Doctoral (PhD)

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DJAGORA UNIVERSITY
Ecole Doctorale en Economie,
Management et Sociologie
(EDEMES)

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DJAGORA UNIVERSITY

Ecole Doctorale en Economie, Management et Sociologie (EDEMES)

Ecole Doctorale en Economie, Management, Santé et Sociologie
(EDEMSS) | Doctoral School in Economics, Management, Sociology and Health (DSEMSH)
The main objective of the DSEMSH is to coordinate the research activities of its different research units, to support doctoral students in achieving their thesis, ensuring the high scientific level of research produced. The DSEMSH accompanies future academic or professional integration of PhD students. The doctoral thesis signs a charter that details the modalities of support and mutual responsibilities of the PhD student and the graduate school.

The doctoral school board

The doctoral school board has, an international dimension; it is composed of international researchers from Africa, Europe, Asia and the North America. The Board meets at least once a quarter physically in a given location or via the Skype interface, to deliberate on the guidelines, current affairs and the evolution of theses projects. For its operation, the DSEMSH relies on the directors of research units. The directors of research units prepare the applications of doctoral candidates that are presented to the doctoral school board for validation.

Doctoral course

The doctoral school follows the credit system of PhD. As such, doctoral seminars are held monthly and are subject to attendance control. These seminars are interdisciplinary; backed by a strong theoretical base, and a research approach respecting the high level of academic research, they open a horizon on the various disciplines of social sciences and business.

During the seminars, doctoral students are required and encourage to present their research work in order to benefit from the critics and input from the faculty and their doctoral colleagues.

PhD in Leadership and Management
Description + Faculty in charge = Dr. Salouhou
PhD in Social Sciences
Description + Faculty in charge = Dr. Marongiu Omero; Dr. Mamadou Sall
PhD in Computer Science
Description + Faculty in charge = Dr. Hakim ALLALI

Affiliate researchers
Dr. Salla Dieng Dior (Senegal)
Dr. George A. Parker (USA)
Dr. Janice Greene (USA)
Dr. Vincent Sermona(USA)
Dr. Michael Richey (USA)
Dr. Catherine Hoenig (USA)
Dr. Lambros Georgoulis (Greece)
Dr. Patrick Mo (China)
Dr. Carole DANIEL (France)
Dr. Mohamed KOUJILI (Switzerland)

Djagora University offers several leading PhD programs — all of which are available online. Distinguish yourself as a leader in business, influence education at the global level, or shape the processes that will make businesses more competitive in the marketplace — all from your Internet-connected computer.

Our School of Advanced Studies combines theory, practice and leadership to help you influence and inspire others in your field. You’ll also work with a dissertation chairperson to create original research that addresses a problem in your field of study. Helping you complete your journey are research courses and experienced research faculty members who will respond to your questions within 24 – 48 hours.

Here’s what’s required

  • Fill out the application form (Required)
  • Official Transcripts from every institution attended
  • Résumé
  • Scholarly Papers (if any)
  • Three (3) Letters of Recommendation (Required)
  • Statement of Purpose (Required)
  • Pay the application fee of $100 USD (Required)

All information must be emailed to info@djagora.edu.sn or mailed to the University’s address: Attn: Office of Admissions

PhD Timeline, Eligibility, and Requirements

Our Phd programs are generally for 03 years, and we ensure students success by ensuring completion of milestones and also ensure strict compliance of the stipulated time lines. Your PhD program coordinator can provide you additional information.
For admission into the PhD minimum CGPA 2.5 (out of 4.0 in the Semester System) or First Division (in the Annual System of Examination) in M.Phil/M.S/Equivalent degree is required. Applicants with CGPA 3.0 and above will be given preference

  • A subject test conducted by Djagora University or GRE scores with at least 60th percentile is required for admission into the PhD programs. A University Committee consisting of at least 3 PhD faculty members in the subject area will conduct the University based test at par with GRE Subject Test
  • Course work of 24 credit hours preferably in the first year is required to be completed. Djagora University conducts a mandatory comprehensive examination at the culmination of the coursework for granting candidacy as PhD scholar
  • PhD Scholars must submit their Research Proposal for evaluation by Djagora University’s committee for approval. Once approval letter is issued to the student, research must commence immediately without further delay. Your PhD mentor/supervisor will establish required milestones. Any student failing to accomplish the required milestones may be dropped from the program
  • An open defense of Dissertation is essential part of PhD Program after positive evaluation. Defense can be made at main campus or any of the sub campuses located in Europe and USA. In some cases, online dissertation defense may be conducted

List of PhD Programs:

Education
Doctor of Education in Educational Leadership
Doctor of Education in Educational Leadership with a Specialization in Curriculum and Instruction
Doctor of Education in Educational Leadership with a Specialization in Educational Technology
Educational Specialist
Business & Management
Doctor of Business Administration
Doctor of Management in Organizational Leadership
Doctor of Management in Organizational Leadership with a Specialization in Information Systems and Technology

Visit our How to Enroll section and apply today!

Doctoral Programs – Distance/Online Education

School of Business & Management

  • Doctor of Business Administration
  • Doctor of Management in Organizational Leadership
  • Doctor of Management in Organizational Leadership with a Specialization in Information Systems and Technology

School of Education

  • Doctor of Education in Educational Leadership
  • Doctor of Education in Educational Leadership with a Specialization in Curriculum and Instruction
  • Doctor of Education in Educational Leadership with a Specialization in Educational Technology
  • Educational Specialist

PhD in General Business Management

Overview

Djagora University’s online PhD in business management degree program prepares you to assume a leadership role as a business professional. Designed for students who wish to become scholars — with the skills and knowledge to teach, consult or lead — this program focuses on business theory, research, and practice. Your course of study will include the research and observation of business systems, leadership, financial management, accounting, economics, strategy, and social responsibility.

With your PhD in business management, you’ll have acquired a mastery of research concepts through specialized courses and intensive, in-person learning experiences aimed at sharpening your abilities and confidence as both a scholar and business professional.

You’ll also have the opportunity to participate in Djagora’s international experience in Europe or USA. This optional trip is designed to provide multinational networking, increased cultural literacy and global operations learning experience.

The Building Blocks of Your PhD

Your PhD in Business Management program includes 4 integrated components: online coursework, hybrid course room experiences that include online and in-person components (called colloquia or residencies), comprehensive exams, and dissertation. Each facet of your education builds on the others to take you through your program and to your goal of a PhD.

View a sample course sequence to understand program timing and see how your coursework, colloquia, comprehensive exams, and dissertation all fit together.

To learn more about this degree program, request more information and we will match you with an enrollment counselor who specializes in your area of study.

Degree Outcomes

With your PhD in General Business Management from Djagora, you’ll apply leadership theories and techniques in the field of business management using advanced communication, collaboration and critical-thinking skills. You’ll also synthesize interdisciplinary business knowledge and ethical concepts and models to advance the theory and practice of global business management. Discover specifically what you’ll learn — and how you can apply it.

Career Outcomes

Common jobs with an online PhD in General Business Management include business consultant, chief executive officer, controller, dean or associate dean of a business program, full-time faculty, director, president or vice president. Potential workplaces include consulting firm, corporation, government, land-based or online college or university, non-governmental organization or public and private education.

Courses

Total program credits needed for graduation: 120

One academic quarter is 3 months. You will have a 3-week break between each quarter.

To learn more, call or email us. When you connect with Djagora, we will immediately put you in touch with an enrollment counselor trained to assist you with specific questions and needs for your area of interest.

Core Courses and Details

44 course quarter credits.

BMGT0786

Management Theory and Practice in Business Management (4 quarter credits)

BMGT0787

Developing an Academic Writing Process (4 quarter credits)

BMGT0788

Business Principles and Practices* (4 quarter credits)

BMGT0789

Ethics and Leadership in Global Environments* (4 quarter credits)

BMGT0790

Economics in Global Environments* (4 quarter credits) OR

BMGT0791

Accounting and Finance Principles and Practice* (4 quarter credits)

BMGT0792

Marketing Principles and Practice* (4 quarter credits) OR

BMGT0793

Strategic Management and Practice* (4 quarter credits)

BMGT0794

The 21st-Century Organization* (4 quarter credits)

BMGT0795

Management Theory Creation (4 quarter credits)

BMGT0796

Survey of Applied Research Methods* (4 quarter credits)

BMGT0797

Quantitative Research Techniques* (4 quarter credits)

BMGT0798

Advanced Qualitative Research* (4 quarter credits) OR

BMGT0799

Applied Multivariate Modeling* (4 quarter credits)

Thirteen Elective Courses

52 quarter credits. Choose among several graduate courses.

Comprehensive Examination and Dissertation Coursework

24 course quarter credits. Upon completion of all required course work:

BMGT1122 Doctoral Comprehensive Examination* (4 quarter credits)

Learners must register for BMGT9960 a minimum of four times to fulfill their specialization requirements.

BMGT9960 Dissertation Course room* (5 quarter credits)

*This course has a prerequisite. Contact an enrollment counselor or refer to the course descriptions for more information.

International Experience

Djagora’s international experience is an optional, but invaluable, part of your curriculum and is strongly encouraged to help you gain a better understanding of global operations and business management aspects. This experience can be taken either in Europe or USA. Please note that the costs associated are in addition to tuition. Please contact Djagora for further information.

During this one-week trip, you will focus on global operations and explore relevant aspects of another culture. You will also have the opportunity to:

Engage in dialogue with business and government leaders in another country

Interact with senior level executives at some of the world’s leading companies

Build deeper relationships with peers and network with leaders from multiple industries

Gain first-hand experience in the many ways culture impacts the challenges and complexities of global business operations

Participants are responsible for the cost of their travel, accommodations, food and other associated expenses.

Residency Requirements

To support your academic and professional success, residential colloquia provide learning and community-building experiences in a stimulating scholarly environment. For this specialization, you must complete three four-day colloquia (BMGT-R2120, BMGT-R2121, and BMGT-R2122).

Your PhD program requires the completion of 3 residential colloquia, matter expertise and academic skills needed to complete a meaningful independent research project.

Doctoral colloquia each have 3 steps:

To give yourself the best possible chance of success, you’ll begin focusing on components of your dissertation early on in your PhD program. You’ll do this with the help of doctoral colloquia. Doctoral colloquia each have 3 steps:

  1. 5 Weeks: Each colloquia starts with an instructor-led online course, which includes self-paced modules, assignments, and assessments
  2. 4 Day Residency: Next, you’ll embark on a Weekend Experience. These energizing residencies will provide you with insights and knowledge that will prove invaluable during your PhD studies and beyond
  3. Assessment and Evaluation: In this last step, you’ll complete a final assessment, along with a Track Preparation Plan for your next colloquium track

Colloquia Costs

The registration cost for each colloquium is $995. Please note that this cost is in addition to tuition related costs.

What Can I Expect?

Most students take 1 to 2 courses at a time. One course typically requires 10 to 12 hours of study per week.

Courses are divided into 10 weekly units. Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

Transfer Credits

There are many ways to reduce tuition costs, including transferring credits which can help save time and money. You can transfer up to 44 credits into this specialization. Reduce the time and cost of finishing your degree by maximizing your transfer credits. Many students save substantially by transferring previous academic course work into their Djagora program. Course work completed at duly accredited institutions or an internationally recognized institution will be considered, regardless of how long ago they were earned.

Doctoral Programs – Distance/Online Education
School of Business & Management
 Doctor of Business Administration
 Doctor of Management in Organizational Leadership
 Doctor of Management in Organizational Leadership with a Specialization in Information Systems and Technology
School of Education
 Doctor of Education in Educational Leadership
 Doctor of Education in Educational Leadership with a Specialization in Curriculum and Instruction
 Doctor of Education in Educational Leadership with a Specialization in Educational Technology
 Educational Specialist


Doctor of Education in Educational Leadership

The Doctor of Education in Educational Leadership (Ed.D.) will prepare learners to become transformational leaders who will strategically manage and lead complex educational organizations. Graduates will be educational practitioners who demonstrate analytical, critical, and innovative thinking to improve the performance of educational institutions. The Doctor of Education in Educational Leadership degree is consistent with the University’s mission to educate working adults to develop the knowledge and skills that will enable them to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their communities. T he program is designed to emphasize leadership and to focus on applied research that improves educational environments. Program Goals Graduates of the Doctor of Education in Educational Leadership program will be able to: Utilize and conduct research to evaluate and improve instructional and organizational processes. • Provide instructional leadership to support and enhance the educational process. • Incorporate knowledge of social, historical, and political theories and processes in educational decision making. • Lead and manage the educational organization through transformation inherent in contemporary society. • At no time in history has the need for quality education been greater. At the same time, educators face challenges unlike those faced by their predecessors. They must facilitate learning in culturally diverse classrooms; prepare students for jobs in a global, information-based economy; manage their classrooms, schools, and systems effectively and efficiently in the face of severe funding pressures; and produce all the other outcomes traditionally expected from educational institutions. It is clear that as the education system works its way through this period of radical change, leaders are needed who are capable of dealing with complexity in creative ways. Professional practice in this environment will require more sophisticated educational preparation for greater numbers of practitioners. The Ed.D. program has a 68-credit requirement that involves both residency and online modalities of instruction. The majority of the program will be delivered in an online, virtual classroom setting. In these courses, learners will work in a cohort of approximately 12 peers and will be required to spend approximately 25 hours per week on required coursework. Learners will attend 16 days in residency during the 3-year program. Year One begins with a 5-day residency; Year Two requires a 3-day residency; Year Three requires an 8-day residency. Attendance during all days of the residencies is mandatory. Please note that learners can expect residencies to occur during both week days and weekend days. The courses offered during residency sessions cover a variety of areas essential to the successful completion of this advanced degree program, including insights into dissertation preparation. Additionally, in the Year Three residency, learners will apply their knowledge to a comprehensive, collaborative case study. This case study is the University’s vehicle for assessing programmatic learning. Because of the nature and value of the information presented in the residency environment, learners must attend all residency sessions. The most important milestone of the Ed.D degree is the successful completion and oral defense of a significant, substantial, and independently completed doctoral dissertation that adds new information to the body of educational leadership knowledge. The dissertation provides the learner an opportunity to demonstrate mastery of the germinal and current literature in the field and express their competence in applying learning to actual educational issues. To ensure the quality of this effort, the program’s curriculum is designed to develop the student’s ability to create original solutions to complex issues and to carefully identify and apply the most appropriate research method for addressing these issues. Because of the highly independent nature of the program, learners must be self-disciplined and exceedingly motivated to earn this degree.

Overview:

Expand and grow your leadership knowledge, skills and abilities with the Doctor of Education in Educational Leadership (EdD). This EdD degree program will prepare you to strategically manage and lead complex educational organizations in the areas of budgeting, teacher management and operations.

When you enroll in our online doctorate in education, with annual on-campus residencies, you’ll quickly learn how you can grow as a leader who transforms institutions to meet the current and future expectations of education.

Please note that while the University of Phoenix doctoral education programs are regionally accredited, they are not designed to lead to educational licensure or certification.

Courses:

The Doctor of Education in Educational Leadership requires a minimum of 68 credits, which may come from a combination of required and elective courses.

Core courses

This 3-week, online course provides doctoral program applicants with an introduction to advanced communication strategies for academic success within the University of Phoenix’s adult learning model. Topics include the scholarship-practice-leadership model, scholarly writing practices, and Learning Team effectiveness. Learners who successfully complete COM/705 are eligible to enroll in the doctoral program.Course Competencies

    • Build competence in online learning through adherence to course policies, development of self-motivation strategies and time-management skills, and active engagement in collaborative interaction.
    • Evaluate information from multiple sources to create original, substantive analysis.
    • Integrate faculty feedback to promote continuous improvement of doctoral skills.
    • Apply the scholarship-practice-leadership model to a specific discipline or field.
    • Understand the adverse effects of plagiarism on scholarly communication.
    • Demonstrate doctoral program readiness through professionalism, timeliness, thoroughness, and accountability for one’s performance.

Course Description

SEM//700 is designed to promote doctoral-level inquiry and reinforce the School of Advanced Studies’ integrated scholarship, practice, and leadership approach. During SEM/700R, learners participate in structured activities and guided dialogue to strengthen their understanding of the doctoral program requirements and expectations for doctoral-level thinking, research, and community building. On completing SEM/700R, learners are well positioned to transition to their first content-based doctoral course with a vision for successfully completing the remainder of the program.Note: SEM/700R is a non-credit (pass/fail) course.

Course Competencies

    • Review the doctoral program mission, structure, and resources.
    • Self-assess doctoral program readiness, including collaborative and community-building skills.
    • Identify critical aspects of doctoral-level thinking and research.
    • Develop strategies for successfully engaging in doctoral learning.
    • Review the dissertation criteria and rating scale appropriate to your degree type.

This course provides an opportunity for students to examine leadership from various theoretical and practical perspectives in historical and contemporary contexts. Students will identify and develop leadership skills to enhance their role as a scholar, practitioner, and leader within their organizations. Competency A: Analyze historical, theoretical, and practical leadership concepts and concerns through doctoral-level research. Competency B: Synthesize, contextualize, and evaluate leadership models and theories. Competency C: Articulate the relationship between the theory and practice of leadership. Competency D: Analyze the role of leadership in fostering organizational development and innovation. Competency E: Integrate personal experience, scholarly inquiry, and reflexive approaches to learning and development.

Course Description

This course challenges the learner to become a creative leader or problem-solver and to begin the process of personal transformation by questioning assumptions and conventional patterns of thinking. Throughout the course, students demonstrate characteristics of creative and critical thinking in individual and collaborative situations.

Course Competencies

    • Actualize theory and practice to cultivate personal and group learning.
    • Integrate critical and creative processes to initiate lifelong leadership development.
    • Develop a scholar-practitioner-leader voice to communicate across boundaries.
    • Review and apply models of ethical, inclusive, and compassionate behavior within the doctoral learning community.
    • Apply research-based reflective processes to understand individual and shared epistemological and ontological positions.

This course focuses on the historical concepts, demographic trends, and current issues of education. An analysis of institutions, unionization, technology, and diversity are of focus. Competency A: Synthesize the influences of historical developments and trends on current educational practices and polices. Competency B: Correlate the relationships between different educational philosophies and educational practices. Competency C: Analyze social theories relevant to education. Competency D: Analyze contemporary issues in the educational environment. Competency E: Evaluate implications of contemporary issues affecting educators and educational institutions.

This course surveys a broad range of quantitative and qualitative research methods to prepare learners to apply them to resolving a variety of researchable problems. Topics include an overview of the research process, developing problem statements, framing research questions, conducting a literature review (with an emphasis on reading and evaluating existing research), and ethical research. Competencies: Differentiate between the epistemology and ontology of quantitative and qualitative inquiry. Identify deductive and inductive research paradigms. Differentiate between quantitative, qualitative, and mixed method studies. Explain the nature of measurement in qualitative and quantitative research. Discuss the importance of concepts of methodological rigor and validity. Evaluate published quantitative, qualitative, and mixed methods research studies. Summarize the literature review process, purpose, and significance. Recognize ethical and social justice issues associated with human subjects research. Evaluate and identify theoretical/conceptual frameworks for applicability in designing a study.

This course is designed to provide students with an overview of qualitative and quantitative research approaches and the application to work in different types of organizational and institutional settings. Various qualitative and quantitative research designs are discussed. Students learn about the elements of a research plan and how to develop and align them within a given research method and design to address a given problem in their field of study. RES/722 emphasizes understanding of the development and flow of the research study, from identifying a researchable problem to determining an appropriate detailed research response. To be effective and valuable, research should be crafted in a cascading manner with the purpose and design of the study aligned and integrated into a cohesive and logical analytical framework. Research questions must flow directly from the problem and purpose statements; the method and instrumentation selected must be driven by the data sought. The analysis must be appropriate to the purpose and nature of the data collected. Learners are introduced to this cohesive approach to research formulation through assignments that focus on major aspects of the research process and how they fit together to generate useful information to address a research problem in the field of inquiry. Competency A: Apply qualitative research principles and their philosophical underpinnings to different research problems. Competency B: Apply quantitative research principles and their scientific method underpinnings to different research problems. Competency C: Distinguish between qualitative designs and their appropriateness to different research problems. Competency D: Distinguish between quantitative designs and their appropriateness to different research problems. Competency E: Develop strategies to learn how to formulate research questions that will address potential knowledge gaps in a selected field of research. Competency F: Determine the appropriate research method and research design for a research problem. Competency G: Determine appropriate sampling, data collection, and associated analytical approaches for qualitative and quantitative research designs. Competency H: Evaluate published quantitative and qualitative research studies. Competency I: Examine critical elements in a research concept paper.

This course explores organization theory, culture, and change. The influence of leadership on the organization is examined in depth. The different functions of administration, management, and leadership are of focus. Competency A: Compare and contrast theories of educational leadership. Competency B: Examine the relationship between organizational theories and organizational structure within the context of different educational organizations. Competency C: Assess the role of leadership in organizational change. Competency D: Analyze the impact of cultural climate within educational organizations. Competency E: Differentiate between leadership and management functions in education.

The concept of lifelong learning and the impact it has on education providers is the focus of this course. Theories of learning, and specifically, adult learning, are examined. The role that P-12 education, higher education, corporate education/training and the military play in instilling a belief in lifelong learning is of focus.

Course Competencies

    • Analyze theories of human development as they pertain to learning throughout the lifespan.
    • Compare and contrast different learning constructs and theories.
    • Evaluate postsecondary programs in various settings for their alignment with the needs of adult learners.
    • Examine strategies to help adults overcome barriers to lifelong learning.
    • Apply principles, constructs, and theories of learning to design strategies that encourage engaged and self-directed lifelong learning.

This 3-day residency course begins the formal development of the student’s dissertation. This development will be ongoing throughout the curriculum and result in the dissertation’s submission at the end of the program. Topics in the course include problem statements, research questions, hypotheses and testing, samples and populations, and the intended impact of the study on the profession and society. The outcome of this course is a concept paper that articulates a specific goal and plan that will evolve into the student’s dissertation. This course will incorporate students from various doctoral programs/disciplines.

Course Competencies

    • Develop a concept paper reflecting a feasible, meaningful, and aligned dissertation study that addresses a gap in the literature and would be important to leaders in your specific field of study.
    • Evaluate human subjects’ requirements and ethical issues in conducting research with human subjects as it relates to your proposed study.
    • Demonstrate an understanding of the proposal submission, review, and approval process.
    • Demonstrate an understanding of the criteria and process of choosing a mentor and dissertation committee.
    • Develop an action plan for expanding the concept paper to a dissertation proposal.

This course examines the various models of educational environments available to students today. Discussion topics range from the wealth of options available for P-12 school students to adult learners to alternative learning environments. Specific focus is placed on distance education modalities for learners of all ages. Competency A: A: Analyze the influences of structure and philosophy in different types of educational institutions. Competency B: B: Develop a global awareness of educational structures. Competency C: C: Evaluate alternative delivery modalities within educational environments. Competency D: D: Examine existing educational models to identify possible improvement in educational structures. Competency E: E: Determine emerging issues in restructuring and reforming schools for potential.

The course builds on the learner’s foundation knowledge in research methods and statistics. The importance of how to select appropriate measures for a study, different research designs – experimental, quasi-experimental, and correlational, and threats to reliability and validity are discussed.

Course Competencies

    • Explain the nature of the quantitative research method and the application of appropriate quantitative research designs to a research problem.
    • Apply appropriate knowledge, theories, analytical skills, research design and methodology in a substantive interest area.
    • Determine appropriate sampling approaches, sample size, and statistical power in research studies.
    • Distinguish among types of variables and levels of measurement.
    • Compare quantitative data collection techniques and instrumentation and their application in research studies.
    • Evaluate the reliability and validity of instrumentation and the need to pilot test new or modified instruments.
    • Align descriptive and inferential statistical procedures with appropriate types of research designs, levels of measurement, and data.
    • Evaluate the internal and external validity concerns in research studies.
    • Demonstrate understanding of how to present research findings.

This class presumes some basic understanding of the foundations and underlying assumptions in the field of qualitative research as well as examples of practice. Building upon this preexisting foundational understanding, the purpose of the class is to enhance students’ understanding and craft through reading, writing, and reflecting on the practice of qualitative inquiry. Specific focus is on the design and development of qualitative research studies. Competency A: Differentiate between the various qualitative designs i.e. phenomenological, case study, ethnographic, grounded theory, and content analysis. Competency B: Evaluate the alignment of the qualitative designs to identified problems. Competency C: Evaluate the components of qualitative data collection and the appropriateness of each approach to an expressed conceptual framework. Competency D: Analyze the limitations of qualitative research and approaches for overcoming research challenges. Competency E: Analyze issues and concerns regarding the concepts of reliability and validity as they relate to qualitative research. Competency F: Address ethical issues that are inherent in qualitative research. Competency G: Develop a research methodology for a study incorporating best practices of the qualitative design chosen.

This course examines the concept of change and its impact on educational organizations. How to manage and lead change, counteract resistance to change, and the politics and economics of change are of special focus. Understanding the dynamics of change and how it influences strategic planning of an institution are explored.

Course Competencies

    • Examine the frameworks of change, current change theories, and the historical progression of change models.
    • Explain influences on change within contemporary organizations.
    • Develop strategies to lead change processes within an educational organization.
    • Develop change processes using empirical research.
    • Propose new processes for change based on existing models in an educational setting.

This course provides an analysis of the legal issues prevalent in educational systems. Major topics of discussion include accreditation and regulatory issues, federal and state constituents and laws, and institutional and individual legal issues. Freedom of speech, separation of church and state, and methods of student discipline are examined. Case laws and specific pieces of education legislation are reviewed. Competency A: Examine the legal aspects that govern educational systems, including both federal and state regulations. Competency B: Assess the legal implications that influence personnel management in education. Competency C: Analyze the legalities regulating student and teacher rights and responsibilities. Competency D: Examine laws and regulatory processes that address emerging issues and trends in education.

This course is designed to focus on the Doctoral Proposal for approval. During this course, the work from the Second-Year Residency will be applied to the development of the Proposal. Topics in this course include focused literature review, statistical and qualitative tools, data gathering and data analysis approaches, past research and current theory, proposal chapter format requirements, Human Subjects research requirements, and submission timelines.

Course Competencies

    • Develop a draft of a dissertation proposal
    • Articulate knowledge gaps in a selected field by synthesizing relevant literature.
    • Evaluate research studies in terms of its relevance to a research topic.
    • Define appropriate research methodology and design for a research study.
    • Describe the scope, limitations and delimitations, population, sample, and instrument used in a research study.
    • Develop a timeline for proposal submission and degree program completion.
    • Examine ethical considerations for a research study.

This 5-day residency course is an exercise in practical, professional management decision making and is intended to focus the learner on the challenges faced by managers who must balance the needs of customers, shareholders, employees, and other stakeholders. The course requires the learner to synthesize and integrate theory and practice and to apply them toward the development of recommended solutions for specific managerial situations found within the organization’s environment. This course will incorporate learners from various doctoral programs/disciplines.

This 3-day residency course is designed to facilitate the process through an approved Doctoral Proposal to final submission of the Doctoral Dissertation due at the end of the program, with the final chapters being explored for content and format.

Course Competencies

    • Review and revise the introduction, literature review, and methodologies chapters of your dissertation proposal with attention paid to the problem statement, purpose, and research questions to ensure clarity and alignment.
    • Engage in group dialogue and apply feedback for ongoing refinement and alignment of a dissertation proposal.
    • Evaluate the fit between the purpose of your dissertation, its research design, and its data collection strategy.
    • Analyze the aspects of data collection, data analysis, and data representation and interpretation for recommendations to scholarly and practitioner communities.

The ethics and values-based decisions that learning organizations are faced with are explored in-depth. Case studies on access, diversity, plagiarism, technology, confidentiality, student-faculty relationships, and harassment are discussed. The roles of value education, codes of conduct, and codes of ethics are debated. Competency A: Compare various current ethical theories and their philosophical underpinnings. Competency B: Evaluate the relationship between personal value and professional ethical standards. Competency C: Evaluate the factors involved in making ethical decisions in global learning organizations. Competency D: Examine trends of ethical decision making in educational leadership. Competency E: Determine strategies that address ethical issues to improve educational leadership decisions

This course analyzes the process of instruction and curriculum development. Effective teaching and learning strategies are explored as they relate to the use of technology, motivating staff and students, and creating dynamic learning environments. The importance of faculty development and their involvement in research and public service are of special focus. Competency A: Analyze curriculum structure, articulation, and alignment critically throughout the educational continuum. Competency B: Formulate solutions to improve identified issues within curriculum. Competency C: Evaluate the effectiveness of instructional programs. Competency D: Develop strategies to facilitate faculty professional development and build a professional learning community. Competency E: Examine the relationships and alignment among curriculum, instruction, and assessment. Competency F: Apply educational data to decision making within academic settings.

This course is designed to provide advanced graduate students with instruction in higher level qualitative approaches that was originally applied to social science research; but can now be found in the fields of business, education, and health care, where the research objective is the development of theory through data saturation. Building upon an existing understanding of qualitative inquiry, students explore the concept of data within grounded theory as well as the techniques and processes traditionally found within grounded theory, such as the constant comparative method and situational analysis. Focus is placed on the steps and procedures for analyzing data primarily through interviews and focus groups within the grounded theory context.

Course Description

This course focuses on statistical analysis methods and reporting of results when describing and comparing data from groups. Learners will explore the assumptions, advantages, limitations, and appropriate applications of these quantitative approaches. The methods covered will include comparison of means for various forms of data including multiple means using methods of basic and advanced factorial ANOVA. Multivariate comparisons will also be explored under conditions of multiple independent and dependent variables using techniques including Hotelling’s T 2, MANOVA, and related techniques. Depending on the learners’ needs, other approaches may be covered.

Course Competencies

    • Demonstrate understanding of how and when to use various quantitative data analysis procedures.
    • Demonstrate understanding of nonparametric testing procedures and parallel parametric procedures and when to use them.
    • Select appropriate data analysis procedures for a quantitative research design.
    • Perform statistical analysis using the appropriate software.
    • Interpret results of quantitative data analysis procedures.
    • Evaluate the reliability and validity of quantitative data analysis procedures and result reporting.

This course focuses on statistical approaches to analysis and reporting when examining bivariate and multivariate relationships among variables. Learners will explore the underlying assumptions, advantages, limitations and appropriate application of correlation/regression based approaches to data analysis. The course will cover basic correlation methods, simple and multiple regression techniques, and advanced multivariate procedures including factor analysis and structural equation models. Depending on the learners’ needs, other approaches may be covered.

Course Description

This course is designed to provide advanced graduate students with instruction in qualitative phenomenological approaches as applied to social science research with the primary focus on data collection, analysis, interpretation, and presentation. The course will emphasize individual and group interviewing as techniques for phenomenological data collection. Focus is placed on analysis approaches appropriate for and relevant to phenomenological research.

Course Competencies

    • Differentiate between transcendental and hermeneutic phenomenology.
    • Develop a phenomenologic attitude toward researching a phenomenon.
    • Develop and refine research questions to align with phenomenological research design.
    • Apply phenomenologic concepts, tools, and techniques to data analysis of a phenomenon.
    • Develop and refine a research tool and interviewing techniques to elicit desired data.
    • Analyze techniques for presenting research findings based on phenomenologic orientation.
    • Evaluate reliability, internal and external validity, and transfer-ability in phenomenological inquiry.

Course Description: This course is designed to provide advanced graduate students with instruction in qualitative case study research approaches as applied to social science research. The course will emphasize individual and group interviewing as techniques for qualitative case study data collection. This course is particularly useful for advanced doctoral students who plan to conduct a qualitative dissertation.  Focus is placed on analysis approaches appropriate for and relevant to case study research.

Course Competencies

    • Explain the epistemological stance, uses, and approaches of case study research.
    • Determine how to define the boundaries of a case to address research issues.
    • Articulate the influence of the researcher on the process and outcomes of a research study.
    • Determine the types of data that can be collected from a defined case.
    • Determine appropriate methods for sample selection and data collection for a defined case.
    • Apply appropriate data analysis and /or interpretation techniques to a set of case study data.
    • Evaluate reliability and validity in case study inquiry.
    • Evaluate the ethical issues involved in choosing a sample, gathering data and reporting the results of case study research.

In this course, students will build knowledge of and competence with data analysis techniques developed in the anthropological tradition of ethnography. Integrating data from multiple collection methods (e.g. observational field notes, interviews, analyses of cultural artifacts), students will develop coding/thematic grouping protocols as well as strategies to develop findings into comprehensive interpretation of a particular culture. The course will conclude with a comprehensive overview of the process and practice of writing up ethnographic texts, centering largely on “thick description” as a critical mode of representation.

Course Competencies

    • Explore the theoretical evolution of ethnography through cultural and social anthropology.
    • Examine philosophies and methodologies underpinning ethnographic research.
    • Determine appropriate ethnographic design, data collection methods, and analysis techniques for various applications.
    • Apply ethnographic design to an identified researchable issue.
    • Analyze ethnographic results to present findings appropriately to stakeholders.

The Mixed-Methods course focuses on both conceptual issues surrounding the use of mixed methods in business, education, nursing and social science research and the analysis of data using mixed methods. The course will involve scrutiny of published mixed-method research throughout, and uses published research for reference purposes throughout the course. Students are expected to develop skills in mixed-method research by engaging in actual analysis of data using mixed methods. Thus, the course will blend conceptualization, design, and analysis. Content of the course represents a clear recognition of the importance of mixed methods in research and the growing importance of a solid knowledge of both quantitative and qualitative approaches — and their blending — to actually design and conduct meaningful doctoral level research. Competencies: Explain the nature of the mixed method research method and the various approaches to conducting mixed method research. Justify the application of an appropriate mixed method research design to a research problem. Create research questions (hypotheses) that align with the application of a given mixed method design and research problem Apply appropriate knowledge, theories, analytical skills, and methodology in a substantive interest area using a mixed method design. Determine appropriate sampling approaches, sample size, and data saturation/statistical power for the qualitative and quantitative phases in mixed method research studies. Compare qualitative and quantitative data collection techniques and instrumentation and their application in mixed method research studies. Align qualitative and quantitative data analysis techniques and procedures with a given mixed method design, variables and phenomena, and data. Evaluate the qualitative and quantitative validity concerns in mixed method research studies.

This is a mentor-guided course. Learners enroll for this course while finalizing their doctoral project with their committee. The learner/mentor relationship is the catalyst for completing the doctoral project research, findings, recommendations, and conclusions.

Course Competencies

    • Develop a learning contract for completing the dissertation proposal.
    • Synthesize the influences of historical developments and trends on practices and polices in the relevant field of study.
    • Characterize a leadership problem situated in the historical developments and current trends in the field of study.
    • Propose a method for obtaining greater knowledge about an identified problem.
    • Create a dissertation proposal with a cohesive statement of purpose and process in researching and writing the dissertation.
    • Submit a dissertation proposal for quality review methods and Institutional Review Board approvals for beginning data collection.

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.

Course Competencies

    • Develop a learning contract for completion of the dissertation proposal.
    • Synthesize the influences of historical developments and trends on practices and polices within the relevant field of study.
    • Characterize a leadership problem situated within the historical developments and current trends in the field of study.
    • Propose a method for obtaining greater knowledge about an identified problem.
    • Create a dissertation proposal with a cohesive statement of purpose and process in researching and writing the dissertation.
    • Submit a dissertation proposal for review by the ARB and IRB culminating in approval for beginning data collection.

This is a mentor-guided course. Learners enroll for this course while finalizing their Doctoral Project with their Committee. The learner/mentor relationship is the catalyst for completing the Doctoral Project research, findings, recommendations, and conclusions.

Course Competencies

    • Develop a learning contract for completion of the dissertation proposal.
    • Synthesize the influences of historical developments and trends on practices and polices within the relevant field of study.
    • Characterize a leadership problem situated within the historical developments and current trends in the field of study.
    • Propose a method for obtaining greater knowledge about an identified problem.
    • Create a dissertation proposal with a cohesive statement of purpose and process in researching and writing the dissertation.
    • Submit a dissertation proposal for review by the ARB and IRB culminating in approval for beginning data collection.

The principles and theories of the economics of education are examined. The role that federal, state, and local governments play in the economics of education is explored in-depth. Key topics include budget management, grants, financial aid, expenditures and revenues, and the rising cost of education. Economic policy analysis is a focus in this course. Competency A: Analyze the historical and theoretical foundations of financing education. Competency B: Evaluate sources of revenue and their influence on educational outcomes. Competency C: Determine capital and general expenditures of educational institutions. Competency D: Analyze the role of ethics in making financial decisions for educational institutions. Competency E: Develop strategic approaches to presenting a budget to an educational board for approval.

This course provides an overview of contemporary education policy analysis and development. The federal, state, local, and institutional levels of policy development are explored. The factors that influence the analysis and development of policy are discussed in depth. The evaluation and revision of policies and future trends and implications are examined.

Course Competencies

    • Evaluate a policy through multiple lenses of analysis.
    • Analyze the role of social justice and ethics in policy development and implementation.
    • Determine the influence policy may have on current issues in education.
    • Apply policy theory and improved assessment strategies in education.

This course explores the evaluation and assessment methods utilized in learning organizations. The merits and faults of these methods are debated. Accreditation issues, outcomes-based assessment, institutional research, and staff and faculty evaluation are key topics. The influence of leadership style on evaluation and assessment methods also is examined. Competency A: Examine the components of assessment and the roles assessments play in learning organizations. Competency B: Evaluate the purpose, strengths, and weaknesses of various assessment methods. Competency C: Analyze the reliability and validity of various assessment methods. Competency D: Interpret assessment results to make leadership decisions. Competency E: Use professional standards to align instruction, assessment, and evaluation.

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.

Course Competencies

    • Develop a learning contract for completion of the dissertation.
    • Analyze data from research study to form the results section of the dissertation.
    • Synthesize study results to form the recommendations and conclusions of the dissertation.
    • Reformulate dissertation proposal for initial chapters of dissertation.
    • Develop final dissertation integrating the updated proposal chapters as well as the results and recommendations sections.
    • Defend dissertation study orally.
    • Submit successfully defended dissertation study to Dean for final approval.

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.

Course Competencies

    • Develop a learning contract for completion of the dissertation.
    • Analyze data from research study to form the results section of the dissertation.
    • Synthesize study results to form the recommendations and conclusions of the dissertation.
    • Reformulate dissertation proposal for initial chapters of dissertation.
    • Develop final dissertation integrating the updated proposal chapters as well as the results and recommendations sections.
    • Defend dissertation study orally.
    • Submit successfully defended dissertation study to Dean for final approval.

This is a mentor-guided course. This is the last course where the learner completes the formal Oral Defense of the Doctoral Project and then prepares and submits the Doctoral Project for University approval. An approved Doctoral Project is required to complete this class.

Course Competencies

    • Develop a learning contract for completion of the dissertation.
    • Analyze data from research study to form the results section of the dissertation.
    • Synthesize study results to form the recommendations and conclusions of the dissertation.
    • Reformulate dissertation proposal for initial chapters of dissertation.
    • Develop final dissertation integrating the updated proposal chapters as well as the results and recommendations sections.
    • Defend dissertation study orally.
    • Submit successfully defended dissertation study to Dean for final approval.

This non-credit-bearing, 3-day course is required only when a learner has not completed the dissertation within 12 months of completing all courses, excluding DOC/733 and DOC/734. This residency session is designed to allow for concentrated time between the learner and a faculty member, focusing on dissertation completion. This annual renewal residency is required for every full year a learner remains in “all but dissertation” status.

Program Benefits:

Benefits of this degree program

  • In-depth exploration of leadership

Learn to strategically manage and lead even the most complex educational institutions by growing your skills and abilities in areas such as budgeting, teacher management and operations.

  • Interactive group discussion

In online doctoral group discussions, you will interact with fellow learners and exchange ideas about research that centers on current industry challenges.

  • Dissertation Chair

Under the guidance of a Dissertation Chair who has experience in your field of study, you will complete original research for your dissertation.

  • Residencies

For three-to-eight days, you will network and study with professionals in your field, interact with faculty and prepare your dissertation. As part of the residency requirement (available in select cities), field experiences and clinical components may also be required.

  • Doctoral Success Orientation

This three-day, no-cost online training lab gives you a tour of the University’s online learning platform and educational resources before you begin your first course.

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