Abstract
Purpose. The purpose of this study was to describe and analyze the perceptions of alumni, who completed an educational doctoral program in educational or organizational leadership offered by an accredited university in California within the past three to five years. This study described the perceptions of alumni who graduated within the past three to five years and faculty regarding twelve variables. Methodology. The design used for this study was descriptive research utilizing qualitative interviewing. Three to five alumni from each university program were selected through purposive sampling and interviewed. Faculty members interviewed were department chairs, coordinators, or administrators from each program. Interviews were conducted by telephone using a semi-structured interview instrument. Data were displayed in table and narrative format. Findings. The following are a sample of the findings among the twelve variables studied. Programs varied from 25 percent to 92 percent of the courses required falling into leadership courses. Delivery methods used by faculty and common to all programs were the use of lecture, group projects, and class discussion. The most frequently mentioned support in successful completion of the dissertation included the committee and chair. Tuition costs ranged from $4,681 to $18,568 per year. The most commonly stated experience of faculty was that of either current or former administrator. Conclusions. This study included thirteen conclusions. Among these conclusions were: multiple criteria for admissions was used by all programs studied; students can expect to experience assignments that are relevant; accessibility of a program's location and frequency of meeting is dependent upon the candidate's choice of program; and there are costs beyond tuition when entering a doctoral program. Implications. Eight implications were identified through this study. Among them were courses offered should be examined to ensure that they are designed to build leadership capacity. Programs should treat candidates as clients and look for ways to flexibly provide support services. Programs should foster the finding of a compatible chair to work with students on their dissertations and set clear expectations of the chair's role.