Eastern Michigan University’s advanced professional education programs develop leaders who demonstrate reflective thought and scholarship within the context of a culturally diverse society.
David Anderson, Ph.D.
Jaclynn Tracy, Ph.D.
304 Porter Building
To be eligible for admission to the doctoral program in educational leadership, the applicants must meet the following requirements:
The admission process for the doctoral degree includes the following steps:
The objective of this retention plan is to monitor students’ development and progress in the program, and to identify those students who need additional assistance in order to complete the doctoral program successfully.
Students may enter the doctoral program in educational leadership with a specialist’s degree in educational leadership either from Eastern Michigan University or from another accredited institution of higher education. The interface of credit from this degree with the doctoral degree differs depending on the field in which the specialist’s degree was earned.
Those students who have completed the EMU specialist’s degree in educational leadership, or in another department at EMU, must take a minimum of 37 new hours toward completion of the doctoral program. The determination of which hours can be counted will be the responsibility of the student’s doctoral advisor.
The application of conceptual, technical and human relations skills that is essential to successful educational leadership (i.e., the testing of theory against prevailing practice) is best observed and explored when there is direct involvement in administration. Students in the educational leadership doctoral program have the option of an internship of 200-400 clock hours. This internship is to be a clinical experience that occurs in a leadership role related to the student’s career goals. The internship is to be supervised by an experienced educational administrator and the director of the intern program in the educational leadership program.
The internship requirement must be completed prior to the completion of the comprehensive qualifying examination.
Although the Graduate School does not require a specific period of campus residency, it nevertheless supports the efforts of graduate programs to create a cohesive intellectual community. Rigorous graduate programs constitute a community of scholars, in which students are gradually introduced by faculty to the scholarly standards, research protocols, ethical norms, professional expectations, social history and current leaders of the discipline. Such a community must be created deliberately, especially in programs with a high concentration of students who commute, attend part time and are employed full time. Seminars, speaker programs, shared authorship and conference presentations, and social events are just some of the ways in which this socialization can occur.
When students have completed all doctoral course work except for dissertation research, they are required to complete the comprehensive qualifying examination. The purpose of this examination is to determine the student’s subject mastery of the concepts, literature base and research; and knowledge of problems and issues in the major field (educational leadership) and the cognate area of study. The student is expected to provide written evidence of the ability to analyze and synthesize information, integrate learning into a meaningful whole and draw appropriate conclusions. Consult the EDLD Doctoral Student Handbook for examination process options.
Following the writing of the comprehensive qualifying examination, the student’s responses will be reviewed by the student’s doctoral examination committee of the educational leadership program, depending upon the examination option selected. All options include an oral examination during which the student’s written exam is discussed in greater depth by the student with members of the doctoral committee.
Failure on the written portion of the comprehensive qualifying examination (either partially or totally) will cause the student’s performance in the program to be reviewed by the student’s doctoral committee in consultation with the department head. The committee will then recommend that the student either be dismissed from the doctoral program, be permitted to withdraw from the doctoral program or be allowed to retake the examination (either partially or totally) after a remediation plan has been developed and implemented. Re-examination may not take place until at least six months have elapsed, but must occur within one year. The results of the second examination are final. After the second written attempt, the student’s doctoral committee may ask the student to participate in an intensive oral examination. If, after this oral examination, the student’s doctoral committee maintains that the student has not achieved the level of proficiency needed by a professional in the field of educational leadership, the recommendation will be made to the graduate dean that the student be dismissed from the doctoral program.
A doctoral student’s individualized course of study is normally expected to encompass a minimum of 60 hours of course work beyond the master’s degree. The exact number of hours will be determined by the student’s program advisor, based on a review of previous graduate work/transcripts, the student’s professional and personal aspirations and the doctor of education degree requirements as set forth by the Graduate School and the Department of Leadership and Counseling. Therefore, some plans of study will have only 60 hours while others may include additional hours, either courses designed to remove deficiencies or courses to enhance opportunities for leadership success, at the discretion of the program advisor.
The doctoral program of study has four components: major (educational leadership), cognate, research support and dissertation research.
The minimum number of credit hours allocated to each component are:
|Major (educational leadership)||30 hours|
|Research Support||8-12 hours|
|Dissertation Research||12 hours|