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  Oct 17, 2017
 
2017-2018 Graduate Studies Bulletin

Education Administration, Ph.D.


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The Ph.D. degree is offered in two program concentrations: higher education administration and CD-12 education administration. Each prepares students for a variety of leadership positions in institutions and agencies related to the emphasis of their studies. Those earning the degree serve as university administrators, school superintendents and principals, administrators in school districts and government agencies, college and university faculty, and other related leadership capacities.

Learning Outcomes

CD-12 Track

  • Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
  • Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role
  • Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For programs for the advanced preparation of teachers, candidates meet ISTE standards. For doctoral programs, candidates are prepared to publish and present at conferences.
  • Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
  • Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.
  • Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
  • Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
  • Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.
  • Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.
  • Program Evaluation in Educational Leadership. Students enrolled in the PhD in Educational Leadership (CD-12 emphasis) demonstrate in-depth knowledge of methodologies for program evaluation and possess ethical leadership that is characterized by appreciation of diversity of perspective and approach.
  • Application of Research Paradigms in Educational Leadership: Students enrolled in the PhD in Educational Leadership (CD-12 emphasis) demonstrate an awareness, understanding and application of multiple research methodologies that align with differing types of research questions.
  • Application of Original Research in Educational Leadership: Students enrolled in the PhD in Educational Leadership (CD-12 emphasis) generate original research questions, apply appropriate research methodologies, and present findings of the independent research.

Higher Education Track

  • Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity.
  • Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role.
  • Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For programs for the advanced preparation of teachers, candidates meet ISTE standards. For doctoral programs, candidates are prepared to publish and present at conferences.
  • Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program.
  • Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base.
  • Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals.
  • Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles.
  • Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies for the positive development and learning of all students.
  • Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better outcomes for students, families, and the profession.
  • Knowledge of current theories and models of institutional organization, administration, and governance.
  • Knowledge of legal research, constitutional provisions, statutory laws, course decisions, and regulations as they affect administration of higher education.

Admission

Applicants must complete the Graduate School application. 

Degree Requirements

1. Total hours required:


A minimum of 51 post-masters hours.

2. Qualifying examination:


A writing sample, as one part of a three-part interview process, serves as the qualifying examination.

3. Courses:


Course work is designed to ensure that at the completion of the program the student can demonstrate the knowledge, skills, and dispositions developed in the following course work:

Area 2:


CD-12 Education Administration Concentration


A minimum of 15 hours of coursework related to CD-12 education administration as approved by advisor.  Possible courses include, but are not limited to the following:

Area 3:


Research Methods Requirement:


9 hours in a doctoral research cognate area; courses must be post-master’s 700- and 800-level outside the EDLP Department.  Possible courses include, but are not limited to the following:

Area 4:


A minimum of 12 hours in courses to prepare the student for the dissertation:

4. Comprehensive examination:


The comprehensive examination for the Ph.D. degree includes a written and oral examination.

5. Dissertation


Every candidate for a doctoral degree is required to successfully complete and defend a dissertation. Prior to preparing a dissertation, a proposal is required. The dissertation proposal must be approved by the student’s Dissertation Committee. The degree candidate must successfully defend the dissertation [oral defense] before his or her Dissertation Defense Committee.

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