Program Overview
The Ph.D. in Higher Education Leadership, Management and Policy
is designed to provide students with a broad understanding of
the interrelated societal and organizational dimensions of higher
education, and prepare students for senior administrative and
policy development and management posts in colleges and universities,
government agencies, foundations, as well as careers in teaching
and research. This program offers students the opportunity to
focus in areas, such as administration and policy analysis,
international and comparative higher education, organizational
culture and change and the academic profession. Degree requirements
for the Ph.D. in Higher Education Leadership, Management and
Policy, which is a research-oriented degree, differ from those
required by the Ed.D. in Higher Education Leadership, Management
and Policy, which is a practice-oriented degree. A student in
the Ph.D. program will be expected to prepare a dissertation
that represents a significant contribution to knowledge; the
student also must orally present the dissertation in a scholarly
manner, which will reveal an ability on the part of the candidate
to do independent research of high-quality, as well as indicate
an expertise in using appropriate research techniques.
Completion Requirements:
- admission to the program;
- achievement of matriculation;
- advancement to candidacy;
- successful completion of a minimum of 90 graduate credits
in consultation with an adviser. 45 of these credits must
be taken at Seton Hall University following admission to
the program; and
- successful oral defense of a doctoral-level dissertation.
Admission Requirements:
- a master's degree in an appropriate field;
- a superior academic record (two official transcripts of
all undergraduate and graduate coursework required);
- recent (within five years) scores on the Miller Analogies
Test or Graduate Record Exam, which indicate the potential
for success in doctoral-level work
- resume of professional background
- statement of personal and professional goals
- three letters of recommendation regarding one's potential
for doctoral study; and
- a personal interview.
All application materials must be received by February 1 for
the Fall Semester and by October 1 for the Spring Semester.
Matriculation – (New Procedures)
Beginning with the Spring 2000 semester, doctoral students
will be considered for matriculation after completing 18 core
course credits and by demonstrating competence in the core
courses by successfully passing a qualifying written examination.
The core courses are:
Students are prohibited from taking additional credits until
successfully passing the qualifying written examination and
will have only two opportunities to pass the qualifying written
examination.
Advancement to Candidacy (Comprehensive)
In order to advance to candidacy, doctoral students must pass
a comprehensive performance-based assessment upon completion
of most of the required coursework. The doctoral student,
with departmental approval, will determine the form the assessment
will take, i.e., portfolio assessment, case studies, written
examination, etc. The more authentic, performance-based assessment
will tie the knowledge and understanding, what the student
knows; with performance, what the student can do. Upon successful
completion of the comprehensive performance-based assessment,
the student will be advanced to candidacy.
Course Requirements
- Foundations/Interdisciplinary Studies
(3 credits)
Select one:
EDST 9301 The History
of Education in America
EDST 9302 Social
Psychological Domain of Education
EDST 9304 Philosophic
Perspective in School and Society
- Professional Core (33 credits)
Required courses:
ELMP 7765 Policy
Analysis in Administration: Political and Economic Aspects
ELMP 7774 Comparative
Study of International Educational Systems
ELMP 9993 Organization
and Governance of Higher Education
ELMP 9994 Faculty
Personnel Policies in Higher Education
ELMP 9995 Financial
Administration of Higher Education Institutions
ELMP 9997 Historical
Development of American Higher Education
ELMP 9998 Curriculum
and Instruction in Higher Education
12 additional credits are determined
under advisement.
- Research Requirement (minimum 18 credits)
Required courses:
ELMP 6005 Statistical
Methods
ELMP 8616 Intermediate
Statistical Methods
ELMP 8891 Directed
Research in Administration and Supervision
ELMP 9979 Dissertation
Seminar in Higher Education I
ELMP 9980 Dissertation
Seminar in Higher Education II
3 additional credits are determined
under advisement.
Skills and Competencies That Constitute Outcomes
of the Doctoral Programs in Higher Education Leadership, Management
and Policy
Knowledge:
- familiarity with basic trends in American higher education
enrollment, staffing, degree production, institutional types,
financial resources, etc., since World War II;
- familiarity with the historical antecedents of contemporary
higher education forms and practices;
- familiarity with how American forms and practices compare
with those of other nations;
- a broad familiarity with current policy issues in American
higher education (i.e. the capacity to "list" the ten most
critical policy issues and the capacity to describe current
debate on those issues);
- familiarity with the classics of higher education research
and theory in the basic areas of curriculum and instruction,
history, organization and governance, faculty and student
issues, government policy and finance issues, and comparative
higher education (reading list to be distributed);
- familiarity with basic data resources related to higher
education, e.g. federal databases, including HEGIS/IPEDS,
NCES surveys, etc., major independent data sources, including
Carnegie Foundation for the Advancement of Teaching, the
National Research Council, etc;
- familiarity with the non-campus organizational matrix
of American higher education, including the increasing number
of membership and advocacy organizations representing various
constituencies, including, e.g., ACE, AAHE, AGB, AACU, AAU,
etc.;
- familiarity with basic methodology and method of social
science research, including the process of finding and adequately
describing research problems, statistical estimation and
inference, hypothesis testing and basic research reporting;
- familiarity with the basic techniques of qualitative research
and survey research;
- familiarity with basic organization and leadership theory;
- familiarity with theory and research on reflective professional
practice, presented in the work of Schon and Argyris;
- familiarity with basic learning theory and pedagogy (at
the individual and organizational level);
- familiarity with ethical issues in organizational life
and frameworks for the analysis of ethical dilemmas in practice.
Skills/Competencies:
- demonstrate basic skills in performing literature reviews,
including (a) capacity to identify goals and objectives
for defining parameters of review; and (b) capability of
integrating the results of previous research studies in
a given topical area via analysis of patterns in the findings
by methodological characteristics of the studies;
- demonstrate skills in defining a policy issue (a "should"
question), summarizing pro and con arguments and taking
a "reasoned" position;
- demonstrate skills in defining and describing a research
problem, and using available data to define the scope and
magnitude of the problem in the state, national or international
higher education context;
- demonstrate skills in applying social science theories
and concepts to the analysis of research problems in higher
education;
- demonstrate capacity to assess the strengths and weaknesses
of individual research studies, including conceptual frameworks,
use of theory and previous research, sampling, research
methods, analytical procedures and generalizability;
- demonstrate capacity to design tables, charts and other
figures that display data in the most cogent way possible;
- demonstrate the capacity to identify and present evidence
in writing that supports a cogent line or argument;
- demonstrate skills in the quantitative and qualitative
analysis of policy alternatives at the national, state and
institutional level;
- demonstrate skill in the design and implementation of
instruction;
- demonstrate skill in the design of professional development
experiences for administrators and/or faculty;
- demonstrate skill in the public presentation of research
results;
- demonstrate skill in the public presentation of a position
paper;
- demonstrate skill in the application of information technology
to instruction; and
- demonstrate skill in the application of information technology
to research and data analysis.
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