The Doctor of Philosophy program in educational leadership requires a minimum of 90 s.h. of graduate credit. The program prepares scholarly professionals for leadership positions in a wide range of educational and public sector settings. Ph.D. students acquire strong backgrounds in leadership, policy, and research. They equip themselves to discover, integrate, and apply knowledge as transformational leaders.

The Ph.D. in educational leadership requires the following work.

Common Courses12
Cognate Courses9
Electives29
Concentration Area Courses12
Research Courses18
Dissertation10
Total Hours90

Students also complete the comprehensive examination and a dissertation, described below.

Many educational leadership courses are offered by distance education; see MyUI for information about courses offered during current semesters.

For more detailed course work information, see Educational Leadership on the Educational Policy and Leadership Studies website.

Required Research Courses

All educational leadership Ph.D. students must complete either EALL:5150 Introduction to Educational Research or EPLS:6206 Research Process and Design during the first year of their Ph.D. program. They also must complete a minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Students select from courses listed under Ph.D. Research Requirements on the College of Education website.

Comprehensive Examination

Ph.D. students must satisfactorily complete a written take-home comprehensive examination consisting of three parts. The first part covers a student's major area of study, and the second covers two additional concentration areas. The third is on the student's outside area of study and is prepared by faculty members outside the Department of Educational Policy and Leadership Studies. The written exams are followed by an oral examination.

Dissertation

All students must write a dissertation based on an original research project in an area of educational leadership. Students must earn 10 s.h. of credit for dissertation research. The doctoral program culminates with a final oral defense of the dissertation. Students must be registered at the University of Iowa during the session in which they graduate.

Admission

Applicants to the Ph.D. program in educational leadership must meet the admission requirements of the Graduate College and of the educational leadership program. They also must satisfy the residency requirement of two full-time (at least 9 s.h.) registrations. Required application materials include transcripts, official Graduate Record Examination (GRE) General Test scores, three letters of recommendation, and a personal statement of career goals. Admission is based on grade-point average and GRE scores, promise for scholarly and professional growth, and recommendations. Complete applications are reviewed as they are received.

The Doctor of Philosophy program in higher education and student affairs requires 90 s.h. of graduate credit. The program prepares faculty and scholar practitioners for leadership positions in student affairs and academic administration and for positions as graduate faculty members, leaders in conducting research about college students and higher education, policy analysts in postsecondary institutions and in public or private agencies, and teachers and academic leaders at two-year and four-year colleges.

The program integrates the academic experience with the cocurricular learning experiences of students and studies the outcomes of both. The curriculum is organized around three core areas: higher education administration and policy; teaching, learning, and the college experience; and diversity, equity, and foundations of higher education. Students take courses in each area and specialize in one.

The higher education administration and policy area studies organizational policy, leadership, and change. It helps administrators develop expertise in planning, evidence-based decision making, and effective leadership and organizational management. Individuals interested in enrollment management and institutional research should find this area appealing.

The teaching, learning, and the college experience area studies college teaching and learning and the ways in which college affects students. It enables educators to become more effective in designing, implementing, and evaluating powerful curricular and cocurricular initiatives. It should appeal to teaching faculty, institutional researchers, faculty development professionals, and leaders of student success initiatives.

The diversity, equity, and foundations of higher education area helps educators prepare to lead social change within their organizations and to facilitate difficult dialogues designed for interpersonal growth and development. It should appeal to chief diversity officers and other administrators called upon to develop curricula around social justice and to individuals interested in the empirical study of diversity in higher education.

The 90 s.h. required for the Ph.D. includes a substantive common core (24 s.h.), a research core (17 s.h.); a specialization (12 s.h.); graduate electives, including transfer course work (25 s.h.); and dissertation research (12 s.h.).

To fulfill the Graduate College residency requirement, doctoral students must enroll for a minimum of 9 s.h. in each of two semesters or a minimum of 6 s.h. in each of three semesters.

Substantive Common Core Courses24
Research Core Courses17
Specialization Area Courses12
Graduate Electives25
Dissertation12
Total Hours90

Substantive Common Core

The substantive common core provides foundational understanding of higher education and general knowledge that all students must master, regardless of their career goals and interests. All courses in the core (24 s.h.) must be completed at the University of Iowa.

All of these:
EPLS:6216Finance in Higher Education3
EPLS:6220History of Higher Education3
EPLS:6221The College Curriculum3
EPLS:6224Organizational Theory and Administrative Behavior3
EPLS:6225Introduction to Public Policymaking3
EPLS:6273The College Student3
EPLS:6275Diversity and Equity in Higher Education3
EPLS:7432Multicultural Initiatives3

Research Core

The research core (17 s.h.) assures that a student achieves scholarly autonomy and initiative.

Basic Research Methods

Both of these are required (6 s.h.):
EPLS:6206Research Process and Design3
EPLS:7373Qualitative Research Design and Methods (or approved substitute)3

Statistics/Linear Regression

All of these (8 s.h. taken in this order):
EPLS:5240Topics in Education (when topic is data coding and management)1
PSQF:6243Intermediate Statistical Methods4
EPLS:6370Quantitative Methods for Policy Analysis3

Advanced/Specialized Research Methods

Students should work with their advisor to choose one course (at least 3 s.h.) appropriate to their dissertation design.

Qualitative Methods

EPLS:5240Topics in Education (when topic is introduction to historical methodology)3
EPLS:7392Mixed Methods Research3
EDTL:7071Critical Discourse Analysis in Educational Research3
EDTL:7072Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3
EDTL:7073Ethnographic Methods, Theories, and Texts3
RCE:7444Qualitative Research in the Multicultural Context3
Another comparable research methods course approved by advisor and higher education and student affairs program

Quantitative Methods

EPLS:5240Topics in Education (when topic is multilevel modeling)3
EPLS:6209Survey Research and Design3
POLI:7003Advanced Methodology4
PSQF:6246Design of Experiments4
SOC:7170Advanced Statistical Modeling of Data3
SOC:7180Structural Equation Modeling3
Another comparable research methods course approved by advisor and higher education and student affairs program

Specialization Area

The specialization area gives students the opportunity to develop expertise in one area. Most students complete the common core before declaring one of the following three specializations: higher education administration and policy; teaching, learning, and the college experience; or diversity, equity, and foundations of higher education. Each specialization has its own course requirements and options.

Graduate Electives

Students choose 25 s.h. of elective graduate course work in consultation with their advisors. A student and their advisor may determine that some of the graduate elective work may be drawn from appropriate previous graduate course work that complements other aspects of the student's doctoral program.

Comprehensive Examination

The Ph.D. comprehensive examination consists of a set of take-home questions with a limited time to respond. Questions are based on the substantive core and a student's concentration. The written examination is followed by an oral examination.

Dissertation

The dissertation is a major research study planned in collaboration with the student's advisor. Students must write a formal dissertation proposal and submit it for approval, first to their advisor and then to the members of their doctoral committee. Students and their advisors determine when the proposal is complete. Students must earn 12 s.h. of dissertation research credit. The doctoral program culminates with a final oral defense of the dissertation.

Students must be registered at the University of Iowa each fall and spring semester from the semester in which they complete their comprehensive examination through the semester in which they defend their dissertation and graduate.

Admission

Applicants to the Ph.D. program in higher education and student affairs must meet the admission requirements of the Graduate College. Each applicant must submit a personal statement; undergraduate and graduate grade-point averages; undergraduate and graduate transcripts; three letters of recommendation; a résumé or curriculum vita, and scores on the Graduate Record Exam (GRE) General Test. The statement of purpose (one to three pages) should include an indication of specialization, professional and/or research interests, whether the applicant plans to enroll full- or part-time, and how the applicant's goals and experiences are consistent with the higher education and student affairs program's mission and values. Application deadline is December 1 for admission the following fall.

For more information on higher education and student affairs programs, see the Department of Educational Policy and Leadership Studies.

The Doctor of Philosophy program in schools, culture, and society requires a minimum of 90 s.h. of graduate credit. The program develops students' ability to analyze the influence of social, historical, and philosophical factors that frame contemporary issues in education.

Ph.D. students complete a common core (12 s.h.), a disciplinary foundation (12 s.h.), an interdisciplinary focus (9 s.h.), cognate courses (28 s.h.), research tools (17 s.h.), and a dissertation (12 s.h.).

Common Core Courses12
Disciplinary Foundation Courses12
Interdisciplinary Focus Courses9
Cognate Courses28
Research Tools17
Dissertation12
Total Hours90

Common Core

All Ph.D. students must complete all four courses in the common core (12 s.h.).

EPLS:5102History of American Education3
EPLS:5126Twentieth-Century Educational Movements3
EPLS:5130Sociology of Education3
EPLS:5156Philosophies of Education3

Disciplinary Foundation

Students choose one of three disciplinary foundation areas: sociology, history, or philosophy. They complete 12 s.h. in the area by taking three courses offered by the Department of Educational Policy and Leadership Studies (prefix EPLS) and one course offered by the corresponding department in the College of Liberal Arts and Sciences: sociology (prefix SOC), history (prefix HIST), or philosophy (prefix PHIL). The following lists provide examples of courses appropriate for the three disciplinary foundation areas.

Sociology

EPLS:5131Race, Class, and Gender Inequalities in Education3
EPLS:5134Education and the World of Work2-3
EPLS:5142Sociology of Higher Education3
EPLS:5210Education and Social Change2-3
EPLS:5240Topics in Education (when topic is sociology of education)arr.

History

EPLS:5123History of Ethnic/Minority Education2-3
EPLS:5240Topics in Education (when topic is history of education)arr.
EPLS:6220History of Higher Education3
EPLS:6237History of the Teaching Profession3
EPLS:6238Gender and Education in Historical Perspective3

Philosophy

EPLS:5155Critical Thinking3
EPLS:5157Ethics in Education3
EPLS:5158John Dewey and Education2-3
EPLS:5240Topics in Education (when topic is philosophy of education)arr.

Interdisciplinary Focus

Students choose one of two interdisciplinary focus areas: diversity and equity, or policy contexts. They take three courses in that area (total of 9 s.h.) chosen from the corresponding list. At least two of the courses (6 s.h.) must be from outside their disciplinary foundation area (see "Disciplinary Foundation" above).

Diversity and Equity

EPLS:5104Education in the Third World2-3
EPLS:5123History of Ethnic/Minority Education2-3
EPLS:5154Education, Race, and Ethnicity2-3
EPLS:5157Ethics in Education3
EPLS:6237History of the Teaching Profession3
EPLS:6238Gender and Education in Historical Perspective3
EPLS:6275Diversity and Equity in Higher Education3
One relevant course from another department, with advisor's approval

Policy Contexts

EPLS:5134Education and the World of Work2-3
EPLS:5157Ethics in Education3
EPLS:5210Education and Social Change2-3
EPLS:6225Introduction to Public Policymaking3
EPLS:6237History of the Teaching Profession3
EPLS:6270Policy and Politics of Leadership3
One relevant course from another department, with advisor's approval

Cognate Courses

Students must complete at least 28 s.h. of additional graduate-level course work in a field or fields that are relevant to their scholarly and professional goals. Students commonly complete some or all of the 28 s.h. with relevant graduate-level course work from other University of Iowa programs or with approved transfer credit from other institutions. A student's advisor, in consultation with other faculty members in the program, determine which course work to accept.

Research Tools

All students must take at least 17 s.h. in research methods as part of their schools, culture, and society Ph.D. program.

Basic Research Methods

The following two courses are required:
EPLS:6206Research Process and Design3
EPLS:7373Qualitative Research Design and Methods3
With approval, students may substitute course above for one of the following:
EDTL:7070Introduction to Qualitative Methods in Literacy Research3
PSQF:7331Seminar: Educational Psychology I - Current Topics (when topic is qualitative educational research methods)3
RCE:7338Essentials of Qualitative Inquiry3

Intermediate Statistics and Linear Regression

All students must take the following three courses:
EPLS:5240Topics in Education (when topic is data coding and management)1
PSQF:6243Intermediate Statistical Methods4
EPLS:6370Quantitative Methods for Policy Analysis3

Advanced and/or Specialized Research Methods

Students consult with their advisor to choose one course appropriate to their dissertation design from the "Qualitative or Non-Quantitative Courses" list or the "Quantitative Courses" list.

Qualitative or Non-Quantitative Courses

EPLS:5195Research in Cross-Cultural Settings3
EPLS:5240Topics in Education (when topic is historical methodology in education or analysis of philosophical argumentation)3
EPLS:7392Mixed Methods Research3
EDTL:7071Critical Discourse Analysis in Educational Research3
EDTL:7072Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting3
EDTL:7073Ethnographic Methods, Theories, and Texts3
EDTL:7751Advanced Qualitative Data Analysis3
HIST:7197The Art and Craft of Historical Writingarr.
HIST:7199History Workshop: Theory and Interpretationarr.
PSQF:6265Program Evaluation3
RCE:7444Qualitative Research in the Multicultural Context3
Other comparable research methods courses approved by student's advisor and schools, culture, and society program

Quantitative Courses

EPLS:5240Topics in Education (when topic is multilevel modeling)3
EPLS:6209Survey Research and Design3
EPLS:6370Quantitative Methods for Policy Analysis3
POLI:7003Advanced Methodology4
PSQF:6249Factor Analysis and Structural Equation Models3
SOC:5160Research Design and Methods3
SOC:7170Advanced Statistical Modeling of Data3
SOC:7180Structural Equation Modeling3
Other comparable research methods courses approved by student's advisor and schools, culture, and society program

Students who want to enroll in an advanced/specialized course not listed above, and wish to receive credit toward their program requirements, must obtain prior approval from their advisor and from the schools, culture, and society program.

Comprehensive Examination

The comprehensive examination consists of three take-home exams, each with a maximum of 12 pages. The first exam covers the common core, the second covers the student's interdisciplinary focus area, and the third covers the student's disciplinary foundation area.

Dissertation

After completing the comprehensive examination, Ph.D. students write a formal dissertation prospectus and submit it for approval first to their dissertation advisor and then to the members of their dissertation committee. The dissertation prospectus must be formally approved by the dissertation advisor and the dissertation committee before a student may begin dissertation research.

Students must earn 12 s.h. of dissertation research credit. The dissertation process culminates with a final oral defense of the dissertation. Students must register at the University of Iowa each fall and spring semester until the dissertation is successfully defended and the Ph.D. is awarded.

Admission

Applicants to the Ph.D. program in schools, culture, and society must meet the admission requirements of the Graduate College. A personal interview with one or more members of the program's faculty is recommended. Undergraduate and/or graduate emphases in education, sociology, and the humanities (philosophy, history, and so forth) provide good background for graduate study of schools, culture, and society, although other emphases also may be useful. Applicants must submit a personal statement explaining their professional goals, experiences, and research plans; undergraduate and graduate grade-point averages; undergraduate and graduate transcripts; three letters of recommendation; and scores on the Graduate Record Exam (GRE) General Test. Admission is for fall semester entry. Application deadline is January 15 for admission the following fall.

For more information on schools, culture, and society programs, see the Department of Educational Policy and Leadership Studies.