In many countries, university-based educational administration programs proceed to establish standardized curriculumcontents for program approval in the international arena. An important influence on these efforts has been internationalbenchmarking and quality assurance works. To a lesser extent, however, they have attached a special emphasis on personalpreferences of “providers and clients”, i.e., academic members and students. In the current research, it was proposed todetermine if there is a connection between course preferences of academic members in the field of Educational Administration,Supervision, Planning and Economics (EASPE) and the current course lists of EASPE master’s programs provided by Turkishuniversities and academic institutions. The methodology employed in this research was three-level embedded mixed researchmethodology that included respectively descriptive document analysis of course lists of 34 EASPE master’s programs,quantitative conjoint analysis of course preferences of 13 academics from 13 universities and qualitative interview analysis. Theresearch showed that total quality management, educational law and statistics courses were under discussion in terms of theirpartial utility estimates and scholar reviews. Academic members drew attention to need for qualified scholars with knowledgeof statistics. Besides, there occurred the most reversals on the subject of interdisciplinry course theme. As a conclusion, articlediscussed the consequence that some course themes and titles taught in Turkish EASPE programs were inconsistent withacademics’ preferences.