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 (schools, culture, and society; 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 level. 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 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 Ph.D. in educational policy and leadership studies with an educational leadership subprogram requires the following work.
| Code | Title | Hours |
|---|---|---|
| Common Courses | 12 | |
| Cognate Courses | 9 | |
| Electives | 29 | |
| Concentration Area Courses | 12 | |
| Research Courses | 18 | |
| Dissertation | 10 | |
| Total Hours | 90 | |
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 coursework information, see Educational Leadership on the Department of Educational Policy and Leadership Studies website.
Research Courses
All educational leadership Ph.D. students must complete 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 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 Ph.D. Research Requirements on the college's Graduate Student Life 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. 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 (however, the GRE requirement has been suspended for the 2022-23 admissions cycle), promise for scholarly and professional growth, and recommendations. Complete applications are reviewed as they are received.
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.
The Doctor of Philosophy program in educational policy and leadership studies with a higher education and student affairs subprogram requires a minimum of 90 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 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 Ph.D. in educational policy and leadership studies with a higher education and student affairs subprogram requires the following coursework.
| Code | Title | Hours |
|---|---|---|
| Substantive Core Courses | 18 | |
| Research Methods Courses | 18-21 | |
| Concentration Area Courses | 18 | |
| Graduate Electives | 24 | |
| Dissertation | 12 | |
| Total Hours | 90-93 | |
Substantive Core
The substantive 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 (18 s.h.) must be completed at the University of Iowa.
| Code | Title | Hours |
|---|---|---|
| All of these: | ||
| 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 | Diversity and Equity in Higher Education | 3 |
| EPLS:6311 | Seminar: Research Topic in Education | 3 |
Research Methods
Research methods courses (at least 18 s.h.) assure that students achieve scholarly autonomy and initiative.
Basic Research Methods
| Code | Title | Hours |
|---|---|---|
| Both of these (6 s.h.): | ||
| EPLS:6206 | Research Process and Design | 3 |
| EPLS:7373 | Qualitative Research Design and Methods (or approved substitute) | 3 |
Statistics/Linear Regression
These courses (6-7 s.h.) must be taken in this order.
| Code | Title | Hours |
|---|---|---|
| This course: | ||
| PSQF:6243 | Intermediate Statistical Methods | 3 |
| One of these: | ||
| EPLS:6370 | Quantitative Methods for Policy Analysis | 3 |
| PSQF:6244 | Correlation and Regression | 4 |
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
| Code | Title | Hours |
|---|---|---|
| EPLS:5240 | Topics in Education (when topic is introduction to historical methodology or critical qualitative inquiry) | 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 |
| Another comparable research methods course approved by advisor | ||
Quantitative Methods
| Code | Title | Hours |
|---|---|---|
| EPLS:5240 | Topics in Education (when topic is multilevel modeling) | 3 |
| EPLS:6209 | Survey Research and Design | 3 |
| POLI:7003 | Advanced Methodology | 4 |
| PSQF:6246 | Design of Experiments | 3 |
| SOC:7170 | Advanced Statistical Modeling of Data | 3 |
| SOC:7180 | Structural Equation Modeling | 3 |
| Another comparable research methods course approved by advisor | ||
Concentration Area
The concentration area (18 s.h.) gives students the opportunity to develop expertise in one area. Students consult with their advisor to develop the concentration curriculum.
Graduate Electives
Students choose 24 s.h. of elective graduate coursework 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 coursework that complements other aspects of the student's doctoral program.
Comprehensive Examination
The Ph.D. 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 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 must meet the admission requirements of the Graduate College. Transcripts, a résumé or curriculum vita, three letters of recommendation, and a personal statement are required. The Graduate Record Examination (GRE) General Test is optional. The statement of purpose (one to three pages) should include 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.
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.
The early action application deadline is Dec. 1; the regular decision application deadline is April 15 for admission the following fall.
For more information on higher education and student affairs programs, see the Department of Educational Policy and Leadership Studies website.
The department is not admitting students to the schools, culture, and society subprogram at this time.
The Doctor of Philosophy program in educational policy and leadership studies with a schools, culture, and society subprogram requires a minimum of 90 s.h. of graduate credit. Students must earn a cumulative grade-point average of at least 3.00 in major coursework.
The program develops students' ability to analyze the influence of social and historical factors that frame contemporary issues in education.
The Ph.D. in educational policy and leadership studies with a schools, culture, and society subprogram requires the following coursework.
| Code | Title | Hours |
|---|---|---|
| Common Core Courses | 9 | |
| Disciplinary Foundation Courses | 12 | |
| Interdisciplinary Focus Courses | 12 | |
| Cognate Courses | 27 | |
| Research Tools | 18 | |
| Dissertation | 12 | |
| Total Hours | 90 | |
Common Core
Students complete all three courses in the common core.
| Code | Title | Hours |
|---|---|---|
| EPLS:5102 | History of American Education | 3 |
| EPLS:5126 | Twentieth-Century Educational Movements | 3 |
| EPLS:5130 | Sociology of Education | 3 |
Disciplinary Foundation
Students choose one of two disciplinary foundation areas: sociology or history. 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) or history (prefix HIST). The following lists provide examples of courses appropriate for the two disciplinary foundation areas.
Sociology
| Code | Title | Hours |
|---|---|---|
| EPLS:5134 | Education and the World of Work | 3 |
| EPLS:5142 | Sociology of Higher Education | 3 |
| EPLS:5210 | Education and Social Change | 3 |
| EPLS:5240 | Topics in Education (when topic is sociology of education) | 3 |
History
| Code | Title | Hours |
|---|---|---|
| EPLS:5123 | History of Ethnic/Minority Education | 3 |
| EPLS:5240 | Topics in Education (when topic is history of education) | 3 |
| EPLS:6220 | History of Higher Education | 3 |
| EPLS:6237 | History of the Teaching Profession | 3 |
| EPLS:6238 | Gender and Education in Historical Perspective | 3 |
| EPLS:6239 | LGBTQ History in Education | 3 |
Interdisciplinary Focus
Students choose one of two interdisciplinary focus areas: diversity and equity, or policy contexts. They take four courses in that area (total of 12 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
| Code | Title | Hours |
|---|---|---|
| EPLS:5123 | History of Ethnic/Minority Education | 3 |
| EPLS:6237 | History of the Teaching Profession | 3 |
| EPLS:6238 | Gender and Education in Historical Perspective | 3 |
| EPLS:6239 | LGBTQ History in Education | 3 |
| EPLS:6277 | Readings in Diversity and Equity in Higher Education | 3 |
| One relevant course from another department, with advisor's approval | ||
Policy Contexts
| Code | Title | Hours |
|---|---|---|
| EPLS:5134 | Education and the World of Work | 3 |
| EPLS:5210 | Education and Social Change | 3 |
| EPLS:6225 | Higher Education Policy | 3 |
| EPLS:6237 | History of the Teaching Profession | 3 |
| EPLS:6270 | Policy and Politics | 3 |
| One relevant course from another department, with advisor's approval | ||
Cognate Courses
Students complete at least 27 s.h. of additional graduate-level coursework in a field or fields that are relevant to their scholarly and professional goals. Students commonly complete some or all of the 27 s.h. with relevant graduate-level coursework 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 coursework to accept.
Research Tools
Students take at least 18 s.h. in research methods.
Basic Research Methods
| Code | Title | Hours |
|---|---|---|
| Both of these: | ||
| EPLS:6206 | Research Process and Design | 3 |
| EPLS:7373 | Qualitative Research Design and Methods | 3 |
| With approval, students may substitute a course above for one of the following: | ||
| CSED:7338 | Essentials of Qualitative Inquiry | 3 |
| EDTL:7070 | Qualitative Research Methods in Teaching and Learning | 3 |
| PSQF:7331 | Qualitative Educational Research Methods | 3 |
Intermediate Statistics and Linear Regression
| Code | Title | Hours |
|---|---|---|
| Both of these: | ||
| PSQF:6243 | Intermediate Statistical Methods | 3 |
| EPLS:6370 | Quantitative Methods for Policy Analysis | 3 |
Advanced and/or Specialized Research Methods
Students consult with their advisor to choose two courses from either list appropriate to their dissertation design.
Qualitative or Non-Quantitative Courses
| Code | Title | Hours |
|---|---|---|
| EPLS:5240 | Topics in Education (when topic is historical methodology in education or analysis of philosophical argumentation) | 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 |
| EDTL:7751 | Advanced Qualitative Data Analysis | 3 |
| PSQF:6265 | Program Evaluation | 3 |
| Other comparable research methods courses approved by student's advisor and schools, culture, and society program | ||
Quantitative Courses
| Code | Title | Hours |
|---|---|---|
| EPLS:5240 | Topics in Education (when topic is multilevel modeling) | 3 |
| EPLS:6209 | Survey Research and Design | 3 |
| EPLS:6370 | Quantitative Methods for Policy Analysis | 3 |
| POLI:7003 | Advanced Methodology | 4 |
| PSQF:6249 | Factor Analysis and Structural Equation Models | 3 |
| SOC:5160 | Research Design and Methods | 3 |
| SOC:7170 | Advanced Statistical Modeling of Data | 3 |
| SOC:7180 | Structural Equation Modeling | 3 |
| 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 two take-home exams, each with a maximum of 15 pages. The first exam covers the student's disciplinary foundation (history or sociology), and the second covers the student's interdisciplinary focus area (diversity and equity, or policy contexts) and the common core (history or sociology, not including the disciplinary focus).
Dissertation
After completing the comprehensive examination, 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 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 (however, the GRE requirement has been suspended for the 2023–24 admissions cycle).
Applicants whose first language is not English must submit official test scores to verify English proficiency. Applicants can verify English proficiency by submitting official test scores from the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For specific score requirements, see the Manual of Rules and Regulations on the Graduate College website.
Admission is for fall semester entry. Application deadline is Jan. 15 for admission the following fall.
For more information on schools, culture, and society programs, see the Department of Educational Policy and Leadership Studies website.
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, Ph.D.
Educational Leadership Subprogram
| Academic Career | ||
|---|---|---|
| Any Semester | Hours | |
| 90 s.h. must be graduate level coursework; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website. a | ||
| Distribute the following graduate elective hours between years 1-4 with advisor approval: b | ||
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 3 | |
| Elective course | 2 | |
| Hours | 29 | |
| First Year | ||
| Fall | ||
| EPLS:6217 | Theory and Practice of Leadership | 3 |
| EPLS:6224 | Organizational Theory and Administrative Behavior | 3 |
| EPLS:6226 | Educational Management | 3 |
| Hours | 9 | |
| Spring | ||
| EPLS:6311 | Seminar: Research Topic in Education | 3 |
| Research course c | 3 | |
| Research course c | 3 | |
| Hours | 9 | |
| Second Year | ||
| Fall | ||
| Concentration Area course d | 3 | |
| Research course c | 3 | |
| Research course c | 3 | |
| Hours | 9 | |
| Spring | ||
| Concentration Area course d | 3 | |
| Research course c | 3 | |
| Research course c | 3 | |
| Hours | 9 | |
| Third Year | ||
| Any Semester | ||
| Comprehensive Exam e, f | ||
| Hours | 0 | |
| Fall | ||
| Concentration Area course d | 3 | |
| Cognate course g | 3 | |
| Cognate course g | 3 | |
| Hours | 9 | |
| Spring | ||
| Concentration Area course d | 3 | |
| Cognate course g | 3 | |
| Hours | 6 | |
| Fourth Year | ||
| Fall | ||
| EPLS:7493 | Ph.D. Thesis h | 5 |
| Hours | 5 | |
| Spring | ||
| EPLS:7493 | Ph.D. Thesis h | 5 |
| Final Exam (Dissertation Defense) i, j | ||
| Hours | 5 | |
| Total Hours | 90 | |
- a
- Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.
- b
- Complete a total of 29 s.h. in a related field; work with academic advisor for approval of graduate transfer credit and/or to select electives. Students are encouraged to present their MA degree as the related field, where appropriate.
- c
- Complete at least 18 s.h. of graduate courses in research design, quantitative, and qualitative required methods appropriate for doctoral-level research in Educational Leadership. Work with academic advisor to select appropriate courses approved by the College of Education.
- d
- Complete at least 12 s.h. in a concentration area; work with academic advisor to select appropriate graduate level courses. See the General Catalog and the College of Education website for specifics.
- e
- Required written and oral examination covering three areas: major area of study, other concentration area, and the student's chosen outside area of study.
- f
- Typically taken after most required coursework is completed; work with academic advisor to complete the exam.
- g
- Students must complete a 9 s.h. cognate outside of the Educational Policy and Leadership Studies department. Work with academic advisor to determine appropriate graduate courses and sequence.
- h
- Maximum total of 10 s.h. of thesis credit allowed.
- i
- Must be completed within five years of Comprehensive Exam.
- j
- An original research project is to be developed, presented and defended in an area of Educational Leadership.
Higher Education and Student Affairs Subprogram
| Academic Career | ||
|---|---|---|
| Any Semester | Hours | |
| 90 s.h. of graduate level coursework must be completed; graduate transfer credits allowed upon approval. More information is included in the General Catalog and on department website. a | ||
| Distribute between years 1-4 with advisor approval; work with academic advisor to determine sequence. | ||
| EPLS:6216 | Finance in Higher Education b | 3 |
| EPLS:6220 | History of Higher Education b | 3 |
| EPLS:6224 | Organizational Theory and Administrative Behavior b | 3 |
| EPLS:6273 | College Students b | 3 |
| EPLS:6275 | Diversity and Equity in Higher Education b | 3 |
| EPLS:6311 | Seminar: Research Topic in Education b | 3 |
| EPLS:6206 | Research Process and Design c | 3 |
| EPLS:7373 | Qualitative Research Design and Methods c | 3 |
| PSQF:6243 | Intermediate Statistical Methods d | 3 |
| EPLS:6370 or PSQF:6244 |
Quantitative Methods for Policy Analysis d or Correlation and Regression |
3 - 4 |
| Advanced/Specialized Research Methods course e, f | 3 - 4 | |
| Advanced/Specialized Research Methods course e, f | 3 - 4 | |
| Concentration Area course g | 3 | |
| Concentration Area course g | 3 | |
| Concentration Area course g | 3 | |
| Concentration Area course g | 3 | |
| Concentration Area course g | 3 | |
| Concentration Area course g | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Graduate Elective h | 3 | |
| Hours | 78-81 | |
| Third Year | ||
| Any Semester | ||
| Comprehensive Exam i | ||
| Hours | 0 | |
| Fourth Year | ||
| Any Semester | ||
| Final Exam (Dissertation Defense) j | ||
| Hours | 0 | |
| Fall | ||
| EPLS:7493 | Ph.D. Thesis k | 6 |
| Hours | 6 | |
| Spring | ||
| EPLS:7493 | Ph.D. Thesis k | 6 |
| Hours | 6 | |
| Total Hours | 90-93 | |
- a
- Students must complete specific requirements in the University of Iowa Graduate College after program admission. Refer to the Graduate College website and the Manual of Rules and Regulations for more information.
- b
- Substantive Core course.
- c
- Basic Research Methods course.
- d
- Statistics/Linear Regression course.
- e
- Work with academic advisor to select either Qualitative or Quantitative Advanced/Specialized Research Methods coursework appropriate to dissertation design.
- f
- 6 s.h. from Qualitative courses EPLS:5240, EPLS:7392, EDTL:7071, EDTL:7072, EDTL:7073, or 6-8 s.h. from Quantitative courses EPLS:5240, EPLS:6209, POLI:7003, PSQF:6246, SOC:7170, SOC:7180
- g
- Work with academic advisor to select appropriate graduate level coursework in the specialization area. See the General Catalog and the College of Education website for specifics.
- h
- Work with academic advisor for approval to select electives in related field, including graduate transfer credits.
- i
- Typically taken after most required coursework is completed; work with advisor to complete the exam.
- j
- Must be completed within 5 years of Comprehensive Exam.
- k
- Maximum total of 12 s.h. of thesis credit allowed.