Qualitative evaluation can be used to facilitate change in the immediate higher education professional environment. This evaluation method enriches the collection and interpretation of data by involving all groups and persons who have a share in the problem. In contrast to qualitative research, qualitative evaluation assists in situation-specific decision-making and attempts to involve all individuals and groups associated with the problem in all phases of data collection and interpretation. A model for qualitative evaluation used by Guba and Lincoln consists of nine steps: (1) identify the problem (any individual or member of a group can identify a problem); (2) identify shareholders (identify all who are associated with or could be effected by the issue); (3) focus responsively (generating alternative problem statements); (4) prioritize questions, concerns, and issues (group representatives together discuss the questions generated in Step 3); (5) identify information and identify criteria (deciding what data to collect, choosing criteria to evaluate the data); (6) collect data (data collection not be limited to a single instrument, method or person/group); (7) present information and prepare agenda for negotiation (each group prepares an agenda concerning their preferred solution); (8) negotiate solutions (group representatives together arrive at a compromise solution); and (9) develop report or written action plan. (JB)