook of Progressive Education. New York: Peter Lang Publishing Group. Retrieved from
  • Kushner, S. (2014). Democratic Evaluation and Equity Focused Evaluation: Cousins but not Siblings. Evaluation Connections, (November), 3-4. doi:10.13140/RG.2.1.2405.4246
  • Kushner, S. I. (2014). The study of persons in evaluation. Evaluation Journal of Australasia, 14(1), 4-11. Retrieved from
  • An obituary: Professor Barry MacDonald (2013). Evaluation, 19(3), 333-334. doi:10.1177/1356389013497122
  • Kushner, S. I. (2013). The administrative capture of evaluation. In M. East, & S. May (Eds.), Making a Difference in Education and Social Policy, New Zealand: Pearson, 163-173.
  • Kushner, S. I. (2013). In memoriam: Barry MacDonald. American Journal of Evaluation, 34(3), 436-437. doi:10.1177/1098214013492370
  • Kushner, B., & Kushner, S. (2013). Who needs the cuts? Myths of the economic crisis. London, UK: Hesperus. Retrieved from (Short-listed for the Bread and Roses literary award)
  • Lai, M., & Kushner, S. (Eds.) (2013). A Developmental and Negotiated Approach to School Self-Evaluation (Vol. 14). Bingley, UK: Emerald. doi:10.1108/S1474-7863(2013)14
  • Kushner, B., & Kushner, S. (2012). Offenders at the heart of evaluation. In E. Bowen, & S. Brown (Eds.), Perspectives on evaluating criminal justice and corrections (Vol. 13, pp. 211-229). Bingley, UK: Emerald. doi:10.1108/S1474-7863(2012)0000013014

Knowledge transfer and enterprise:

1. Presenting at conferences

  • (2017) Failures, realities and possibilities in the evaluation of programs, Keynote address to the International Evaluation Conference, University of Lanus, Argentina
  • (2017) The professional doctorate and contemporary social change, Keynote address to the National Ed.D Symposium, Cambridge University
  • (2016) The origins of qualitative enquiry, Zhoukou Normal University, China
  • (2014) Is the school the unit of quality in education? Education Review Office Regional Conference, Auckland, NZ
  • (2013) The person in the innovation: recapturing the agenda for public service, Brisbane, Australasian Evaluation Society Annual Conference,
  • (2013) What is the basic unit of analysis for program evaluation?. In Symposium on Evaluative Enquiry. University of Chile, Santiago. Retrieved from
  • (2012). ‘Blockhead: a Stenhouse/MacDonald Tribute’. In J. Elliott (Ed.), Lawrence Stenhouse Memorial Symposium. University of East Anglia, UK.
  • (2012). Trickle Down: How Narrative Control Shapes Programs and Their Evaluations. In Aotearoa New Zealand Evaluation Association Annual. Hamilton, NZ. Retrieved from

2. Recent Commissioned Projects

  • 2014-2016 Evaluation of the International Baccalaureate in New Zealand (IB, Singapore)
  • 2013-2015 Evaluation of the INZONE Program (ASB Community Trust, New Zealand)
  • 2013-2014 Evaluation of Child Development Services (Ministry of Health, New Zealand)
  • 2012-2013 Evaluation of the Evaluation Capacity Building Project for Indonesia (Jakarta, AUSAID)
  • 1999-2011 A range of research and evaluation projects in diverse fields of action across schooling, higher education, criminal justice, the performing arts and international development. These include: an evaluation of OFSTED at Summerhill School, two national evaluations of evidence-based practice in English schools, review and redesign of National Police Probationer Training and the design for a United Nations Situation Analysis for Women and Children in Indonesia.


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