Measuring Student Satisfaction: Evaluating EMBA Program Quality at TWU

This research proposal aims to measure student satisfaction to evaluate the quality of the Executive MBA (EMBA) program offered at Texas Woman's University (TWU). The study seeks to understand students' perceptions of program quality, how well the program prepares them for industry expectations, and identify areas for improvement. The proposal outlines a descriptive research design, using a survey questionnaire distributed to a randomly selected sample of 100 EMBA students. Independent variables such as curriculum content, teaching quality, and assessment methods are identified to measure the dependent variable of student perception of program quality. Demographic variables like age, gender, and marital status are also considered. The study acknowledges limitations, including the focus on specific variables and the generalizability of findings beyond TWU. The survey instrument included in the appendix assesses student satisfaction through various statements related to course content, instructor competence, skill development, and overall program satisfaction. Desklib offers students access to a variety of solved assignments and study tools.

Research Proposal
Measurement of students’ satisfaction to evaluate academic
program quality: A study based on EMBA program offered at
Texas Women’s University
Author Name:

Table of Contents
1 Introduction and background of the study....................................................................................1
2 Research Objective.......................................................................................................................1
3 Research Question........................................................................................................................2
4 Identification of variables.............................................................................................................2
5 Research Design...........................................................................................................................2
6 Limitations....................................................................................................................................3
References........................................................................................................................................4
Appendix..........................................................................................................................................5

1 Introduction and background of the study
Organizations prefer highly-skilled individuals for increasing competitive advantage (Altbach,
2015). Accordingly, Texas Woman’s University (TWU) offers Executive M.B.A. (EMBA)
program with the objective of building strong foundation in business and economics (Texas
Woman’s University, 2017). Higher education programs such as EMBA should meet the needs
of the students who demand it (Sembiring, 2015). Therefore, the success of an EMBA program
will depend on the degree of satisfaction derived by the student in their learning experience
during the course.
2 Research Objective
The purpose of this study is to investigate students’ perception about quality of EMBA program
offered at TWU College of Business. Following sub-objectives have been proposed:
 To assess the personal and professional backgrounds of students who participated in the
EMBA program at TWU College of Business.
 To measure participants satisfaction during the course of the program.
3 Research Question
The research question of this study will focus primarily on assessing the perception of EMBA
program quality through measuring student satisfaction. Therefore, the primary research question
is: What factors determine the quality of EMBA program at TWU College of Business?
4 Identification of variables
In a study, Kasem & Pathak (2015) found teaching quality as the most significant factor to affect
the overall quality of education. In another study Hénard & Roseveare (2012) observed that
quality teaching depends on effective curriculum or course content as well as effective
assessment of outcomes from learning program. Therefore, in order to achieve main objective of
the study, i.e. to assess dependent variable students’ perception of EMBA program quality,
following independent variables have been identified:
 Curriculum content
 Teaching
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 Assessment
For achieving sub-objective of assessing students’ backgrounds, following demographic
variables have been identified:
 Age
 Gender
 Marital status
The last sub-objective was to determine students’ satisfaction which they derive out of studying
EMBA course at TWU. Generic skills development and applicability as independent variables
would be used to measure the satisfaction level of students studying the EMBA program at
TWU.
5 Research Design
As the study is concerned with measuring the quality of EMBA program, descriptive research
design will be used. The target population of the study will be the all students enrolled in the
EMBA program of TWU. However, it is not feasible to obtain feedback from all the students due
to time constraint. Therefore, the study will involve the quantitative study of randomly selected
sample of 100 students who will represent whole population. A survey questionnaire has been
designed in order to collect the required data for evaluating the program quality. For generating
the data, all participants will be provided a web link for on-line survey to be completed.
6 Limitations
The study is not conclusive in the manner that only three variables have been considered while
measuring quality of the EMBA program. There are other variables like infrastructure, student
services, and post-program career services which might have moderate effect on students;
perception of program quality. Another limitation of the study is its ability to be generalized. As
the program-level study examined the EMBA course of only TWU University, more studies in
other universities would be required to provide more evidence to examine the quality perception
of EMBA programs.
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References
Altbach, P. (2015). Knowledge and education as international commodities. International higher
education, (28).
Hénard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and
Practices. An IMHE Guide for Higher Education Institutions, 7-11.
Kasem, N., & Pathak, K. P. (2015). Factors Affecting The Students’ Perception On Quality
Education.
Sembiring, M. (2015). Validating student satisfaction related to persistence, academic
performance, retention and career advancement within ODL perspectives. Open
Praxis, 7(4), 325-337.
Texas Woman’s University. (2017). Executive Master of Business Administration (M.B.A.).
Retrieved from http://catalog.twu.edu/archives/2016-17/graduate/management/executive-
master-business-administration-mba/
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Appendix
Survey Instrument
I. Introduction
Understanding student perceptions regarding the quality of program experience is critical in
evaluating EMBA program. This survey is aimed at identifying the perceptions of participants of
EMBA program at Texas Woman’s University College of Business. More specifically, this
survey has been designed to measure satisfaction levels of students during participation in the
program. The survey will not take more than 15 minutes to complete. It is ensured that all
information will remain confidential and only summary information will be reported while not
publishing any individual data.
Thank you for taking the time to share your feedback.
II. Background Information
1. Gender
A) Male
B) Female
2. Age
A) 25 – 30
B) 31 – 40
C) 41 – 50
D) 50+
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3. Marital Status
A) Married
B) Unmarried
III. Students’ Satisfaction Survey
Please tick (√) as appropriate
Statements
Strongly Agree
Disagree
Neither Agree nor
Disagree
Agree
Strongly Agree
Not Applicable
1. Courses in this program addressed contemporary
challenges facing current and future business
leaders.
2. Courses are particularly too theoretical instead of
providing practical exposure.
3. Assignments and other activities were focused on
practical application of theories.
4. The curriculum was overall appropriate for the
professional needs as per industry requirements.
5. The instructors were competent and have enough
knowledge of the subject content.
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6. The subject topics were communicated in
efficient manner.
7. I have been provided ample opportunity to raise
doubts.
8. The assessment criteria of the program were
deigned to impartially test my skills
9. Honest and useful feedbacks were provided for
my assessments.
10. The program helped to improve problem-solving
skills.
11. The program helped to improve my leadership
skills.
12. The program made me more confident of my
previously learned skills.
13. After completing the course, I am more
confident to think about new career opportunity.
14. The effective use of information technology and
digital learning materials has improved the delivery
of program.
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15. There was sufficient interaction with the faculty
in the class.
16. There was healthy interaction with other
students in the class.
17. The instruction methodology was useful to
transfer knowledge to the business practice.
18. The course has helped me to learn analytical
ways of approaching business problems that will be
helpful in long-term.
19. The faculty seems more interested to test what I
have memorized than what I have understood.
20. The faculty made learning interesting through
effective use of audio-visual presentations.
21. Faculty members are approachable in case of
any doubt.
22. I am satisfied with the ease of viewing grades.
23. Overall, I am satisfied with the quality of the
EMBA program.
24. I will recommend my friends or colleague to
take the EMBA program at the TWU.
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