How do evaluators using collaborative approaches to evaluation (CAE) define success? This is the core question being asked in a further analysis of data from our previous work (Cousins, Whitmore, & Shulha, 2013 ; Shulha et al., 2016) that developed a set of evidence-based principles to guide collaborative evaluation practice. Probing data from 320 responses to our (2012) survey, we examined what respondents considered "highly successful" and "less successful than hoped" in their collaborative evaluation projects.

Qualitative approaches in evaluation continue to expand, and this article focuses on the potential for the Arts to contribute to innovation in evaluation.  Arts-informed inquiry is an approach that works within, augments, and extends  traditional forms of qualitative approaches. This study documents an educational  program evaluation that intentionally plans for, uses, and reflects upon arts-informed inquiry.