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

Abstract

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.