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dc.contributor.authorKuborn, Kimberlyen_US
dc.date.accessioned2016-05-20T19:19:34Z
dc.date.available2016-05-20T19:19:34Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/2144/16354
dc.description.abstractAs demand for employees with a professional master’s degree increases, and accountability to show both learning outcomes/graduate competencies and career outcomes for alumni of these programs increases, it is becoming more important to develop measures of these outcomes. The purpose of this survey- based research study was to develop a measure of self-reported competencies and career outcomes, in order to interpret the perceived value of these programs, determine if some programs meet alumni needs better than others, and to see if there are additional measures to be considered. Results indicate high construct validity, significant differences in human capital outcomes, career development skills, and personal agency between the three large programs at the college study, but no differences in goals to maintain careers, satisfaction, or course evaluation ratings. Validity of these measures could be important for future assessment, program evaluation, and mixed methods studies at the graduate level as it pertains to non-traditional students and professional master’s degree programs.en_US
dc.language.isoen_US
dc.subjectHigher educationen_US
dc.subjectAlumnien_US
dc.subjectAssessmenten_US
dc.subjectGraduate educationen_US
dc.subjectLearning outcomesen_US
dc.titleAlumni perceptions of career and learning outcomes in professional master's degree programsen_US
dc.typeThesis/Dissertationen_US
dc.date.updated2016-04-08T20:33:19Z
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducational Leadership & Developmenten_US
etd.degree.grantorBoston Universityen_US


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