This article introduces a confluent method of evaluation from the qualitative paradigm that encourages student feedback via a sensory route, namely, participant-produced drawings. Through a phenomenological qualitative inquiry carried out at a UK university where the use of participant-produced drawings were piloted, three areas for consideration with regards to enhancing the evaluation of undergraduate provision in management education were identified: (a) giving students space to emotionally respond to their learning, (b) acknowledging the temporal aspect of student learning and (c) offering students the opportunity to set and shape the evaluative agenda. Participant-produced drawing is offered as a method of evaluation that is appreciative of the cognitive-affective learning debate and the rapidly changing nature of higher education practice. We argue that this method provides rich evaluative data on the affective nature of learning that is not as easily explored by traditional, quantitative methods.