S T. J O H N F I S H E R C O L L E G E Rochester, New York Ed.D. Program in Executive Leadership - 1 -
Ed.D. Program in Executive Leadership Ralph C. Wilson, Jr. School of Education St. John Fisher College Contents Welcome...1 Overview...1 Operational Context...2 Program Structure...3 Curriculum Framework...4 Instructional Delivery System...4 Dissertation Requirements...5 Degree Requirements...................... 5 Additional Program and Admissions Requirements...6 Tuition and Financial Aid...7 Course List...8 Course Descriptions: Year One... 9-2 -
Welcome Welcome, and thank you for your interest in the Education Doctorate in Executive Leadership at St. John Fisher College. This program is designed for managers and executives in education and other human services. The program challenges traditional assumptions about doctoral education by providing a rigorous multidisciplinary program of study that incorporates innovative teaching, theory with practice, applied research, and personalized student services. You will discover the difference as candidates from diverse backgrounds and experiences are organized into teams in a professional, intellectually stimulating, and technologically rich environment. The program promotes open discussions, creative discourse, understanding and appreciation of multiple and diverse perspectives of leadership, and candidate success. Some of the distinguishing features of this unique program include team teaching by scholar practitioners who have expertise in various disciplines and innovative instructional design, including the use of case studies, simulations, and seminars. In addition, field-based applications and experiences support opportunities for specialized study and action research. The program s accelerated cohort model is sequential and cohesive, with interrelated modules of study and a year-round weekend schedule. The systematic approach to the curriculum, field experience, and dissertation makes it possible for participants to complete the program in approximately twentyeight months without career interruptions. We expect our graduates to make major contributions to their organizations and communities. We would welcome the opportunity to discuss our program with you. If you have any questions, please contact the Office of Graduate Admissions at grad@sjfc.edu or call (585) 385-8161. Sincerely, Jeannine Dingus-Eason, Ph.D. Director, Ed. D. Program in Executive Leadership Overview The Education Doctorate (Ed.D.) in Executive Leadership at St. John Fisher College is administered by the Ralph C. Wilson, Jr. School of Education (SoE). The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and information-driven organizations. This unique program in executive leadership was developed to provide an attractive and viable alternative to traditional doctoral programs in educational leadership. As an alternative doctoral model, the program is designed to: The Doctoral Program in Executive Leadership at Fisher is consistent with the mission of the School of Education and continues the College s long standing tradition of providing students with a small personalized environment that focuses on academic excellence, career opportunities, and service to the local community. ~Jeannine Dingus-Eason, Ph.D. Director, Ed. D. Program in Executive Leadership Provide executives and senior managers with an advanced curriculum that focuses on relevant and current topics and issues in executive leadership. Focus on the core leadership competencies, dispositions, and applied research that executives and senior managers need to be effective in various organization settings. Provide opportunities for candidates to focus their dissertation on actual problems in their organization, making the dissertation relevant and practical, and thereby encouraging organizational support. Provide candidates with access to a network of successful executives and organizations to support their intellectual, professional, and career development. - 1 -
Operational Context The Executive Leadership Program operates within the context of the SoE s Conceptual Framework, which embraces a philosophy of social justice based on five interlocking tenets: diversity, achievement, compassion, knowledge, and service. The program s faculty and staff are committed to modeling this philosophy in their interactions with candidates, colleagues, and the community. Mission The mission of the Doctoral Program in Executive Leadership at St. John Fisher College is to provide a unique, challenging, and rigorous educational experience that prepares candidates for executive leadership roles within the context of a diverse, informationdriven, and increasingly technological society. To this end, the program seeks to: The Ed.D. Program in Executive Leadership provided a pathway to success by enhancing my ability to explore, advocate, implement, and reflect upon cultural and organizational change. ~Michele Hancock, Ed.D. Superintendent of Schools Kenosha Unified School District Ed.D. Program Graduate, 2008 Prepare ethically responsible leaders who are committed to improving conditions, opportunities, and outcomes for their clients and employees Prepare highly capable leaders who understand and know how to use research, best practices, and new technologies to guide change and improve individual and organizational performance Prepare confident and compassionate leaders who are committed to improving the quality of life for children and families in underserved communities Prepare socially conscious and morally grounded leaders who respect and embrace diversity and understand the importance of human resource development Goals The goals of the program are to: Provide a high quality educational program that prepares candidates for successful careers as executive leaders Provide a program that promotes effective organizational and individual performance Maintain a professional environment that promotes an understanding of and appreciation for diversity Provide greater access for groups historically underrepresented in doctoral level programs, and in positions of executive leadership Provide a rigorous multidisciplinary advanced program of study for working professionals that fosters high rates of completion Learning Outcomes The program will prepare executive leaders who demonstrate the following: Ability to apply and synthesize the essential knowledge, skills, and dispositions required for effective leadership and management in various organizational settings Capability to conduct research and collect, analyze, and interpret data to inform decision-making and improve performance Facility to think and plan strategically and conduct action research that is supported by best practice Understanding of the impact, interactions, and implications of various public sectors on educational systems Integrity to make ethical and fair decisions when facing moral dilemmas Capacity to appreciate and maximize the talents and skills of a diverse workforce Ability to assess and maximize human potential through a process of continuous personal, professional, and intellectual development - 2 -
Program Structure Program Design The program is based on an accelerated, cohortpaced model designed around a rigorous multidisciplinary program of study in executive leadership. Classes meet year-round in an alternate weekend format. Courses are offered sequentially, organized by topical themes, and aligned with New York State, national, and institutional leadership standards. Candidates are organized into teams to develop and complete group projects. Readings are assigned prior to each class with the expectation that candidates will come prepared to discuss the related subject matter. The field experiences are aligned with coursework to support the integration of theory and practice. The program includes professional development opportunities and seminars conducted by local, state, and national experts in the field of leadership. In addition, technology is used to support research, class presentations, course assignments, and other aspects of teaching and learning. The program begins with a cohort of approximately twenty candidates. Candidates admitted to the program are required to register for six credits for the first semester and are required to register for nine credits for each of the next six consecutive semesters, including the summer sessions. Program of Study The program of study is based on widely accepted state and national standards, competencies, and dispositions that promote effective leadership. The courses, field experiences, and dissertation processes are aligned to support the integration of theory and practice and ensure that candidates receive a comprehensive, seamless, and high-quality educational experience based on cutting-edge knowledge, current research, and best practices. The coursework, field experiences, examinations, and dissertation requirements emphasize the reflective use of research as the basis for informing practice. Candidates are required to engage in independent research, field experiences, and group projects culminating in a dissertation that examines real organizational problems and recommends strategies for action based on best practices in their field of interest. Candidates are assigned faculty advisors and executive mentors to help guide them in the dissertation process and field-based experiences. All candidates are required to demonstrate competency in research by successfully completing courses in research-related methodologies. In addition, candidates are required to engage in four 50-hour field experiences in which they will work with a faculty advisor and executive mentor on research or other field-based projects, prepare for the demands of the dissertation, and develop a proposal that supports achievement of the ogranization s and the candidate s goals and program outcomes. The research and dissertation courses and field experiences are included within the 60-credit-hour core requirement. The program of study includes specific assessments and milestones in each module to measure and ensure progress toward degree completion. If the program requirements are met satisfactorily at each milestone, candidates can complete the program in approximately 28 months. However, it is anticipated that some candidates may need additional time to complete the dissertation requirements. One additional optional semester will be offered to such candidates under the condition that they meet all outstanding requirements by the end of the optional semester. - 3 -
Curriculum Framework Core Curriculum Requirements All candidates are required to: Complete the program s core curriculum, which includes 20 courses totaling 60 credits. Register for nine credits each semester and be continuously enrolled to meet the core requirements, with the exception of the first summer, which requires candidates to register for six credits. Take the core courses offered in this curriculum; courses taken at other institutions may not be used as substitutes. Maintain a minimum cumulative grade point average of 3.0 (B) or better each semester to continue in the program. The Ed.D. Program in Executive Leadership s diverse, inter-professional approach to education has enhanced my ability to initiate and implement organizational change that will provide for better community outcomes to care. ~Esma Paljevic, Ed.D., RN, CPNP Assistant Professor College of Health Professions Lienhard School of Nursing Pace University Ed.D. Program Graduate, 2011 Curriculum Design The curriculum is based on: Knowledge of theory and processes essential for effective organizational leadership. Development of essential research skills integral to successful organizational change and executive leadership. Theory related to practice. A rigorous multidisciplinary curriculum in leadership drawn from disciplines such as education, health, psychology, business, human services, public administration, philosophy, history, and law. The core curriculum includes 20 sequenced courses, including four 50-hour field experiences. The sequence of courses and field experiences are organized under six interrelated thematic modules. Each module includes topics, activities, and assignments that reflect key concepts that impact leadership at the executive level, such as law, politics, planning, research, finance, governance, diversity, human relations and development, resource development and management, data driven and informed decision-making, policy, and ethics. Instructional Delivery System The curriculum is supported by a unique instructional approach that integrates theory with practice by using multidisciplinary research, case studies and field experiences, and teaming successful practitioners and national experts with College faculty and field mentors. The program places particular emphasis on the practical application of knowledge, skills, and dispositions required for effective leadership and management using theory, research, and best practices from related fields. Candidates are required to participate actively in class discussions, and are expected to contribute to, and in certain cases, lead the discussions based on their experiences and research. Each candidate works with a dissertation advisor and committee throughout the dissertation process. Certain aspects of the dissertation development process are integrated into the coursework and field experiences. However, candidates are expected to commit significant time outside of the classroom on dissertation development and refinement to support successful and timely completion of all dissertation requirements. - 4 -
Dissertation Requirements To be eligible to submit the final dissertation for defense and approval, all candidates are required to: Complete satisfactorily all course requirements with a minimum of a 3.0 (B) or better cumulative grade point average. Fulfill the residency requirement. Pass the comprehensive examination. Receive approval from their dissertation chair. Preparation for the dissertation process starts during the first semester of the program. Each semester, at least one course focusing on dissertation development is required. By the end of the second semester, candidates select a dissertation topic. By the end of the eighth semester, candidates are expected to complete all degree requirements, including the dissertation. To facilitate timely completion of the dissertation, each candidate is assigned a faculty advisor during the first semester of study. Assuming satisfactory progress, each candidate will be assigned a dissertation chair and committee member by the beginning of the second semester. The dissertation committee, under the direction of the chair, oversees the progress, content, defense, methodology, and completion of each assigned candidate s dissertation proposal and dissertation. As the dissertation process progresses, candidates, with the approval of the chair, may bring on an additional member to the committee. The dissertation writing must be clear, scholarly, and follow generally accepted standards for the publication of scholarly papers. The dissertation may be a quantitative and/or qualitative study. The dissertation also should contribute to the body of knowledge and professional practice. Candidates will demonstrate: A thorough grasp of the relevant research The ability to gather, interpret, and analyze data An understanding of how to interpret findings The capacity to articulate policy implications and recommendations for action Degree Requirements To qualify for the Ed.D. in Executive Leadership, candidates in the program are required to: Complete a minimum of 90 credit hours. Up to 30 credit hours from an approved graduate degree program may be considered for transfer. Complete the program s core requirements, comprised of a minimum of 60 credit hours, including research methodologies and dissertation. Pass a comprehensive exam, and write and defend a doctoral dissertation proposal and dissertation. Satisfy the residency requirement by completing at least nine credits of core courses each semester for two consecutive semesters. Regardless of your professional background, the executive leadership skills developed in the Ed.D. program are highly transferrable and indispensable. This experience enabled me to expand my leadership influence both professionally and personally. ~Erika P. McBride, Ed.D., CPA Risk Analytics Manager Paychex Risk Management Ed.D. Program Graduate, 2012-5 -
Additional Program and Admissions Requirements Residency All candidates in the doctoral program are required to satisfy a residency requirement as a condition for earning the Ed.D. degree. The residency requirement is defined as completion of at least nine credits of core courses each semester for two consecutive semesters. This requirement must be fulfilled before a candidate can take the comprehensive exam and within the first four semesters of study. Comprehensive Examination The comprehensive examination is an assessment of knowledge in the candidate s area of specialization. Candidates normally take the examination by the end of their fourth semester. The comprehensive examination is a three-part written exam requiring candidates to demonstrate essential knowledge, skills, dispositions, and reasoning based on the program s learning objectives. Candidates are permitted two opportunities to pass the comprehensive examination. A candidate who is unsuccessful after two attempts will be withdrawn from the doctoral program. In unusual circumstances, a candidate may petition the Program Director to be permitted a third opportunity to re-take the examination. To be eligible to take the comprehensive examination, candidates will be required to: Have a minimum of a 3.0 (B) or better grade point average with no incompletes, and to have made satisfactory progress toward the completion of degree requirements. Have the recommendation of their advisor. Submit evidence satisfactory to the advisor of their ability to do research in the area of specialization. Be registered for the term in which the exam is taken. Attendance Participation in and attendance at all classes is a critical component for successful completion of the Executive Leadership Program. As a future executive leader, there is also an expectation that a candidate s participation, attendance, and work will reflect the standards, care, and scholarship that are required in a rigorous doctoral-level program. One missed weekend session is equivalent to being absent for 25 percent of a course, and will adversely impact a candidate s final grade in that course. It is important, therefore, that candidates make every effort to be on time and attend every session. If it is necessary to miss or be late to a class, candidates are required to notify the faculty member teaching the course in advance, if possible. Specific details of the attendance policy and requirements will be provided by the faculty at the start of each course. Locations The Ed.D. in Executive Leadership is offered at the following locations: Main Campus: St. John Fisher College in Rochester, NY Extension Sites: The College of New Rochelle (Westchester Campus) in New Rochelle, NY Onondaga Community College s Regional Higher Education Center in Syracuse, NY Ed.D. candidates at extension sites are required to take one course on the St. John Fisher College campus. This course is typically completed in one block session (i.e., Sunday - Thursday). Transportation and accommodations are provided. - 6 -
Steps for Admissions Admission to the Doctoral Program in Executive Leadership is limited to qualified candidates who have: A minimum of three years of successful management/administrative level experiences. Completed a master s degree program from a regionally accredited institution of higher education. A proven record of excellence in mid-level leadership and management. Candidates are required to provide evidence of their potential to meet the demands of a rigorous doctoral-level program. The admissions process involves three phases. Phase 1 Candidates for admission are required to submit: A completed admissions application. Official college transcripts documenting completion of a master s degree. Two recommendations from successful leaders currently practicing in the candidate s or a related profession. The Applicant Employee History and Supervisor s Recommendation and Performance Appraisal form documenting employment history and performance for the most recent two years. Three professional writing samples of no longer than five pages each, with the total not exceeding ten pages. A current résumé. A concise essay of no more than one typed page, outlining the candidate s vision of leadership and reasons for applying to the program. Phase 2 Applicants who meet the requirements of Phase 1 are recommended for Phase 2 and will be required to: Participate in a formal interview process. Provide an on-demand writing sample on the day of the interview. Phase 3 The admissions process is completed as follows: The Doctoral Program Admissions Committee reviews all required information and ranks final candidates for admission to the program. Candidates are selected for each cohort. The candidates are notified and offered admission to the program. If any candidate among the finalists declines the offer or fails to submit the admissions deposit by the established deadline, the next eligible candidate on the waiting list is offered admission. Tuition and Financial Aid If you are applying for federal financial aid, you may do so online at www.fafsa.ed.gov. Information is available at studentaid.ed.gov. The FAFSA code for St. John Fisher College is 002821. For more information about financing the doctoral program, contact the St. John Fisher College Financial Aid Office at (585) 385-8042 or finaid@sjfc.edu. Please apply for financial aid as soon as possible. - 7 - Individual and organizational relationships are key to professional success. The interdisciplinary approach and multicultural emphasis of the Ed.D. program provide the necessary understanding and skill set to develop and sustain those relationships. ~James Hurney, Ed.D. Associate Professor College of Applied Science & Technology Electrical, Computer & Telecom Engineering Technology Rochester Institute of Technology Ed.D. Program Graduate, 2011 For more information, please contact the Office of Graduate Admissions: St. John Fisher College Office of Graduate Admissions 3690 East Avenue Rochester, NY 14618 (585) 385-8161 www.sjfc.edu/graduate
Course List Each course is 3 credits First Semester Module I: Professional Seminars in Doctoral Studies and Executive Leadership Course 1 DEXL 701: Doctoral Studies Seminar Course 2 DEXL 702: Contemporary Issues in Executive Leadership Dissertation Milestone: Identify Possible Dissertation Topic, Potential Problem Statement, and Research Sources Second Semester Module II: Leading and Managing Complex and Diverse Organizations Course 3 DEXL 703: Research Methods and Design Course 4 DEXL 704: Leadership and Cultural Change Course 5 DEXL 705: Field Experience I Dissertation Milestone: Start Literature Review and Select Proposed Dissertation Topic Fifth Semester Module V: Linking Governance, Policy, Law and Ethics Course 12 DEXL 712: Public Policy, Law and Ethics Course 13 DEXL 713: Executive Leadership and Shared Governance Course 14 DEXL 714: Field Experience IV Dissertation Milestone: Complete and Defend Dissertation Proposal Sixth Semester Module VI: Connecting Finance and Human Resource Development and Management Course 15 DEXL 715: Finance and Resource Development Course 16 DEXL 716: Human Resource Development and Continuous Improvement Course 17 DEXL 717: Guided Dissertation Seminar I Dissertation Milestone: Collect and Analyze Data and Draft Findings Third Semester Module III: Using Research, Best Practice, and Technology to Lead and Facilitate Change Course 6 DEXL 706: Applied and Action Research Course 7 DEXL 707: Qualitative and Quantitative Research Methods Course 8 DEXL 708: Field Experience II Dissertation Milestone: Complete Literature Review and Develop Problem Statement and Research Questions Fourth Semester Module IV: Implementing and Evaluating Effective Communications and Marketing Strategies Course 9 DEXL 709: Public and Human Relations Course 10 DEXL 710: Assessment, Evaluation, and Organizational Improvement Course 11 DEXL 711: Field Experience III Seventh Semester Module VII: Promoting Diversity to Achieve Equity and Excellence Course 18 DEXL 718: Leadership and Diversity Course 19 DEXL 719: Guided Dissertation Seminar II Course 20 DEXL 720: Guided Dissertation Seminar III Dissertation Milestone: Finalize Conclusions and Recommendations, and Complete and Defend Dissertation Eighth Semester: Optional semester if additional time is needed Module VIII: Dissertation Completion Course 21 DEXL 721: Guided Dissertation Seminar IV Course 22 DEXL 722: Guided Dissertation Seminar V Dissertation Milestone: Complete and Defend Dissertation Dissertation Milestone: Complete Research Design and Methodology - 8 -
Course Descriptions: Year One The Doctoral Program in Executive Leadership meets all New York State Education Department and SoE requirements for doctoral level study. The program concentrates on the advanced knowledge, skills, and dispositions necessary for innovative and effective leadership at the executive level. The modules, courses, field experiences, and dissertation milestones are integrated and organized sequentially around six thematic areas of leadership study and practice: Theoretical and practical foundations of leadership and organizational change Research, best practice and the use of technology in strategic planning, decision making, and continuous improvement Communications, marketing, and public and human relations Governance, politics, policy, law, and ethics Finance, human resource development, and community connections Diversity, equity, and excellence First Semester Second Semester Third Semester Module I Professional Seminars in Doctoral Studies and Executive Leadership Course 1 DEXL 701: Doctoral Studies Seminar (3) This course provides candidates with an orientation to the program and the expectations and requirements for doctorallevel study. Candidates will refine their library research, concept development, and academic writing skills. Candidates will be exposed to doctoral-level research and various processes for developing research topics, conceptual frameworks, research ideas, and problem statements relevant to professional practice. Through reading, literature review, class discussion, reflection, and advisement, candidates will develop time management plans and other projects to guide the development of their field experiences and dissertation. Course 2 DEXL 702: Contemporary Issues in Executive Leadership (3) This course examines leadership theory from both historical and philosophical contexts. Candidates will explore major social, political, and cultural influences on the development of leadership theory and the impact of these influences on the practice of leadership. Candidates will analyze the various leadership theories in relation to their applicability to emerging needs of organizations in the 21st century. Candidates will identify a current issue/problem in an organization and construct a personal leadership theory and vision designed to advance a learning and servicecentered organizational model. Dissertation Milestone: Identify Possible Dissertation Topic, Potential Problem Statement and Research Sources Module II Leading and Managing Complex and Diverse Organizations Course 3 DEXL 703: Research Methods and Design (3) This course is designed to provide candidates with an understanding of relevant research approaches in education, health, business, and other human service practices to inform decision-making and support organizational change. The course will provide an overview of research paradigms, the identification of researchable problems, and broadly survey research methods, including qualitative, quantitative, and mixed methods approaches. In doing so, the course will explore issues around research ethics and consider the importance of ethics. Additionally, the course will explore how research literatures function as distinct genres with explicit and implicit codes of understanding. Candidates will share their developing understanding of research through oral presentations and literature reviews. Course 4 DEXL 704: Leadership and Cultural Change (3) Candidates will examine first hand the strategies used by successful executive leaders in various organizational settings to effect organizational and cultural change. Candidates will review the strategies in the context of applicable research, methodologies, best practice, and real-world cases. Candidates will focus on the skills, knowledge, and dispositions required to build organizational leadership, capacity, coherence, and intelligence essential to the growth and long-term success of human systems. Course 5 DEXL 705: Field Experience I (3) Candidates will work with an executive mentor to develop a Field Experience Proposal that integrates the major themes and learning outcomes in DEXL 703 and 704, engages candidates in a practicum in an organizational setting, and supports achievement of the related dissertation milestone. Proposals must include: the goals, objectives, and rationale for the experience; a description of the relationship between the proposal objectives and course learning outcomes; a list and schedule of the major activities that will result in a minimum of 50 documented field hours; and identification of the leadership standards to be addressed. The experience will culminate in a final written report, developed by each candidate, describing the experience, the outcomes achieved, and standards met. The Field Experience Proposal must be approved by the Executive Mentor and Faculty of Record. Dissertation Milestone: Start Literature Review and Select Proposed Dissertation Topic - 9 - Module III Using Research, Best Practice, and Technology to Lead and Facilitate Change Course 6 DEXL 706: Applied and Action Research (3) This course explores action research and the associated theories, methodologies, and practices that have been used by successful transformational leaders to achieve organizational change. Candidates will examine the basic tenets of action research, including action research and organizational improvement models; the components of a literature review; and strategies for organizational data collection, analysis, and interpretation. The course will also describe skills pertinent to identifying organizational problems and strategies for improvement through systematic inquiry and reflection. The course also explores the identification and application of a theory in relation to each candidate s research problem. Course 7 DEXL 707: Qualitative and Quantitative Research Methods (3) This course provides an overview of qualitative and quantitative research methods including their history, traditions, conceptual frameworks, and justifications. Candidates will examine the two approaches to determine distinctions, similarities, practical utility, and problems in the collecting, managing, analyzing, and reporting of qualitative and quantitative data. Candidates also will focus on the distinction between data and evidence, the technical approaches and applications used to determine data validity and reliability, and substantiating evidence within the context of research and organizational outcomes. The course project(s) will be aligned with the requirements for Part I of the Comprehensive Exam. Course 8 DEXL 708: Field Experience II (3) Candidates will work with an executive mentor to develop a Field Experience Proposal that integrates the major themes and learning outcomes in DEXL 706 and 707, engages candidates in a practicum in an organizational setting, and supports achievement of the related dissertation milestone. Proposals must include the goals, objectives, and rationale for the experience; a description of the relationship between the proposal objectives and course learning outcomes; a list and schedule of the major activities that will result in a minimum of 50 documented field hours; and identification of the leadership standards to be addressed. The experience will culminate in a final written report, developed by each candidate, describing the experience, the outcomes achieved, and standards met. The Field Experience Proposal must be approved by the Executive Mentor and Faculty of Record. Dissertation Milestone: Complete Literature Review and Develop Problem Statement and Research Questions
Anyone can manage people. Few can lead. Choose to lead. The Ed.D. Program in Executive Leadership at St. John Fisher College: A unique, rigorous, relevant, and innovative program of study for current and future leaders. Discover the difference! www.sjfc.edu/edd - 10 -