The article develops the concept of impact reflection as a conceptual framework for rethinking evaluation practice in higher education development. It draws on discourses on qualitative, participatory, and context-sensitive approaches, as well as on the use of data for learning and development, which are integrated and situated within evaluation and organizational research. Impact reflection thus refers to a shift in perspective towards impact-oriented, qualitative, dialogic, and participatory forms of evaluation and practice design. Evaluation is understood not primarily as an instrument for analysing impact, but as an integral part of an inquiry-oriented practice drawing on qualitative, participatory, and dialogic approaches to understand impact processes and foster collective and organizational learning.