The literature search generated one recent study in which a rigorous Arab
university educational administration program leading to a Master’s degree was
evaluated (Alkhateeb et al., 1998). The study, which targeted educational
administration programs in two Jordanian universities, focused on five aspects of
the program of study (educational planning, content, delivery method, participants,
and evaluation methods employed). In general, the findings of the study showed these
programs to have moderate efficacy. Interestingly enough the major shortcomings of
the programs were similar to those found in comparable studies in the west (Milstein
and Krueger, 1997; Kraus and Cordeiro, 1995). The inability of these programs to
bridge the gap between theory and practice, too much lecturing, and inefficient
evaluation methods were the major areas that needed improvement in these programs.