Faculty versus student perceptions of the quality and relevance of a master's degree in educational technology
DISSERTATION
Leigh Graves Wolf, Michigan State University, United States
Michigan State University . Awarded
Abstract
In this dissertation, I seek to develop a deeper understanding of the perception of quality and relevance of a specific master's degree program as seen through the eyes of two key stakeholders—the faculty and the students (current and alumni).
This study focuses on faculty and students in the Master's in Educational Technology program currently being offered by the Educational Psychology and Educational Technology program, which is housed in the Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University. Though a systematic program evaluation is beyond the scope of this dissertation study, the focus is on two key terms to frame the study: quality and relevance. These two constructs are seen through the eyes of two key stakeholders: the faculty and students (current and past).
A sense of community and collaboration was the point of strongest alignment between student and faculty views. The strongest divergence between groups was on the question of the primary motivation for obtaining a master's degree. The strongest recommendation for change comes from in increasing population of non-k12 practitioners within the MAET student body to create more relevant experiences for non K-12 practitioners. At the end of this inquiry, one thing was consistently clear: the MAET program has been successful because of change. To remain successful, marketable, and viable in the academic marketplace, programs must continue to take into consideration stakeholder viewpoints and continue to define quality and relevance within their contexts to inform programmatic and curricular changes.
Citation
Wolf, L.G. Faculty versus student perceptions of the quality and relevance of a master's degree in educational technology. Ph.D. thesis, Michigan State University. Retrieved March 28, 2024 from https://www.learntechlib.org/p/128217/.
Citation reproduced with permission of ProQuest LLC.
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Keywords
Cited By
View References & Citations Map-
Enhancing Urban Teachers STEM and Leadership Capacities: A preliminary report on a unique private-public-public partnership
Punya Mishra, Leigh Wolf, Sonya Gunnings Moton, Candace Marcotte, Kyle Shack, Akesha Horton, Christopher Seals & Alex Lishinski, Michigan State University, United States; Dakota Pawlicki, Chicago Public Schools, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 987–992
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Enhancing Urban Teachers STEM and Leadership Capacities: A preliminary report on a unique private-public-public partnership
Punya Mishra, Leigh Wolf, Sonya Gunnings Moton, Candace Marcotte, Kyle Shack, Akesha Horton, Christopher Seals & Alex Lishinski, Michigan State University, United States; Dakota Pawlicki, Chicago Public Schools, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 981–986
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