This chapter critically examines the evaluation framework of the ASPIRE programme, designed to address the systemic underrepresentation of Black students in doctoral education. Grounded in a Theory of Change and logic model, ASPIRE’s evaluation strategy integrates compassionate pedagogy, Ubuntu, and Omoluabi philosophies to reframe success beyond traditional metrics. The chapter outlines how mixed-methods data, surveys, Listening Rooms, interviews, and artefact analysis captured not only skill development and doctoral applications but also shifts in identity, confidence, and belonging. Each cohort served as a learning cycle, refining tools and indicators to align with scholar feedback and evolving programme aims. Listening Rooms emerged as a signature method, offering deep insights into intersectional challenges and fostering healing dialogue. The evaluation design extended its impact beyond ASPIRE, influencing institutional reforms, supervisor training, and national conversations on equity. Importantly, scholars were co-creators in the evaluative process, ensuring cultural relevance and participatory rigour. By redefining outcomes and embedding structural critique into its evaluation, ASPIRE provides a replicable model for equity-focused intervention assessment. The chapter concludes by positioning ASPIRE’s evaluation strategy as a transformative, scalable, and justice-driven framework for institutional accountability and sector-wide change in postgraduate research.