EGL's mission is to bring accurate data and objective analysis from educational research to organizations.

We are a research institute dedicated to improving policy and decision making through research and analysis



We are research innovators. We build and test models for e-learning based on the collection, analysis and distribution of tacit knowledge of success through storytelling.

How do we describe impact? 

We use a combination of quantitative and qualitative methods; Online material can be measured quantitatively: some of our work involves filming interviews totaling >32,000 views [as at end 2014]. Our chanel (screenshot below) is accessible here:

We have used online media in different platforms:

Our proprietary New Zealand Leadership Pathway Analytics showed over 15,000 users amongst educators and students at different levels. For the latter we have run more specific quantitative usability studies, where users were observed for their learning patterns.

Our online Udemy course (screenshots below) has >2000 students [as at end 2014]:

To be most powerful, quantitative analysis should be coupled with qualitative analysis which is able to explain rich data. For example, we run interviews with youth educators using Role Model interviews for youth development and run questionnaires to survey the effect of our interventions on participants.

Sharing 'Turning Point' episodes to understand change processes
Interactionz is an organisation that serves disabled people and helps them achieve their dreams and optimise their potential. Its staff shares Turning Points episodes that helped create a shift in their thinking from a 'support' to a 'facilitation' model. This story is one episode on the journey of transformation for the organisation where managers shared the insights that can take their organisation to the next level. The results of this workshop was captured in a video clip used for staff training and organisational storytelling:


Our research is peer-reviewed and published

We capture and analyse the data that can point to impact on participants and audience: how have people applied what they learnt? How have they used this new knowledge to change? What evidence can be shown of people either taking their next step in their own leadership development or encouraging/mentoring others in their aspiration or career development? See for instance the article published detailing the impact of leadership storytelling in an industry network (Janson, A., Janson R. & Janson, S. (2011) Accelerating innovation-to-adoption cycles: Multimedia case studies to build leadership tacit knowledge. Journal of Agriculture Education and Extension. 17(4): 371-382).

For other examples, see the Publications tab of this website.

Our work addresses three levels of communication:

  • META LEVEL (firm): Leaders draw from how they were inspired to, in turn, inspire others, their values and ethics.
  • INTERPERSONAL LEVEL (micro interactions): Leaders who operate authentically magnify their impact.
  • INDIVIDUAL LEVEL (self awareness): Leaders level of awareness about self assine qua nonto their development.

In collaboration with the Computer Science Department of the University of Waikato, we are experimenting with the electronic distribution of audio-visual tacit knowledge via a Digital Library. The Greenstone project is a world-wide project adopted by the UNESCO amongst other international organisations.

Direct link to this page: tinyurl.com/egl-impact-research