National University’s Master of Science in Higher Education Administration (MSHEDA) program was created in 2012 utilizing the unique approach of utilizing nationally recognized experts external to the university, rather than existing faculty members, to drive the design of the program and the course content materials. The results of the first assessment of the MSHEDA program were reported in a paper at INTED2016. Subsequent to the initial assessment, several administrative and programmatic changes have impacted the MSHEDA program including the development of the National University (NU) Adjunct Academy that provided uniform and consistent mentoring of adjunct faculty, updating program courses especially to reflect new federal regulations, and perhaps most importantly the implementation of a new expanded student end-of-course survey instrument consisting of eight (8) course content items and student actions as well as twelve (12) course instructor activities. This new survey instrument allows for a more detailed factor-analysis examination of the dynamics of learning in different course types: Theory, Best Practices, Regulatory, and Research. The current study also included an examination of the dynamics of learning in the MSHEDA’s research/thesis courses that were not included in the INTED2016 paper.

Keywords: Education, Assessment.