Educational Leadership Doctoral Program Evaluation: Student Voice as the Litmus Test

This study examines students’ perceptions of an Educational Leadership Doctoral Program’s redesign, based on a multi-criteria framework that informed the program’s core values and beliefs to prepare students to: (a) lead learning organizations; (b) engage ethically with the community; (c) advocate f...

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Bibliographic Details
Published in:Journal of Research on Leadership Education 2022-09, Vol.17 (3), p.215-242
Main Authors: Paufler, Noelle A., Ezzani, Miriam D., Murakami, Elizabeth T., Viamontes Quintero, Jesika, Pazey, Barbara L.
Format: Article
Language:English
Subjects:
Advocacy
Blended Learning
Doctoral Programs
Doctoral Students
Educational Objectives
Equal Education
Ethics
Inclusion
Instructional Leadership
Leadership Training
Program Design
Program Evaluation
Program Improvement
Social Justice
Student Attitudes
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Summary:This study examines students’ perceptions of an Educational Leadership Doctoral Program’s redesign, based on a multi-criteria framework that informed the program’s core values and beliefs to prepare students to: (a) lead learning organizations; (b) engage ethically with the community; (c) advocate for diversity, equity, and inclusion; and (d) develop theory-to-practice solutions. Student voices are expressed through surveys and focus group interviews. Student perceptions of the core values and beliefs were reflected in their experiences. The program evaluation was significant as a critical review of the redesign informing both faculty and students about areas still in need of continuous improvement.
ISSN:1942-7751
1942-7751
DOI:10.1177/1942775120976705