This paper describes an evaluation study conducted on a student evaluation of teaching form and evaluation process newly instituted at a university in Hong Kong. The study used an integrated design with both quantitative and qualitative methods and collected information from a variety of stakeholders. The major focus of the paper is on the diverse data collected from one stakeholder group, the academic staff, (through focus group interviews in seven departments, individual interviews, and survey questionnaires completed by 212 faculty members) and the decisions and processes involved in reconciling and reporting what often appeared to be conflicting data. A framework including positivist (or quantitative), interpretive (qualitative), and critical theory approaches is used to explain the decisions made and process used. Two appendixes illustrate the reporting format for a single area of interest and the contributions of diverse data sources to the issue of confidentiality. (Contains two tables and six references.) (Author/SLD)