Abstract For mid- to upper-level administrators in higher education who are well-established in their careers and attempting to balance the multiple responsibilities of school, work, and family, an executive EdD program may provide the flexibility and support needed to consider pursuing a doctoral degree. The purpose of this study was to explore student experiences with the cohort model in an executive EdD program in the southeastern United States. For this investigation, we conducted secondary data analysis of end-of-year program evaluations for four cohorts of students beginning in 2015 and continuing through 2017. Among all program characteristics, students reliably rated the cohort model among the top three in any given year. Thematic analysis revealed the importance of peer-to-peer and student-to-faculty/staff relationships, professional development, and challenges associated with being an “executive” student. To fully address the social and academic needs of executive students, institutions must be prepared to offer programs that differ in structure and organization from traditional programs. Furthermore, given the value of relationships as reported by students about their classmates, faculty, and staff, program administrators may wish to identify specific strategies for sustaining cohort relationships beyond academic coursework and into the dissertation phase of the program.

中文翻译：

---

在美国东南部的执行教育计划中使用队列模型探索学生体验

摘要 对于职业生涯成熟并试图平衡学校、工作和家庭的多重责任的高等教育中的中上层管理人员来说，执行教育计划可能提供所需的灵活性和支持，以考虑追求一个博士学位。本研究的目的是在美国东南部的行政教育计划中探索学生对队列模型的体验。在本次调查中，我们对从 2015 年开始一直持续到 2017 年的四组学生的年终课程评估进行了二次数据分析。在所有课程特征中，学生们在任何一年的前三名中都可靠地将课程模型评为前三名。专题分析揭示了点对点和学生与教师/员工关系的重要性，专业发展以及与成为“执行型”学生相关的挑战。为了充分满足行政学生的社会和学术需求，机构必须准备提供与传统课程在结构和组织上有所不同的课程。此外，鉴于学生报告的与其同学、教职员工和工作人员之间的关系的价值，项目管理人员可能希望确定在学术课程之外和项目论文阶段维持队列关系的具体策略。