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

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Motivation Scale and Graduate Qualities Scale. These additional instruments expanded the instrument from a 23-item questionnaire to a 50-item questionnaire with the addition of five scales (see table 1). Table 1 Defining Items of the CEQ and Extended CEQ Scales (Adapted from Ramsden 1991, McInnis et al. 2001, Griffin et al. 2003) Scale Defining Item † Good Teaching* Teaching staff here normally give helpful feedback on how you are going † Clear Goals and Standards* † Appropriate Workload* † Appropriate Assessment* I usually had a clear idea of where I was going and what was expected of me in this course. The sheer volume of work to be got through in this course meant it couldn't all be thoroughly comprehended. The staff seemed more interested in testing what I had memorised than what I had understood. † Generic Skills* The course developed my problem solving skills ‡ Student Support (5 items) ‡ Learning Resources (5 items) ‡ Learning Community* (5 items) ‡ Intellectual Motivation* (4 items) Relevant learning resources were accessible when I needed them It was made clear what resources were available to help me learn I felt I belonged to the university community I found my studies intellectually stimulating ‡ Graduate Qualities* The course developed my confidence to investigate new ideas (6 items) † Original CEQ scales. ‡ Extended CEQ Scales *Scales used in this study The purpose of using the CEQ in this study is to identify the quality of the core aspects of teaching and learning that students experienced during their master’s programme (Ainley & Johnson 2000). The CEQ is identified as being particularly valid for the evaluation of coursework master’s programmes in healthcare management and quality as students are exposed to a wide variety of subjects, come into contact with a variety of lecturers and experience a variety of educational experiences. The validity and utility of the CEQ has resulted in its widespread use as an indicator of quality and student outcomes. 6
Students were asked to rate their level of agreement or disagreement on a fivepoint scale on 39-items that comprised eight scales of the CEQ and the ECEQ. The eight scales used in this study included: the Good Teaching Scale, Clear Goals and Standards Scale, Appropriate Workload Scale, Generic Skills Scale, Learning Community Scale, Intellectual Motivation Scale and the Graduate Quality Scale. 1.2.3.2 Master’s Outcomes Evaluation Questionnaire Outcomes related to leadership and management were measured using an instrument developed specifically for this evaluation: the Masters Outcomes Evaluation Questionnaire (MOEQ). The items on the subscale were identified and developed from an extensive review of the literature and course documentation pertaining to leadership outcomes in healthcare management. The questionnaire consisted of 31-items measuring four domains seen as relevant to leadership and management practice: 1) ability to change professional practice (9 items); 2) leadership capabilities (6 items); 3) communication and teamwork (6 items) and; 3) problem solving (10 items). The MOEQ was designed to incorporate a retrospective pre-test design. Students were asked firstly to rate their ability following their master’s programme (posttest) and then to think back and rate their ability before the commencement of their master’s programme (retrospective pre-test/then-test) on a seven-point scale that was anchored by 1 = low understanding/ability to 7 = high understanding/ability. The rationale for using this approach was to account for the confounding factor of response-shift bias and to identify whether the outcomes were being achieved as a consequence of the programme or were due to other influence such as in-service education, further education, maturation or employment (Drennan & Hyde 2008). Table 2 Defining Items of the Masters in Nursing Outcomes Evaluation Questionnaire Scales Scale Defining Items Change Professional Ability to change and influence practice Practice Leadership Communication and Teamwork Ability to use leadership theories to inform professional practice Ability to communicate and work as a member of a team 7
Page 1 and 2: Evaluation of MSc programmes: MSc i
Page 3 and 4: 1.1 Introduction This report outlin
Page 5: Graduates’ experiences of their m
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 and 16: postgraduate students to acquire kn
Page 17 and 18: appropriate assessment scales were
Page 19: References Ainley J., Johnson T. (2

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