| Few programs look at the successive use of the same self study instrument over time for purposes of obtaining comparative data for self renewal. The absence of comparative data is problematic because it fails to capture information which shows decision-makers where they stand in relation to previous benchmarks. Not having a standard pre and post-measurement of where the program is, in relation to where it has been, makes it difficult to know how the program has changed.;This study folds elements of quantitative and qualitative inquiry into a case study of the Teaching English to Speakers of Other Languages (TESOL) Master's degree program at Teachers College, Columbia University. The comparative data collected for this study was derived from the archival data of a self-study conducted by the target program in 1986 and the partial from replication of the 1986 self-study by the researcher in 1994.;The procedures used to replicate portions of the 1986 Self Study involved treatment of data in the following ways: (1) analysis of 1986/1994 comparative data with mean scores which indicated dissatisfaction, (2) classification of 1986/1994 comparative data into qualitative categories (theoretical, practical and cognitive), (3) analysis of 1986/1994 comparative data with significant discrepancies, (4) classification of 1986/1994 comparative data with significant discrepancies into qualitative categories (theoretical, practical and cognitive) and (5) qualitative inquiry into some contextual factors by way of administrator/faculty and student interviews, observation of program culture, and analysis of enrollment trends and organizational structure.;The analysis of the data resulted in some comparative data which converged and others which diverged. For instance, data converged when 45% of the program objectives that were significantly discrepant in 1986 were also significantly discrepant in the 1994 Self Study. Data diverged when quantitative survey data indicated that respondents were dissatisfied when qualitative indices (interviews, observations and organizational analysis) pointed to student satisfaction. This case study resulted in a variety of recommendations, the most important of which was to develop and implement a variety of quantitative and qualitative measures to broaden perspectives and interpretation of program phenomena and guide decision-makers with respect to self-study. |
