Abstract
This thesis, a mixed methods study, was a collaborative effort written by two students from the Master of Arts in Education: Higher Education Leadership with an emphasis in Student Affairs (ME-HELSA) Program at California State University, Sacramento (CSUS). The researchers worked together to provide the ME-HELSA Program with feedback from its students and faculty. Both researchers created the student survey questions, the faculty interview questions and the consent forms. Researcher 1 created the student survey using SurveyMonkey.comO, while Researcher 2 typed the faculty interview questions, as well as the faculty consent form. Researcher 1 e-mailed the student survey to ME-HELSA students from cohort 3 and 4. Researcher 2 invited faculty from the ME-HELSA Program to participate in the interviews as well as interviewed the faculty. Researcher 1 organized the results of the survey and created tables using the data from the survey results. Researcher 2 organized the results of the faculty interviews and coded each interview to reveal potential common themes. Both researchers interpreted and analyzed the data from the student surveys and the faculty interviews. The researchers worked collaboratively to compile each section by conducting research, composing each chapter, analyzing and interpreting data, and providing conclusions and recommendations for the ME-HELSA Program. The review of the literature provides critical background information and research to support this mixed methods study. Research not only confirms the need for educational leadership programs in colleges and universities but also the need to improve existing educational leadership programs such as the ME-HELSA Program at CSUS. In order to properly assess this program, it is critical to research, address, and understand several key areas that are essential to evaluating and improving a graduate, cohort-based, educational leadership program for working professionals. After an extensive review of the literature, several topics were identified: adult students/learners, cohort programs, educational leadership programs, and program evaluation and assessment. The purpose of this study was to evaluate the ME-HELSA Program at CSUS by exploring both the experiences and expectations of past and current students in cohorts 3 and 4 (2006-2008) as well as examining the perceptions of faculty members who have taught in the program. The study addressed the following research questions: 1. What are students' experiences and expectations of the ME-HELSA Program? 2. What are faculty members' perceptions of the ME-HELSA Program? 3. What strengths and weaknesses exist in the ME-HELSA Program? Methodology The population used for this study consisted of graduate students and faculty members from the CSUS College of Education. The student sample for this study consisted of past and current students in cohorts 3 and 4 (2006-2008) of the ME-HELSA Program within the Educational Leadership and Policy Studies (EDLP) Department. The faculty sample for this study consisted of 5 faculty members from the EDLP Department within the College of Education. The researchers conducted a mixed methods study, using both qualitative and quantitative methods of inquiry. Using a mixed methods approach enabled the researchers to explore the experiences and expectations of students through a series of closed-ended, quantitative survey questions and one open-ended, qualitative comment section as well as allowed them to examine the perceptions of faculty members through open-ended, qualitative interview questions. It is evident that the quality of the ME-HELSA Program is good overall. The strength of the program lies with its students and the program's ability to accept and implement changes to enhance the program. The EDLP Department solicits and listens to students' feedback and suggestions and incorporates changes whenever possible and appropriate, which is apparent in its changes to the ME-HELSA Program's course sequencing and course offerings. The feedback gained from student surveys and faculty interviews provided rich information to the researchers that will be shared with the EDLP researchers that will be shared with the EDLP Department in order to strengthen the MEHELSA Program. Although the ME-HELSA Program has many strengths, there are areas that could be improved such as with the orientation program, cohort cohesion, campus services, communication among faculty and students, clinical experience, faculty with expertise in student affairs, and program assessment.