Learning Outcomes
Specialized Content Knowledge
The department expects students to acquire and display mastery of a broad and deep knowledge of disciplines associated with one’s specialization (educational leadership; or higher education and student affairs) covering content that contributes to the historical, current, philosophical, and applied dimensions of the field.
Critical Thinking and Analytical Writing
Students will acquire capacities for theoretical and evidentiary-based analysis to critique and synthesize disparate and interdisciplinary perspectives within their specialization.
Empirical Skills
Students will develop skills for conducting assessment, evaluation, and research on phenomena associated with individuals and organizations associated with educational organizations, educationally aligned sectors, and individuals affiliated with or impacted by education.
Impact and Practical Application
Students will acquire skills for engaging in the higher education professional communities by participating in research and/or practitioner organizations focused on translation and application.
Leadership and Collaboration
Students will be able to analyze, articulate, and respond to complex problems using theory, evidence, and cooperation with those affected by the issues.
Ethical, Inclusive, and Equitable Practice
Students will gain skills in identifying and responding to educational inequities at the individual, organizational, and institutional levels. Specifically, students will apply their skills to advance educational inclusion and facilitate organizational change and reform.
The Doctor of Philosophy program in educational policy and leadership studies with an educational leadership subprogram requires a minimum of 90 s.h. of graduate credit. Students must earn a UI cumulative grade-point average of at least 3.00 in major coursework.
The program prepares scholarly professionals for leadership positions in a wide range of educational and public sector settings. Students acquire strong backgrounds in leadership, policy, and research. They equip themselves to discover, integrate, and apply knowledge as transformational leaders.
The PhD in educational policy and leadership studies with an educational leadership subprogram requires the following coursework.
Requirements Summary
| Requirements |
Hours |
| Common Courses |
12 |
| Cognate Courses |
9 |
| Electives |
29 |
| Concentration Area Courses |
12 |
| Research Courses |
18 |
| Dissertation |
10 |
Students also complete the comprehensive examination and a dissertation, described in the following sections.
Many educational leadership courses are offered by distance education; see MyUI for information about courses offered during current semesters.
For more detailed coursework information, see Educational Leadership on the Department of Educational Policy and Leadership Studies website.
Research Courses
All educational leadership PhD students must complete EPLS:6206 Research Process and Design during the first year of their PhD program. They must also complete a minimum of 15 s.h. in qualitative and quantitative coursework, 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 PhD Research Requirements on the college's Graduate Student Resources website.
Comprehensive Examination
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
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 must meet the admission requirements of the Graduate College and of the educational leadership program. Successful applicants must have experience teaching and leading PK–12 schools. Complete applications are reviewed as they are received.
The Doctor of Philosophy program in educational policy and leadership studies with a higher education and student affairs subprogram requires a minimum of 74 s.h. of graduate credit. At least 39 s.h. must be earned while registered in the Graduate College at the University of Iowa, and after formal program admission. Students must earn a UI cumulative grade-point average of at least 3.00 in major coursework.
The doctoral program prepares individuals to be leaders in student affairs and academic administration, graduate faculty at research universities, leaders in conducting research about college students and higher education, policy analysts in postsecondary institutions and public or private agencies, and teachers and academic leaders at two-year and four-year colleges. The higher education and student affairs program integrates academic experience with the cocurricular learning experiences of students and studies the outcomes of both.
The PhD in educational policy and leadership studies with a higher education and student affairs subprogram requires the following coursework.
Requirements Summary
| Requirements |
Hours |
| Substantive Core Courses |
18 |
| Research Methods Courses |
18 |
| Concentration Area Courses |
12 |
| Electives |
24 |
| Dissertation |
2 |
Substantive Core
The substantive core provides a 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 (18 s.h.) must be completed at the University of Iowa.
Course List
| Course # |
Title |
Hours |
| |
| EPLS:6216 | Finance in Higher Education | 3 |
| EPLS:6220 | History of Higher Education | 3 |
| EPLS:6224 | Organizational Theory and Administrative Behavior | 3 |
| EPLS:6273 | College Students | 3 |
| EPLS:6275 | Higher Education and Society | 3 |
| EPLS:6311 | Seminar: Research Topic in Education | 3 |
Research Methods
Research methods courses (at least 18 s.h.) ensure that students achieve scholarly autonomy and initiative.
Basic Research Methods
Course List
| Course # |
Title |
Hours |
| |
| EPLS:6206 | Research Process and Design | 3 |
| EPLS:7373 | Qualitative Research Design and Methods (or approved substitute) | 3 |
Statistics/Linear Regression
These courses (6 s.h.) must be taken in this order.
Course List
| Course # |
Title |
Hours |
| |
| PSQF:6243 | Intermediate Statistical Methods | 3 |
| |
| EPLS:6370 | Quantitative Methods for Policy Analysis | 3 |
Advanced/Specialized Research Methods
Students consult with their advisor to choose two courses (at least 6 s.h.) from either list appropriate to their dissertation design and intended learning outcomes.
Qualitative Methods
Course List
| Course # |
Title |
Hours |
| EPLS:5170 | Introduction of Institutional Research and Effectiveness | 3 |
| EPLS:7392 | Mixed Methods Research | 3 |
| EDTL:7071 | Critical Discourse Analysis in Educational Research | 3 |
| EDTL:7072 | Advanced Methods of Literacy Research: Qualitative Data Analysis and Reporting | 3 |
| EDTL:7073 | Ethnographic Methods, Theories, and Texts | 3 |
| |
Quantitative Methods
Course List
| Course # |
Title |
Hours |
| EPLS:5170 | Introduction of Institutional Research and Effectiveness | 3 |
| EPLS:6209 | Survey Research and Design | 3 |
| POLI:7003 | Advanced Methodology | 4 |
| PSQF:6246 | Design of Experiments | 3 |
| |
Concentration Area
The concentration area (12 s.h.) gives students the opportunity to develop expertise in one area. Students consult with their advisor to develop the concentration curriculum.
Electives
A student and their advisor may determine that some of their prior graduate work may be appropriate and applicable to the student's doctoral program. A student may count up to 24 s.h. of prior coursework toward the doctoral degree as electives. If a student does not have prior graduate work, they must enroll in up to 24 s.h. of electives to fulfill this requirement.
Comprehensive Examination
The PhD comprehensive examination consists of a question written by the student in consultation with their advisor, and formally approved by the higher education and student affairs faculty. Students are expected to construct a well-supported argument informed by knowledge of the theory, research, and practice that constitutes the field of higher education based on the substantive core and the 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 2 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 must meet the admission requirements of the Graduate College.
Sample Plan of Study
Sample plans represent one way to complete a program of study. Actual course selection and sequence will vary and should be discussed with an academic advisor. For additional sample plans, see MyUI.
Educational Policy and Leadership Studies, PhD
Educational Leadership Subprogram
This sample plan is currently being reviewed and will be added at a later date.
Higher Education and Student Affairs Subprogram
This sample plan is currently being reviewed and will be added at a later date.
