Evaluation of MSc programmes: MSc in Healthcare Management ...

The items that comprise the CEQ and the Extended CEQ were summated into six
scales, which measured the overall student experience of teaching, workload,
goals and expectations, the development of generic skills, appropriate
assessment, intellectual motivation, belonging to a learning community and the
development of graduate qualities as part of their course experience. One single
item measured overall satisfaction with the programme of study (table 7).
Table 7 Mean Scores of the CEQ* and Extended CEQ* Scales
Scale Minimum Maximum Mean SD
Good Teaching -50.67 66.67 21.11 25.7
Appropriate Workload -37.50 37.50 7.31 21.45
Clear Goals and Expectations -62.50 100.00 31.94 38.11
Generic Skills -33.33 100.00 40.88 29.21
Appropriate Assessment -50.00 100.00 38.51 33.86
Intellectual Motivation -25.00 100.00 43.60 30.17
Learning Community -10.00 100.00 40.23 29.15
Graduate Qualities -25.00 100.00 56.85 29.37
Overall Satisfaction 0.00 100.00 71.11 31.05
*Scores range from – 100 to + 100. Positive scores indicate levels of agreement; negative scores
indicate levels of disagreement.
The mean scale scores identified that the development of graduate qualities (M =
56.85, SD = 29.37) was the highest outcome identified by students followed by
being intellectually motivated (M = 43.60, SD = 30.17). A high mean score on the
intellectual motivation scale indicated that graduates found their studies
intellectually stimulating. A high mean score on the graduate qualities scale
indicated that graduates developed the confidence to investigate new ideas and
the ability to value perspectives different from their own. The development of
generic skills (M = 40.88, SD = 29.21) and the extent to which graduates felt part
of a learning community (M = 40.23, SD = 29.15) were also positively rated. A
positive rating on generic skills scale indicated that graduates were of the
opinion that they had developed problem-solving and analytical skills as an
outcome of the programme of study; a positive rating on the learning community
scale indicated that students felt part of the academic environment. Although
the mean scores for the good teaching, clear goals and expectations and
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