Program Guidebook

Transcription

1 Program Guidebook Organizational Leadership, PhD Online-Blended 1

2 Table of Contents Department Educational Model and Goals... 3 TCSPP Individual and Cultural Differences... 4 Program Competencies... 4 Student Learning... 5 Grading and Performance Feedback... 5 Student Advisors... 6 Independent Study... 6 Approval/Denial of Transfer Credit... 7 Department Acceleration and Graduation Requirements... 8 Academic Development Plans... 8 On-site Residencies... 9 Comprehensive Examination Dissertation (taken from the TCS Dissertation Manual) TCS Faculty Commitment to Scholarship TCS Dissertation Requirements Empirically Based Dimension Applied Based Dimension Purpose of the Dissertation Competencies Measured Structure of the Dissertation Institutional Review Board (IRB)

3 Department Educational Model and Goals The Organizational Leadership Doctoral Program operates under the practitioner-scholar model. and is fully accredited by the Illinois Board of Higher Education (IBHE). The program is based on four critical competencies in leadership: A) Human Diversity and Ethics B) Leadership C) Intervention D) Research The program is predicated on the belief that competent practitioners must have both a broad knowledge of scientific and theoretical principles in the areas of leadership theory, management principles and practices, team theory and dynamics, and critical thinking and analysis, and the ability to apply that knowledge to specific leadership issues within organizations. The program reflects specifically designed program learning objectives that are based on best practices and the skills, knowledges and abilities necessary to build and develop successful leaders in organizations of all types. The program is fully accredited by the Illinois Board of Higher Education. The curriculum exposes students to leadership theory, strategy, change management, management theory, scientific research, and intervention tools and techniques that enable students to assume professional responsibilities, leadership positions and to help companies grow their leaders, in a variety of organizational settings (for-profit companies, not-for-profit companies, government and military settings, and universities, both domestic and global). In addition, The Chicago School of Professional Psychology online programs offer servicelearning opportunities to educate students to become competent and civically engaged leaders and managers, and leadership consultants and practitioners. The doctoral program endeavors to be flexible in order to adapt course content to reflect developments in the field and to emphasize critical thinking and problem solving, writing skills and presenting a critical argument, the role of personal values and personal development, and cultural diversity and ethics. The program has four program outcomes: 1. Students will assess the theoretical frameworks and scientific bases of organizational leadership appropriate at the doctoral level for a specific individual, group, or organizational situation. 2. Students will evaluate the impact of diversity and cultural issues in the field of organizational leadership. 3. Students will identify and demonstrate the ethical and professional conduct requirements governing the field of organizational leadership within an organization or location. 3

4 4. Students will apply essential leadership theory and skills to improve learning and performance in a variety of organizational populations. TCSPP Individual and Cultural Differences The Chicago School is committed to preparing professionals for practice in a multicultural and diverse society. In the PhD in Organizational Leadership, Online Blended, Cultural Diversity and Ethics is one of our four core competencies (see section below for more detail on program competencies). In keeping with the commitment, the content of the courses is informed, where appropriate, by knowledge of individual and cultural differences (e.g., age, ethnicity, gender, physical and mental disability, race, religion, sexual orientation, and socioeconomic status), so that students develop the skills that enable them to develop leadership skills and manage leadership teams with individuals of diverse backgrounds. Faculty convey attitudes respectful of these individual and cultural differences. Program Competencies Consistent with the practitioner-scholar model, the PhD in Organizational Leadership, Online Blended program, organizes the knowledge, skills, and attitudes necessary for holding leadership positions and/or promoting the development of leaders in organizations into four competencies. The four institutional goals are: 1) scholarship, 2) diversity, 3) professional behavior and, 4) professional practice. The PhD in Organizational Leadership s Online Blended Program competencies are defined within The Chicago School s four institutional goals. Inherent in each program competency is the ability to communicate effectively in both written and oral formats. Following are the four institutional goals, each followed by a program competency and its definition. Scholarship Research: Students will assess the theoretical frameworks and scientific bases of organizational leadership appropriate at the doctoral level for a specific individual, group, or organizational situation. Diversity Human Diversity and Ethics: Students will evaluate the impact of diversity and cultural issues in the field of organizational leadership. Professional Behavior Leadership: Students will identify and demonstrate the ethical and professional conduct requirements governing the field of organization leadership within an organization or location. Professional Practice Intervention: Students will apply essential leadership theory and skills to improve learning and performance in a variety of organizational populations. 4

5 Student Learning We are committed to student learning and assessment at The Chicago School of Professional Psychology. We use various methods of teaching in the online, blended PhD Program in Organizational Leadership, e.g. threaded discussions, written papers, team projects, observations of leaders, industry leader podcasts talking about pertinent leadership topics, assessment, intervention strategies and other tools to promote a transformational learning experience for each and every student. We at The Chicago School of Professional Psychology are committed to service learning, and each program has a service learning component, which consists of providing service to the community and/or individuals as part of our learning process. This expands our knowledge as professionals and leaders in the field and helps to build a connection between the school and the community. In addition, it helps us here at the Chicago School to give back to the community in meaningful and important ways that impact the daily lives of individuals and organizations. Every year we conduct a student learning assessment process that ensures that we are meeting our institutional goals, program objectives and program learning objectives to ensure that we keep our commitment to our students to provide a quality education that prepares them for the world of work in leadership. Grading and Performance Feedback Grades are assigned in all courses and students can review course grades online through eportal. Course grades assist the school, the student, and the student s academic advisor to monitor the student s progress and mastery of material deemed necessary by the department faculty to become proficient and competent psychologists working in organizations. The Department of Organizational Leadership does not accept grades of "C" or "F" as indicating student mastery of the knowledge, skills, or attitudes associated with any course. A student who receives a grade of "C" or F in a core, track, or concentration specific course must repeat and pass that course with a "B" (3.0 grade point average) or better. Grades of "C" and "F" are not counted toward graduation requirements. To replace the "C" or "F" grade, the retaken/replacement course must be offered by The Chicago School. Only in the most unusual of circumstances is a student allowed to replace a grade with a retaken/replacement course offered at another institution. Repeated/retaken courses are not eligible for Financial Aid coverage. When the retaken/replacement course is successfully completed, the second grade will be computed in the cumulative grade point average; the quality points for the first grade ("C" or "F") will no longer be computed in the student's GPA. However, the original grade ("C" or "F") will remain on the student's transcript. Students may retake a course only once. Those who 5

6 are unable to earn a grade of "B" or better in the retaken course will be referred to the Student Affairs Committee with a departmental recommendation for dismissal from the school. Student Academic Development Student academic development and student learning are the primary goals of the PhD in Organizational Leadership Program at The Chicago School of Professional Psychology. Students are carefully selected for entrance into the program and are academically nurtured through student advisement, career services and other resources offered through The Chicago School of Professional Psychology. Student Advisors Students are assigned an advisor upon entry into the PhD Program in Organizational Leadership. This administrative advisor will be an expert on the administrative components of the program: schedules, books, exceptions, program requirements, and other policies and procedures. Regarding academic advising, if the question or issue relates to a faculty member teaching a course the student is currently in, the student is encouraged to contact that faculty member. If this approach has been taken and is unresolved, or if the issue involves the PhD program overall, the student should contact the program chair, either by telephone or . Independent Study Students may undertake a faculty supervised independent study course (OL 675) in an area not covered by courses in the curriculum but related to their program of study, Organizational Leadership. The subject for independent study must be approved by the department chair at least two weeks prior to the term in which the independent study will be taken. When seeking approval for an independent study, the process below must be followed: 1. Student contacts department chair with idea for independent study at the beginning of the term prior to the term when the independent study will be taken. Student also identifies the prospective faculty member who they wish to lead them in the independent study topic. 2. Student and chair discuss the topic for the independent study course. Chair either approves or disapproves of the topic, or makes further suggestions. 3. If the topic is accepted, the student must compile a detailed outline for the course, including course assignments and readings for an eight week course, and a suggested instructor. This is submitted to the chair for approval at least 3 weeks before the term 6

7 will start in which the independent study will be taken. 4. Chair approves or denies the independent study topic and, if approved, checks with the faculty member to finalize approval. 5. If not approved, student revises/refines the idea and outline until approval is obtained. 6. If approved, chair will notify the student in writing via and arranges for independent study to begin the next term. Note: All independent studies must be approved at least two weeks prior to the start of the next term. A students schedule may be affected by an independent study course and it may impact the date of the graduation (unless taken in addition to the course(s) currently scheduled). Approval/Denial of Transfer Credit Students may complete a Petition for Transfer Credit form if they have previously taken the same course or a similar course to any of the courses in the PhD in Organizational Leadership program. This form must be submitted at least two weeks prior to the beginning of the term in which the transfer credit will apply. Please note that the department will not be able to consider petitions for transfer of credit for courses after these deadlines. This allows the School and Department sufficient time to review the petition and attached materials, determine and document the outcome of the petition, notify students, and advise students regarding their new registration choices if the petition is approved. Forms received after this deadline will not be considered. In order for a course to be eligible for transfer credit, it must all of the following conditions: It must contain the same up-to-date, graduate-level content as one of the departments courses. (Undergraduate or Masters courses do not meet these criteria). You must have received a grade of "B" or better in an equivalent grading system. You must submit the Petition for Transfer Credit form and a copy of the syllabus of the course to be considered to the department chair at least two weeks prior to the start of the next term Courses considered for transfer credit can be no more than ten years old. Courses taken within the last five years may be considered for transfer credit. Courses taken more than five years ago but less than ten years ago will require the student to take and pass a competency exam in the subject area of the course before transfer credit can be granted. If you have a course you believe should be considered for Transfer Credit, please submit your Petition for Transfer Credit and the syllabus of each course immediately to the Department Manager or Department Chair of the OL PhD Program. The Department Chair will review the materials to determine whether the class is approved or 7

8 denied for transfer credit. Following the steps above does not guarantee that transfer credit will be granted. Please allow 2-3 weeks for review and a decision. After a student receives approval, the student must arrange a consultation with the Department Chair to plan their schedule for the next term before registration begins. This consultation will be very important to ensure that the student is able to maintain the student status and financial aid he or she desires. Department Acceleration and Graduation Requirements The program requires 60 hours of coursework in the PhD In Organizational Leadership Blended Online program. Graduating from the program in three years requires the completion of all degree requirements, which include but are not limited to the following: Satisfaction of all contingencies and prerequisites required upon entry into the program Successful completion of the writing assessment (for all students) and writing program (if required). Successful completion of all courses required for the program. Satisfaction of all outstanding bills and tuition payments at The Chicago School. Full attendance and participation in Residency I and Residency II. Successful completion of your competency examination (also called a comprehensive examination) Successful completion and defense of your dissertation. Any other requirements, as denoted by your program. Students progress through the program in 8 week terms, usually taking one course per term, and participating in six terms a year, until they fulfill all degree requirements. In order to fulfill all requirements within three years, students must take three elective courses and double up on courses (e.g. taking two courses a term) for three terms of their degree program. If students are absent from the program during the three year period, it will most likely take more than three years to complete the program. No student can be absent from the program without an approved Leave of Absence. Academic Development Plans Receipt of a professional degree requires more than satisfactory academic performance. Interpersonal and professional competency across settings, ongoing self-awareness, openness to feedback, and proactive efforts to effectively resolve problems toward the highest standards are also required before admission into the field. Academic Development Plans (ADPs) are created when students demonstrate deficiencies in competencies necessary for program completion and entry into professional practice. Even when they are beyond the student s control, such difficulties present opportunities for growth, insight, and development. Therefore, ADPs are designed to maximize student development in light of strengths and weaknesses, holistic goals, and specific actions to reach those goals. While participating in an 8

9 ADP may be uncomfortable for some students, it is fundamentally a supportive tool used to advance professional and personal development. Please reference the Student Handbook for more information about ADPs. On-site Residencies The PhD in Organizational Leadership Blended Online requires two residencies: the first in year one of the program and the second in year two (or after required completed coursework, if you have taken one or more leaves of absence). Residencies for Online PhD programs are a requirement of the Higher Education Learning Commission. Schools are required to provide this in-depth, face-to-face experience a minimum of two times, and students are required to attend. Attending your residencies is required for graduation. In Residency One, you build a simulated dissertation proposal while engaging with faculty and peers. In Residency Two, you take your comprehensive exams and meet with your dissertation chair to advance your dissertation. As noted above, Residency I is a simulated dissertation process. During this residency, which lasts 3.5 days, you will: meet with faculty in small groups to get to know them in preparation for dissertation committee selection. Although you will not form your committee during this session, you will have ample opportunity to see and hear faculty in real-time. meet with your classmates and will be inspired by their dedication to learning. You will find yourself loyally pledging to help them and asking them to support you through the learning process. get acquainted with the faces and names of TCS staff and faculty who serve and support you through your program. learn the steps involved in completing your dissertation and will have a sense of what it will take to do so. have activities and experiences that would be difficult in the online environment and provide you with a broader learning opportunity "take home" the spirit of TCS in action, and this experience will help carry you through the harder days. Residencies are held at one of our campuses: Chicago, Los Angeles or Washington D.C. Most of the residencies are held at our Chicago campus. We are pleased to have highly dedicated faculty and staff who can hardly wait to meet you and engage in the residency format with you. We are excited to have you with us! Residency II consists of your comprehensive (competency) examination. The examination is described in detail below. It is held over a 3.5 day period during the second year of your program, after you have fulfilled your contingencies and prerequisites and have successfully completed the required coursework to take the examination. 9

10 Comprehensive Examination The Comprehensive Examination (Comps Exam or Comps) is a summative assessment of a student s proficiency in three of the four competencies of the PhD Organizational Leadership program: Human Diversity & Ethics, Leadership, and Intervention. The summative assessment of Research, the fourth competency, occurs in the proposal and dissertation courses. The student is expected to synthesize the learning across all core courses and thereby provide evidence for breadth and depth of knowledge about organizational leadership. This knowledge will be demonstrated in writing and in action. The comprehensive exam will be administered during residency II. During the term in which they participate in Residency II, the student is registered for and pays tuition for OL 620 Competency Exam. This provides study time for the student to take the exam, while getting course credit for the time they spend studying. Students are provided a Comprehensive Exam Manual to assist them in studying for the exam. Successful completion of this examination results in faculty approval for the student to continue in the program. A passing grade signifies an important achievement that is a rite for passage from doctoral student to doctoral candidate. Dissertation (taken from the TCS Dissertation Manual) The dissertation began in the days when the PhD was the dominant training model. That model was designed to train a researcher-practitioner, and the dissertation was designed to assure that graduates could conduct research and contribute to the field's body of knowledge. In many ways, the dissertation is a well-respected rite of passage into the professional field. In our PhD in Organizational Leadership, Blended Online program, The Chicago School follows the scholar-practitioner model, and we expect graduates to be able to consume and apply the scholarly literature to professional practice. As a result, TCS requires students to complete a dissertation to assure that they can devise and implement a scholarly study. This includes reading the literature; applying it in reflective and useful ways; planning and executing an empirical or applied study and evaluating the effectiveness of the research. This level of skill is expected from any member of the field who can teach, supervise, and mentor those who would join our profession. The dissertation requires self-discipline as well as strong time management, communication, and interpersonal skills. It requires students to educate themselves, engage in critical and reflective thought, and become a new expert in an area of the field. Professional practice requires all these skills, and so TCS requires students to complete a dissertation to assure that they are ready for independent professional work, and to help them begin defining their own area of expertise and contribution to the field. 10

11 TCS Faculty Commitment to Scholarship TCS faculty are committed to rigor and quality in research and follow the Boyer Model of Scholarship 1. In doing so they model scholarship on four levels: discovery, integration, application and teaching. Within those levels of performance, faculty support the student s development of his or her dissertation. They proudly stand aside as students launch and develop their dissertation study. They expect independent management of the project while providing the necessary resources to get it done. The student does the work. Faculty, through classes and one-on-one mentoring, champion the work from start to finish. TCS DISSERTATION REQUIREMENTS Commonly, a dissertation is described as an original piece of empirical research done in partial fulfillment of the requirements of doctoral (PhD) programs in psychology and related fields (Cone & Foster 2, l993, p. 3). With the varied disciplines and degrees being issued today, schools have come to describe dissertations differently and with conventional and sometimes unconventional research methods. TCS requires that the dissertation is either dominantly empirically-based or dominantly appliedbased, with elements of each apparent in the final discussion chapter. Students seeking a PhD are to conduct traditional empirical research, be it qualitative, quantitative or mixed quantitative/qualitative. Each program determines what research model is appropriate to its discipline and professional field. Empirically Based Dimension The empirical dimension is demonstrated by showing evidence that illustrates a hypothesis has been tested, or that a question has been answered. In other words, all dissertations start with a hypothesis or a question, and then after data are gathered or a product is built, the student analyzes the results. All dissertations are to include a validation of how their hypothesis or question was addressed. Applied Based Dimension In addition to the empirical dimension, all TCS dissertations must address application. Thus, TCS dissertations demonstrate relevancy to practice. The development of theory in close tandem with application is consistent with the TCS Model of Education. 1 Information on the Boyer Model of Scholarship can be found at 2 Cone, J. D. and Foster, S. L. (l993) Dissertations and theses from start to finish, Washington, DC: American Psychological Association, is a recommended APA text for psychological research. 11

12 A dissertation proposal that does not contain an empirical dimension and/or an applied dimension, through your dissertation chair, must be approved by your campus s Dean of Online Programs. Purpose of the Dissertation The Chicago School doctoral programs maintain a high standard of performance, culminating in a doctor of philosophy (PhD) degree. The major capstone of both doctorates is the dissertation. The purpose of the dissertation is three-fold: To move the field forward through contribution of original work to the scholarly community To provide evidence of a student s mastery of the program s required research and content competencies To provide faculty/institution with a measurement of program effectiveness. Competencies Measured The institution measures and requires attainment of four critical research competencies In addition to successful mastery of specific program competencies, which are: Professionalism Methodological rigor Conceptual rigor Contribution to field knowledge These competencies form a rubric for dissertation evaluation and are to be demonstrated in the proposal. Students may not continue the dissertation, nor submit their IRB application (see next section), until the Dissertation Committee affirms that appropriate competency rigor has been applied to the proposal. Structure of the Dissertation Generally, students use the traditional five chapter approach to demonstrate their mastery of dissertation competencies as follows: Chapter 1 Nature of the Study Chapter 2 Review of the Literature Chapter 3 Research Design and Methodology Chapter 4 Findings Chapter 5 Summary, Conclusions and Recommendations Appendices In select cases, the structure may vary if an alternative research work product is used. Each academic department defines the type of structure allowed. Your Program Guidelines outline your program requirements 12

13 Institutional Review Board (IRB) All research dissertations must be reviewed by the Institutional Review Board at the Chicago School of Professional Psychology. Following is information on the Institutional Review Board. The Institutional Review Board (IRB) is responsible for the review of all research proposals developed by TCS Education System students and faculty to ensure the rights and welfare of the research participants are protected. Any student or faculty wishing to conduct human subjects research must submit an application to the IRB for review. Your dissertation chair, when selected, will help walk you through this process. No student is to begin collecting data from human subjects, in any way, shape or form, prior to approval of his/her research with the Institutional Review Board. 13