Evaluating An Educational Leadership Doctoral Program: Results of a Focus Group Simulation for Educational Leadership Doctoral Students.

Autor/inn/en	Berg, Charyn; und weitere
Titel	Evaluating An Educational Leadership Doctoral Program: Results of a Focus Group Simulation for Educational Leadership Doctoral Students.
Quelle	(1993), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Admission (School); Doctoral Dissertations; Evaluation Methods; Graduate Students; Group Discussion; Group Experience; Higher Education; Leadership Training; Program Evaluation; Qualitative Research; School Administration; Simulation + Suchen Sie Ihr Suchwort? Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Gruppendiskussion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungslehre; Programme evaluation; Programmevaluation; Qualitative Forschung; Simulation program; Simulationsprogramm
Abstract	Six doctoral students evaluated an educational leadership program they were in by participating in a focus group simulation. The students were all enrolled in or auditing a qualitative research course at Northern Arizona University's Center for Excellence in Education (NAU/CEE). Prior to the simulation participants were given instructions on the process of the group. Participants were to discuss the program's strengths, weaknesses, and make recommendations for improvement in admissions, program of studies, and the dissertation. The same three categories were also measured in a survey completed by all six respondents. The session met for about 1 hour and the students encoded the data from written transcripts. Recommendation results for doctoral program improvement addressed introduction to the program/admission process, class content, and preparation for dissertation/program support. Specifc recommendations included the following: improvement of the formal outreach component of the introduction and admissions process; clear itemized policies; informal portfolio review prior to the admissions process; improvement in the sequence of classes; greater flexibility of summer class offerings; limiting a faculty member's number of advisees; and clarifying the roles of college offices. Sample matrixes uses in the evaluation process are attached. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC