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

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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 16
appropriate assessment scales were rated relatively lower, graduates still positively evaluated these aspects of their programme. No element of the student experience received an overall negative rating, however, there was variability on the scores related to the appropriate workload scale (mean = 7.31, SD = 21.45). Although this aspect of the programme was positively rated, the overall score was relatively low compared to graduates’ experience of other elements in the course. Overall graduates were highly satisfied with the quality of their programme with a very high overall satisfaction mean score of 71.11 (SD = 31.05). 1.3.3 Graduate Destination The impact of the master’s degree on subsequent promotion was deemed by graduates to be relatively influential with over a quarter of those who had changed grade or been promoted to a higher grade since completing their programme of study indicating that this had occurred as a result of holding a master’s degree in healthcare management of quality and safety in healthcare management (see figure 2). 17
Page 1 and 2: Evaluation of MSc programmes: MSc i
Page 3 and 4: 1.1 Introduction This report outlin
Page 5 and 6: Graduates’ experiences of their m
Page 7 and 8: Students were asked to rate their l
Page 9 and 10: 1.3 Results The demographic profile
Page 11 and 12: and all items related to the measur
Page 13 and 14: Table 5 Item Scores* and Percentage
Page 15: postgraduate students to acquire kn
Page 19: References Ainley J., Johnson T. (2

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