A model for evaluation of doctoral programs in education
Abstract
The objective of this research project was to develop a model for the evaluation of graduate programs in education. The model is designed for summative evaluation based solely upon the perceptions of the student/participant. The model identifies and describes the students enrolled, assesses perceived career development and attainment, and measures the degree of satisfaction experienced by the students who have matriculated from the program. A questionnaire was mailed to obtain the necessary data from the student/participants of one selected institution, The Southern Baptist Seminary's Doctor of Education program. The questionnaire which was used had been tested in two previous studies of graduate educational programs and was deemed effective. Responses to the questionnaire were coded and the SPSS system was used to analyze the data. Tables and figures were constructed showing frequencies and significant differences where they occurred. Generally, the student/participants at the selected institution were very satisfied with their educational experiences. Males indicated that they would choose the same path again, while females were less likely to state that they would choose the same educational path again. The students who enrolled had attained full-time employment in the field of education with 100% of the non-retired respondents reporting full-time employment. The respondents were positively attaining their career goals, primarily in teaching and administration in institutions of higher education. The steps leading to the degree at the selected institution were perceived as very helpful and useful. The program's course work received the highest satisfaction response of any item. Female students responding felt the course work requirements should be increased, while the male students who responded generally perceived the requirements as satisfactory. Financial hurdles were the reported obstacles to overcome during the completion of the degree. While the responding students perceived the program to be rewarding, the majority (54%) would not recommend the program of study to others. Further research is needed to identify the significant factors contributing to this negative recommendation. This evaluation model was designed to help institutions to respond to the changing needs of students and society by evaluating the strengths and weaknesses of their program and the degree to which the program meets stated objectives.
Subject Area
School administration|Religious education|Higher education
Recommended Citation
Jeffrey Walter Jackson,
"A model for evaluation of doctoral programs in education"
(1994).
ETD Collection for Tennessee State University.
Paper AAI9608778.
https://digitalscholarship.tnstate.edu/dissertations/AAI9608778