Doctor of Philosophy
Education Major
Leadership Studies in Education Concentration
The doctoral program is directed toward developing practitioner-scholars who understand the power of ideas and who place those ideas in service to improve educational practice. The doctoral program seeks to develop in these scholar-practitioners both the skill and disposition to inquiry, policy analysis, and evaluation. Students admitted into the program are seasoned leaders in their school systems and possess both the intellectual ability to become scholars and the disposition of mind to become exemplary practitioners.
Further, doctoral study is designed to: (1) accent the heritage of the educational enterprise and its centrality to the strength of a democratic society, (2) equip students with the dispositions and skills to challenge the status quo and engage in evaluative policy dialogue and scholarship regarding the role and performance of educational organizations, (3) link competence and conscience via the study of ethics, and (4) emphasize the connection between theory and practice.
The Leadership Studies in Education doctorate presents leadership as an artistic endeavor enhanced through self-awareness and validation. The program assists students with opportunities and techniques for enhancing self-understanding in conjunction with acquiring knowledge and skills. The program is based on the assumption that leaders lead from their values, and it encourages self-exploration and clarification of values as a means for interpreting and responding to learned theory.
Ph.D. Program Hallmarks
- Adult learning principles
- Best practices
- Knowledge, disposition, and performance integration
- Theory and practice linkage
- Reflective action
- Moral and ethical perspectives
- Leadership
Courses and their descriptions are listed in the University of Tennessee Graduate Catalog at http://diglib.lib.utk.edu/dlc/catalog/index.html
The Ph.D. in Leadership Studies in Education is comprised of approximately 68 hours of graduate coursework that is divided as follows:
Doctoral Program Core Courses (8 Hours) |
Credit |
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Advanced Studies in Education-An Interdisciplinary Perspective |
3 |
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Educational trends, issues, and policies related to curriculum and instruction, assessment, the organization and administration of schools, and preparation of educators for both K-12 and higher education settings. Comment(s): Admission to doctoral program or consent of instructor required. |
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Trans-Departmental Seminar I |
1 |
|
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Introduction to doctoral programs in education: research requirements, academic integrity, the meaning of scholarship in academe and issues/problems in education. |
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Trans-Departmental Seminar II |
1 |
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Seminar to prepare doctoral students for the final steps in completing a terminal degree including preparing for and completing qualifying exams, preparing a prospectus, and completing a dissertation. |
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Leadership Forum |
1-3 |
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Development of research, evaluation, policy analysis skills and critical analysis and evaluation of philosophical principles undergirding American education. Continuous on-campus enrollment for 2 years. (Same as Higher Education Administration 606). Grading Restriction: Satisfactory/No Credit grading only. Repeatability: May be repeated. Maximum 12 hours. |
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Research (15 Hours) |
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Research Design |
3 |
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The foundations of designing, conducting, and evaluating quantitative, qualitative, and mixed-methods research and the philosophical assumptions underlying these approaches. Topics covered include: identifying a research problem, reviewing the literature, specifying a purpose, writing research questions and hypotheses, and collecting and analyzing data. (Same as Higher Education Administration 615) |
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Educational Statistics |
3 |
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(See Educational Psychology 577) Applications of descriptive and inferential statistics to educational and instructional problems. Use of Internet sites and computer programs to analyze data. (Same as Educational Administration 577). |
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Advanced Educational Statistics |
3 |
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Applications of parametric and nonparametric statistical inference to educational and instructional problems. Use of computer programs and Internet sites in analyzing data. |
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Case Study Methods in Educational Research |
3 |
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Methods, techniques and strategies consistent with case study approaches to inquiry in educational and related settings. (Same as Higher Education Administration 617). (DE) Prerequisite(s): 615. |
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Special Topics |
1-3 |
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Grading: Satisfactory/No Credit or letter grade. Repeatability: May be repeated. Maximum 12 hours. |
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Concentration/Specialization (15 Hours) |
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Seminar in Policy Issues in Education |
3 |
|
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Local, state, and federal education policy: theory analysis, development and implementation. Why education policy is changing rapidly, ways to follow and influence education policy, and conceptual frameworks to use for future understanding. (Same as Higher Education Administration 629.) |
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Values and Ethics in Educational Leadership |
3 |
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(See Higher Education Administration 670.) |
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Administration of Complex Organizations |
3 |
|
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Concepts and theoretical formulations to understand, analyze, evaluate, and change complex educational programs and organizations. (Same as Higher Education Administration 680.) |
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Advanced Seminar in Administrative Theory |
3 |
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(See Higher Education Administration 605.) |
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Development of and Current Issues in Educational Administration |
3 |
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Introduction to the area of educational administration. Focusing on the development of educational administration, school leadership preparation programs and current reforms, issues and indictments. |
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Program Evaluation in Education |
3 |
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(See Curriculum, Educational Research, and Evaluation 534.) |
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Grant Writing and Project Management |
3 |
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Processes of finding funding for research efforts, writing grant proposals, negotiating with funding sources, implementing and maintaining funded programs, and closing out projects at end of funding support. |
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Personnel Administration |
3 |
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Personnel administration functions for professional and supporting staff in educational organizations. Recruitment, selection, placement, personnel policies, employee wage and |
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Conflict Management |
3 |
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(See Higher Education Administration 658.) |
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Cognate (6 Hours) |
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Two courses to be taken outside the courses offered by the Educational Administration and Supervision Program. These courses must be focused on a topic that is applicable to research conducted on the dissertation. |
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Dissertation (24 Hours) |
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For additional information contact:
Educational Administration and Supervision/Leadership Studies in Education
A325 Jane and David Bailey Education Complex
Knoxville, TN 37996-3442
Office: (865) 974-6139
Fax: (865) 974-6146
jsyoung@utk.edu
Contact CEHHS
335 Claxton Complex
1122 Volunteer Boulevard
Knoxville, Tennessee 37996
Phone: 865-974-2201
Fax: 865-974-8718