A Program Evaluation of an Apprenticeship Program Using Stufflebeam's CIPP Model

Autor/in	To, Oai C.
Titel	A Program Evaluation of an Apprenticeship Program Using Stufflebeam's CIPP Model
Quelle	(2017), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Gardner-Webb University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3557-8833-4
Schlagwörter	Hochschulschrift; Dissertation; Program Evaluation; Apprenticeships; Models; Educational Objectives; Educational Strategies; Program Implementation; Outcomes of Education; Decision Making; Accountability; Feedback (Response); Program Effectiveness; Alignment (Education); Institutional Mission; Organizational Objectives; Institutional Characteristics; Strategic Planning; Online Surveys; Measures (Individuals); Transcripts (Written Records); Content Analysis; Change Strategies; Student Attitudes; Administrator Attitudes; North Carolina (Charlotte) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Programme evaluation; Programmevaluation; Apprenticeship; Lehre; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel; Lehrstrategie; Lernleistung; Schulerfolg; Decision-making; Entscheidungsfindung; Verantwortung; Business goal; Unternehmensziel; Strategy; Planning; Strategie; Planung; Messdaten; Inhaltsanalyse; Lösungsstrategie; Schülerverhalten
Abstract	This dissertation is a program evaluation of an apprenticeship program operated by Siemens Energy, Inc. in Charlotte, North Carolina. The evaluation was based on Stufflebeam's CIPP model of context (C), input (I), process (P), and product (P). The CIPP sought to evaluate (C) current and future objectives, (I) various strategies use to achieve the objectives, (P) the implementation of the strategies, and (P) the outcome of the program. The entire model provided insight into the effectiveness of the program and provided feedback for decision making and accountability toward current and future improvement of the program (Stufflebeam, 1971). Four questions were cultivated to align with the CIPP model. The four CIPP questions were (a) Context: How are the objectives of the program matched up with the needs of Siemens and the apprentices; (b) Input: What characteristics help apprentices finish their program? (c) Process: Are the apprentices being successfully trained; and (d) Product: What was the outcome in meeting the program's strategic plan? The research design methodology follows several pathways. Current apprentices took the online survey of the Noel-Levitz Adult Learner Inventory. They also completed the apprentice survey and were involved in a planned interview. The management team was administered a survey and was part of an interview. Other documents and data were reviewed and analyzed such as strategic plans, current and projected sales demand, applicant and apprentice information, training materials, graduation, retention, and employment information. Based on the findings of the program evaluation, the apprenticeship program is effective and accomplishing its goals. The researcher has concluded three recommendations for consideration based on the evaluation findings: provide more support for apprentices, ensure the apprentices fully comprehend the curriculum requirements and expectations for their associate's degree, and develop a strategic plan with a mission and vision statement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01