Transformative Mixed-method Research as an Evaluation Tool in Higher Education: Advancing SDG4 with Students who are Deaf and Hard of Hearing

This article demonstrates the transformative potential of transformative mixed-method research (TMMR) as an evaluation tool through an in-depth case study of student support services for students who are deaf and hard-of-hearing (SDHH) in open distance and e-learning (ODeL) environments. Drawing on an explanatory sequential design involving 105 SDHHs and 118 staff members, with two South African Sign Language (SASL) interpreters facilitating authentic communication, the research integrated critical disability theory, transactional distance theory, and theory of change within a transformative paradigm to generate both rigorous empirical evidence and actionable insights for institutional transformation aligned with Sustainable Development Goal 4 (SDG4). The evaluation revealed significant gaps between institutional intentions and student experiences, with awareness levels ranging from 90% for admission services to 27% for student retention services, while actual access remained dramatically lower across all service areas. Through the integration of quantitative patterns with qualitative lived experiences facilitated by professional SASL interpreters, the research challenges traditional evaluation approaches that may inadvertently reproduce systems of exclusion while offering comprehensive insights for inclusive service delivery that advances global development objectives. Key contributions include methodological innovations in transformative evaluation design, empirical evidence about SDHH experiences in higher education, practical recommendations for institutional transformation, and demonstration of how inclusive evaluation practices can contribute meaningfully to SDG4 achievement of quality, equitable education for all.