| The evaluation of educational programs has increasingly become an important aspect of administration in both public and private organizations. The general trend has been in the implementation of what is described as outcome or result evaluations. Recently, however, we begin to observe the development of other types of evaluations as well. One of those evaluations is called formative or process evaluation. Its main focus is on examining an educational program as it unfolds throughout a given period of time. Process evaluation results are mainly utilized as a source of information for making decisions on how to improve a particular program.;The second objective was to suggest possible ways in which the MWS could be changed in an effort to facilitate its implementation and the achievement of its intended objectives.;The author, acting as both administrator of the MWS and as evaluator, gathered data utilizing various methods: participants' observations, interviews, and questionnaires to participants and trainers involved.;The study found that, to some degree, all program objectives were achieved: the MWS facilitated the interaction among participants, increased their understanding about their roles and functions as managers, and increased their understanding about university policies, procedures, and systems. There were a number of program components that facilitated the achievement of the program objectives, such as small group discussions, the trainers themselves, video tape presentations, and the like.;This study had two main objectives. The first was to describe and analyze the process followed in the implementation of the Management Workshop Series (MWS), which consists of a 21-hour training program for university administrators. It was intended to determine the extent to which various program dimensions (i.e., methodology) facilitated or hindered the achievement of the program goals.;There were, however, other components which tended to impede the achievement of the program objectives, such as the high degree of diversity of the participants in terms of levels of responsibility, some video tape presentations, and so on.;Chapter I offers a general introduction as well as a specific background of the evaluation project. The author identifies the scope, importance, and objectives of conducting a process evaluation of the MWS.;Chapter II reviews relevant literature on the subject of educational research and basic research. It examines similarities and differences between two concepts. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of school.) UMI.;*Eastern University is a pseudonym. |
