Social Impact Assessment in Education Technology Investments

This thesis investigates the social impact assessment approaches of the investors in education technology domain. In order to achieve that, social investment rationality and logic has been studied. Then, social impact assessment criteria, metrics and methods are researched by using a multiple-case study method. Adopting an interpretivist research approach, five organizations that are active in the education technology investments are analyzed by using qualitative inquiry methods. The findings of this thesis indicate that, the investment rationality and logic of the case organizations have an important influence on the social impact measurement practices. Secondly, there is an overall consensus amongst the case organizations on which measures to focus on. Those metrics can be summarized as: scale, ratio of underserved population, contribution to the intended outcome, product quality and implementation quality. Lastly, in spite of the overlaps in impact metrics, case organizations are observed to utilize the use of impact measurement in different ways which can be listed as; conducting due diligence, reporting to the limited partners or external parties, monitoring performance, generating data for case studies. This thesis aims to contribute to body of literature on social investment and social impact assessment. As one of the first attempts to shed light on social impact assessment practices of education technology investors, this research also aims to be an initial step to develop an industry-wide impact measurement model for the actors in education technology domain