Running head: PROGRAM EVALUATION PLAN

Program Evaluation Plan

Uchendu Okeke
Keiser University
Dr. Janet Wynn
EDL751: Leadership: Assessment and Program Evaluation
February 7, 2016

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2
Program Evaluation Plan

In regards to Troy University, the all-inclusive public institution of higher education that
is located in Troy, Alabama (United States of America), Harris (2013) avowed the following:
Perhaps no institution in the country better illustrates the ways competition and
deregulation can change institutional focus and mission than Troy University in rural
Southeast Alabama. Originally created as a state normal school, Troy as an institution
was established to meet the need for trained teachers in that part of the state. Similar to
other normal schools, the institution expanded beyond the teachers college mission to
serve as a regional public university. Under the leadership of an aggressive president,
Chancellor Jack Hawkins, Troy was unsatisfied serving a limited regional role in recent
years. The university has made aggressive steps to expand its research, opening campuses
and offering online degree programs at more than 60 sites across the United States and in
11 countries. (p. 51)
Harris (2013) further mentioned the competitive interest of Troy extended from the classroom to
the global online learning environment. The program to be evaluated is the Masters Degree
program in Post-Secondary Education (at Troy University) by means of the College of
Education. In addition, the various components of the Masters Degree program in PostSecondary Education which is offered by the College of Education (at Troy University) will be
discussed. Additionally, the overall purpose and goals of the Masters Degree program (in PostSecondary Education) at Troy University will be weighed upon. Also, relevant literature (which
includes comparing the program to recognize best practices and other related research) will be
evaluated. Moreover, the rationale behind why the program was selected for an evaluation will

PROGRAM EVALUATION PLAN

be discussed. In addition, the programs stakeholders and their needs, and the evaluations overall
purpose and goals will also be discussed.
Program Components
The Masters Degree in Post-Secondary Education program (at Troy University) by
means of the College of Education (which is partially situated at Troy Universitys Montgomery
campus) is a non-certification program, henceforth the program is not officially recognized by
the Alabama State Department of Education as a certification program. The Master of Science in
Post-Secondary Education program is intended to prepare participants (in the arena of postsecondary education) as specialized professionals in a carefully chosen field of study. The
content and instruction of the Masters Degree program in Post-Secondary Education at Troy
University is partially delivered amid a traditional classroom setting.
In addition, the delivery of content and instruction of the Masters Degree program in
Post-Secondary Education (at Troy University) is accessed online, hence the Masters Degree
program in Post-Secondary Education (at Troy University) is carried out by means of a blended
method. In mention of a blended approach to learning, Thorne (2003) mentioned E-learning has
had an interesting impact on the learning environment. Although it represents tremendous
potential in the way it could revolutionize learning and development, it has rapidly evolved into a
concept of blended learning (p. 1). In addition, Thorne (2003) stated blended learning blends
online learning with more traditional methods of learning and development. Furthermore, Thorne
(2003) avowed blended learning is the most logical and natural evolution of our learning agenda.
It suggests an elegant solution to the challenges of tailoring learning and development to the
needs of individuals.

PROGRAM EVALUATION PLAN

Overall Purpose and Goals of the Program

In reference to the overall purpose and goals of the Masters Degree program in PostSecondary Education, Troy University (2016) avowed the following:
1. To demonstrate an understanding of the body of knowledge, research bases, instructional
techniques, and competencies related to the area of concentration.
2. To identify and develop alternative solutions to problems through evaluation, synthesis
and application of knowledge, theories and concepts in the area of concentration.
3. To demonstrate knowledge of various models of education, and social and cultural
influences on post-secondary education,
4. To demonstrate an understanding of learning styles and their relationship to student
achievement.
Furthermore, Troy University (2016) avowed the Masters Degree program in Post-Secondary
Education is designed for professionals who work closely with adult populations in instructional,
advising, or service capacities, professionals who manage educational technology and inventory
at educational organizations, and professionals who seek careers at technical colleges, two-year
colleges, or four-year colleges/universities (in office management, program development, student
affairs, or business/administrative services). Additionally, the Masters Degree program in PostSecondary Education (at Troy University) is intended for instructors wanting to teach at the twoyear college level in areas such as biology, criminal justice, English, general science,
mathematics, political science, social science, or psychology.

Review of Relevant Literature

PROGRAM EVALUATION PLAN

Since the Masters Degree program in Post-Secondary Education (which is offered by

Troy Universitys College of Education) is a pre-established program, the relevant literature that
was reviewed (which includes comparing the program to recognize best practices) states that a
summative evaluation is recommended. McKenzie and Neiger (2012) mentioned that summative
evaluation is Any combination of measurement and judgments that permit conclusions to be
drawn about impact, outcome, or benefits of a program or method (p. 375). In addition,
McKenzie and Neiger (2012) avowed summative evaluation in the strictest sense are done at the
conclusion of a program to provide a conclusive statement regarding program effects
Rationale for Evaluation
The rationale for the assessment of the Masters Degree program in Post-Secondary
Education (which is offered by Troy Universitys College of Education) is in this fashion. The
personnel/workforce of Troy University instigated the evaluation in order to inform the
numerous shareholders of the value/worth of the Masters Degree program (in Post-Secondary
Education) at Troy University. The personnel/workforce of the College of Education (at Troy
University) shall make use of the data that is obtained (by means of the evaluation) to enlighten
its shareholders on concerns that pertain to the effectiveness of the Masters Degree program in
Post-Secondary Education. In this manner, the competence of the personnel/workforce amid the
College of Education (in regards to restructuring the Masters Degree in Post-Secondary
Education program) will be augmented.

Programs Stakeholders and their Needs

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Chinyio and Olomolaiye (2009) stated A stakeholder can be an individual, a group or an

organization (p. 75). Furthermore, Gossy and Wentges (2008) avowed The wider definition
embraces any identifiable group or individual who can affect the achievement of an
organizations objectives or who is affected by the achievement of an organizations objectives
(p. 6). Additionally, Hitt and Ireland (2014) avowed Stakeholders are those who can affect, and
are affected by, a firms strategic outcomes. Because a firm is dependent on the continuing
support of stakeholders (shareholders, customers, suppliers, employees, host communities, etc.),
they have enforceable claims on the companys performance (p. 26). Last but not least,
Kilpatrick (1998) stated Some stakeholders are internal to the organization (e.g., employees),
some are on the interface between the organization and its environment (e.g., the board of
directors, accreditation agencies), and some of them are external (e.g., suppliers, competitors)
(p. 724). The stakeholders, in regards to the College of Education (at Troy University) are both
internal and external.
The internal stakeholders (in regards to the College of Education at Troy University) are
the personnel/workforce and the external stakeholders are the graduate students enrolled in the
Masters Degree program in Post-Secondary Education (which is offered by Troy Universitys
College of Education). The needs of the internal stakeholders (personnel/workforce) is to assure
that the graduate students enrolled in the Masters Degree program in Post-Secondary Education
meet the program objectives (via the erudition of the instructors). The needs of the external
stakeholder (graduate students) is to assure that the instructors are properly delivering erudition
so that they can master the program objectives of the Masters Degree program in PostSecondary Education.

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Overall Purpose and Goal of Evaluation

Program evaluation allows one to determine the overall effectiveness of a program in
meeting program objectives/goals, hence the overall purpose and goal of the present evaluation is
to evaluate the effectiveness of the staff amid the College of Education and the preparedness of
the graduate students enrolled in the Masters Degree program in Post-Secondary Education (at
Troy University) which is offered by the College of Education. The data obtained (by means of
the evaluation) will better inform stakeholders on the effectiveness of the Masters Degree
program in Post-Secondary Education at Troy University (which is offered by the College of
Education). By this means, the faculty/staff of the College of Educations ability to restructure
the Masters Degree program in Post-Secondary Education as needed (at Troy University) will be
enhanced.

References

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Chinyio, E. & Olomolaiye, P. (2009). Construction stakeholder management. Hoboken, NJ:
Wiley-Blackwell.
Gossy, G. & Wentges, P. (2008). A stakeholder rationale for risk management: Implications for
corporate finance decisions. Wiesbaden, DE: Gabler Verlag.
Harris, M. (2013). Understanding institutional diversity in american higher education: ASHE
higher education report. Hoboken, NJ: Jossey-Bass.
Hitt, M., & Ireland, R. (2014). Strategic management: Concepts: Competitiveness and
globalization. Cincinnati, OH: South-Western College Pub.
Kilpatrick, A. (1998). Handbook of health administration and policy. Boca Raton, FL:
CRC Press.
McKenzie, J., & Neiger, B. (2012). Planning, implementing, & evaluating health promotion
programs: A primer. Glenview, IL: Pearson Education.
Thorne, K. (2003). Blended learning: How to integrate online and traditional learning.
Philadelphia, PA: Kogan Page.
Troy University. (2016). 2015-2016 Troy University catalog. Retrieved from
http://www.troy.edu/catalogs/1516graduate/html/6G-educationb.html