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Ed.D. in EducationalLeadership

studentHandbook

CONTENTS

Conceptual Overview of the Doctorate ......................................... 3

Doctoral Timeline ..................................................................... 9

Advanced Standing .................................................................. 9

Plan of Study ........................................................................ 10

Doctoral Program Process (Phases) ............................................. 11

Phases in More Detail ............................................................. 12

University Doctoral Policies ...................................................... 13

Course Descriptions and Learner Outcomes ................................. 15

Be A LeADer.Welcome to the Doctorate in educational Leadership program at Minnesota State University, Mankato.

We’re a community of scholars and practitioners committed to advancing public schools, nonprofit organizations, higher education, experiential education and other fields through dynamic, visionary leadership. We’re glad you’ve joined us, and we look forward to your active participation at all stages of the program.

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A Conceptual Overview of the Educational Doctorate in Educational LeadershipThe intent of this document is to share the department’s perspectives on (a) the meaning and

scope of educational leadership, (b) how the configuration of the department is aligned with its

interpretation of educational leadership, (c) the profile of engaged leaders needed for effectively

changing educational organizations, (d) and how the design of the doctoral program is

congruent with these factors.

The sections to follow include (a) Changing Perspectives of educational Leadership, (b) Brief

History of the educational Leadership Department and (c) Profile of engaged Leaders

Changing Perspectives of Educational LeadershipUniversities worldwide offer programs in educational leadership preparation, yet definitions

and usages of the term continue to evolve. In response to the changing paradigm of leadership,

many institutions and agencies in the United States have replaced the terms educational

administration or school leadership (and educational management in the UK) with educational

leadership. One example can be found in the recently updated Educational Leadership Policy

Standards: ISLLC 2008 (a joint effort of the Interstate School Leaders Licensure Consortium,

the Council of Chief State School Officers, and the National Policy Board on educational

Administration). The new standards have altered the terminology used in the original 1996

standards from school administrator to educational and education leader (Council of Chief State

School Officers, 2008).

One underlying factor in changing paradigms has been a shift in how leadership is viewed,

a shift away from seeing it as province of a single leader administering from the top of an

organization to that of leadership existing among stakeholders throughout an organization. It

is now understood that vision must be supported and shared by all, that organizational culture

and climate are co-sculpted, that collective management of operations and resources is directly

linked to safe learning environments, that communities are partners in the learning process, and

that a leader at the top cannot be the sole model of ethical behavior if integrity is to permeate

the organization. There is also recognition that responding to issues that arise out of the many

contexts of educational organizations (political, social, economic, legal, and cultural) cannot be

accomplished by one person.

Another piece of the paradigm shift has been a redefinition of school leadership—a term

that connotes what takes place within the confines of a building rather than within learning

environments that extend well beyond the school campus. School leadership has limitations in its

usage when considering increasing numbers of home school networks, study at sea, and study

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abroad programs, as well as learning approaches used outside of the school building such as service

learning, community-based learning, place-based learning, and outdoor environmental education.

The Department of educational Leadership defines its field broadly, as encompassing the knowledge,

skills, and dispositions needed for engaged leadership in the full scope of multi-age educational

organizations that exist today: traditional or nontraditional; formal or informal; public, private, or

nonprofit. The department maintains that the more flexibility and breadth offered by advanced programs

in educational leadership, the more likely such programs will prepare professionals for success in a

variety of educational arenas. The preferred view of educational leadership is not focused on preparing

a person to be a leader, but rather on preparing collaborative cohorts of people who will spread

effective leadership throughout educational systems by inspiring others, creating ripple effects that will stir

and transform organizations in positive, profound ways.

The ed.D. program reflects this broad perspective of educational leadership. The design allows for

individuals from diverse settings to come together, learn from each other’s expansive professional

experiences, solve common problems of practice together, and collectively construct knowledge that will

prepare them to effectively face the challenges inherent in educational organizations.

Before examining particular aspects of the ed.D. program, it may be helpful to learn of the history of the

Department of educational Leadership at Minnesota State Mankato, its current identity and its audience.

This information will provide insight into the uniqueness of the department -- a configuration that does not

exist elsewhere in the country or, quite possibly, anywhere else in the world.

Council of Chief State School Officers. (2008). Educational Leadership Policy Standards: ISLLC 2008. Washington, DC: Author.

Brief History of the Educational Leadership DepartmentUntil the mid-1990s at Minnesota State Mankato, the departments of educational Administration and

of experiential education functioned as distinctly separate entities, though both offered programs for

leadership preparation in educational settings.

Department of Educational AdministrationSince its inception in 1968, the Department of educational Administration has primarily attracted

professionals working in K-12 schools from the southern Minnesota region. The department was the first

Minnesota state college to offer a superintendent certificate. In 1971 the department was approved

to offer a specialist degree. This department continues to offer graduate degrees that lead to principal

licensure, director of special education licensure, director of community education licensure, and

superintendent licensure. These degree programs have traditionally been and still are aligned with

Minnesota leadership competencies monitored by the Minnesota Board of School Administrators.

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Department of Experiential Education The term experiential education, in brief, refers to a holistic approach to learning and development

based on experience, reflection, and transfer of knowledge to new situations. In its early years, this

department began to develop a reputation that still exists today for drawing educators from across the

country and overseas who sought educational leadership preparation in alternative and nontraditional

settings. Many of its students came from outdoor or adventure-based backgrounds. Over time, the

department began to attract local school educators interested in teaching more experientially and in

leading innovative school change initiatives. The curricular emphasis shifted toward graduate studies in

leadership in a variety of educational settings. The Department of experiential education was involved for

several years in the 1970s in the operation of the university’s Wilson Campus School when it changed

from a traditional public school to an open school model. It was touted by some as the most innovative

public school alternative in the nation.

The Birth of the Department of Educational LeadershipThere came a time in the mid-1990s when Minnesota State Mankato reconfigured its smaller

departments into larger units due to budgetary and space constraints. The missions of the two

departments had become similar enough – to develop principled professionals for successful leadership

in educational settings. The practices of both departments had become so much more than their original

names indicated. Thus, in 1994 the Department of educational Leadership was born, a name that

distinguished leadership as permeating well beyond a single leader, well beyond the school grounds,

and well beyond experiential learning as a teaching approach.

The new department was created by combining faculty members from both departments, which ignited

a continuous (sometimes challenging) process of reciprocal and collaborative learning among them.

Most of the current faculty joined the department since the merger and wholeheartedly embrace the

department’s integrated and unique structure.

Distinctive characteristics from the two departments still remain today through the offering of Specialist

licensure programs in K-12 administration and the offering of a Master of Science degree in experiential

education. New since the integration, however, are a Master of Science degree in educational

Leadership and a non-licensure Specialist degree in educational Leadership. All of the department’s

faculty members share in the teaching of the core courses and electives for the Master in educational

Leadership and the non-licensure Specialist in educational Leadership. These programs attract educators

and professionals from many educational settings including K-12 education, higher education and adult

education. These two programs are truly reflective of the broad definition of educational leadership that

the department’s faculty members believe in and uphold.

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Creation of the Doctoral ProgramFor several years, the educational Leadership Department has been serving this unique cadre of people

from diverse backgrounds who have committed to prepare themselves for a variety of educational

leadership positions. It was a logical decision, then, to design and propose a doctoral program leading

to an ed.D. in educational Leadership. Such a program is designed for the same groups of professionals

that the department has been successfully serving for the past decade.

The program is not intended to provide licensure for school administrators. The department already

offers licensure through one of the Specialist degree programs. K-12 school leaders may be one of the

audiences for the program. They will, however, already be licensed and would be seeking the doctorate

to further develop their knowledge, skill and dispositions in leadership, not in K-12 school administration.

The ed.D. program is designed to address three salient areas in educational and organizational

leadership. One dimension of coursework addresses a core of leadership issues pertaining to exemplary

models, ethics, policy making, and special topics. A second dimension focuses on scholarship for

understanding, using, and producing research applicable to improving educational organizations. The

third dimension of coursework (i.e., internships and colloquiums) is designed with flexibility to allow

professionals to focus on areas of specialization of their choosing within educational leadership. When

this broad definition of educational leadership is used as a lens to view the doctoral program, the

proposed curriculum emerges as appropriate, rational, and perhaps the only way to effectively prepare

the range of professionals who will enter the program.

Profile of Engaged Leaders“The more complex society gets, the more sophisticated leadership must become” (Fullan, 2001, p. ix).

Organizations and individuals alike are seeking the knowledge, skills and dispositions needed to provide

that level of sophisticated leadership. They are seeking leadership that can guide and support people

faced with such changes as (a) cultural issues associated with the development of an increasingly global

society; (b) rapidly changing technology—including the development of virtual world environments; and

(c) complex projects that call for creativity, innovation, and risk-taking as well as collaboration, trust, and

effective communication. engaged leadership meets that need. engaged leaders guide, direct, and

influence others to bring about a fundamental change—change not only of the external world, but also of

internal processes. Our program is intent on developing leaders who are prepared and eager to engage

in such leadership. The learner outcomes for the proposed doctoral program are framed around three

components: (a) the leadership core, (b) scholarly work, and (c) specialization.

Fullan. M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.

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Leadership CoreBased on qualities evident in 21st century leadership, we have identified three areas within which to

describe the broad learner outcomes expected from the Leadership Core of our curriculum. The three

areas are setting direction, redesigning organizations, and developing people.

Setting DirectionCandidates will…

> Demonstrate the knowledge and ability to facilitate the development, implementation, and

stewardship of the organization’s vision.> Demonstrate an understanding of how to proactively lead an organization by understanding,

responding to, and influencing the political, social, economic, legal and cultural context.

Redesigning OrganizationsCandidates will…

> Demonstrate leadership through collaboration, trust, foresight, listening, ethical use of power and

empowerment.> Demonstrate the knowledge and ability to manage the organization, operations, and resources in a

manner that promotes a positive working environment.

Developing PeopleCandidates will…

> Demonstrate knowledge and ability to apply adult learning strategies, technology and research for

the professional growth of the organization’s employees.> Demonstrate knowledge and ability in collectively shaping a culturally competent and responsive

environment.

*Some learner outcomes adapted from Standards for Advanced Programs in Educational Leadership, National Policy of Board of Educational Administration, 2002.

Scholarly WorkBecause we are in an era of accountability and data-driven, research-based decision-making, we

developed within our curriculum opportunities for individuals to expand their knowledge, skills, and

dispositions through scholarly work in research, professional colloquium and dissertation work.

Research CoreCandidates will…

> Demonstrate a basic foundation in qualitative and quantitative research.> Demonstrate the ability to use appropriate research methods, theories, and concepts to lead an

organization.

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Professional ColloquiumCandidates will…

> Contribute to the knowledge base of their field through scholarly writing and presentations.> Demonstrate the knowledge and ability to develop and use scholarly, research-based documents.

DissertationCandidates will…

> Demonstrate critical thinking; organized, analytical communication; and inferential decision-making.> Contribute to the knowledge base of their field through applied research.

SpecializationBased on the student-centered focus of our program, we developed within the curriculum opportunities

for individuals to expand their knowledge, skills, and dispositions in their respective field of study through

internships, the professional colloquium, and the dissertation.

InternshipsCandidates will…

> Synthesize and apply the knowledge developed through the program’s leadership core.> Practice and develop leadership expertise through intentional experiences in real settings.

Professional ColloquiumCandidates will…

> Contribute to the knowledge base of their field through scholarly writing and presentations.> Demonstrate the knowledge and ability to develop and use scholarly, research-based documents.

DissertationCandidates will…

> Demonstrate critical thinking; organized, analytical communication; and inferential decision-making.> Contribute to the knowledge base of their field through applied research.

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Ed.D. Program Timeline (Full Time)The ed.D. program and course schedule has been designed for learners to complete their degree in three

years if enrolled full time during a typical academic year. Learners may enroll part-time per semester but

this may prolong the completion of the degree. Learners have seven years to complete the degree from the date of matriculation.

Departmental Policies on Advanced Standing1. Learners may transfer up to 10 credits from an accredited institution into the

doctoral program. These credits must be post-master degree credits and cannot be older than seven years.

2. The advisor in consultation with the learner will determine which doctoral

credits will be substituted for these 10 credits. Most often the 10 transfer

credits will be applied toward the electives and internship.

3. In special circumstances core courses and/or research courses may be

substituted for other graduate courses. However, learners must complete 46

credits of graduate work from Minnesota State Mankato.

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Minnesota State University, MankatoDepartment of Educational Leadership

Educational Doctorate in Educational Leadership Plan of Study

Name ______________________________________________________ Tech ID ___________________

Mailing Address _________________________________________________________________________

e-mail Address _______________________________________________ Phone # __________________

Program Coursework

Course

Number

Course Title Number

Of Credits

Advanced

Standing** (√ )

edLd 734 Professional Development Colloquium 1 3

edLd 734 Professional Development Colloquium 2 3

edLd 782 Design & Method in Qualitative Inquiry 3

edLd 792 Quantitative research Methods in educational Leadership 3

edLd 793 Focused research Investigations 3

edLd 751 9 credits

(3 classes)

of Leadership

Core required

Advanced Leadership ethics

edLd 752 Leadership exemplars

edLd 747 Organizational Theory & Analysis

edLd 759 Influences & Assessment of Public Policy

edLd 798 Internship 1 4



elective 1: 3

elective 2: 3

elective 3: 3

edLd 799 Dissertation 1 4



Total Credits Required for the Degree = 56

Student’s Signature ____________________________________________ Date _____________________

Advisor’s Signature ____________________________________________ Date _____________________

**Note: Advanced Standing credits are previously earned post-master’s credits that the doctoral advisor has informally approved for the Plan of Study. Formal approval of Advanced Standing credits is given by the College of Graduate Studies and Research upon review of the Plan of Study and submission of the Application for Advanced Standing form.

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Doctoral Program ProcessPhase One: Foundation1. Complete the Professional Development Colloquium (PDC) courses.

2. Complete the prospectus. This document is a general explanation of the dissertation topic and

research method that will be used in the dissertation (criteria provided in PDC courses). Once the

prospectus is completed and has obtained advisor approval, potential committee members can be

identified.

3. Form a dissertation committee. Share the prospectus with potential committee members and obtain

their signatures on a committee agreement form.

4. Develop and complete an electronic portfolio to include elements from:

a. Leadership Core

b. research Core

c. Internship

d. Other

Phase Two: Candidacy1. Present the portfolio to department faculty on your committee.

2. Present the dissertation proposal to your committee. The proposal includes three chapters:

introduction, literature review and methods. Consult with your advisor during this process.

3. Draft IrB proposal. This is done online through the Graduate Studies and research office.

3. Committee approves portfolio and dissertation proposal. Candidacy is recommended to Graduate

Studies and research office.

Phase Three: Dissertation Research1. Obtain IrB approval from the Graduate Studies and research office.

2. Conduct your study (complete data collection and analysis, if applicable).

Phase Four: Recommendation for Awarding Degree1. Complete dissertation with advisor approval.

2. Schedule a final meeting for the dissertation presentation.

3. Make committee-recommended changes to the dissertation.

4. Complete the recommendation for awarding degree form.

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Phases In More DetailProfessional Development Colloquia (PDC I and PDC II) are usually taken during the first two semesters of

the program. These courses are designed to help learners create and carry out professional development

plans throughout the doctoral program. Please see course descriptions at the end of this handbook for

more detail on the PDC course.

Prospectus: The prospectus is developed and often completed during PDC II. The prospectus is five to

10 pages in length and consists of an introduction, background of study, explanation of the study, and

potential methods to be used. Learners form their doctoral committees by having potential members read

the prospectus. Faculty members sign the prospectus form if they agree to serve on the committee (see

appendix one for prospectus form).

Committee Formation: A minimum of three people must serve on the doctoral committee. The advisor

must be from the department and have research faculty status. One other department member must serve

on the committee. One member must be from outside the department. Learners may have more than

three members on their committees; however, it is usually more difficult to bring members together with

larger committees.

Portfolio: The portfolio consists of artifacts from the leadership core, research core, and internship.

Learners begin to develop their portfolios in the PDC I course. They will continue to add to the portfolio

as they take leadership core courses, research core courses, and conduct their internships. Learners must

complete most of their leadership core, and research core prior to presenting their portfolio. The decision

about when to present the portfolio is made between the learner and advisor.

Portfolio Presentation: The purpose of the presentation is to explain the depth and breadth of

knowledge acquired from coursework and internship(s). The purpose is to demonstrate an understanding

of the foundational knowledge in the field of educational leadership and/or experiential education.

The presentations are typically one hour in length and consist of an explanation of one or two artifacts

acquired from each of the three areas: leadership core, scholarly work, and specialization. The learner

and advisor will determine when the learner is ready to do the portfolio presentation. This presentation is

given to the department faculty serving on the learner’s doctoral committee.

Dissertation Proposal Presentation: This is a presentation on the first three chapters of the learner’s

dissertation. These chapters include the introduction, literature review and methods. Learners must provide

their committee with an introduction to their study, previous research that is connected to their study, and

the methodology that will be used to conduct the study. This presentation is typically one hour in length

and is given to the doctoral committee. (Note: the portfolio presentation and dissertation proposal

presentation may be given together. Doctoral candidacy is granted after these two presentations).

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Institutional Review Board (IRB) Proposal: This proposal must be completed before beginning data

collection. The IrB proposal is online and can be found on the graduate studies and research office Web

site. Learners must provide letters explaining their research, consent forms, surveys, and any other forms

that will be given to research subjects when filling out the IrB proposal.

Dissertation Presentation: The purpose of the dissertation presentation is for learners to explain how they

collected their data, the results they obtained, and the conclusions that were drawn from the study. It is

not necessary for learners to discuss the introduction, literature review, or methodology because this was

done previously at the dissertation proposal meeting. This presentation is typically one hour in length, and

the format will consist of the learner’s presentation followed by questions from the committee.

recommendation For Awarding Degree: In some cases learners may need to make revisions after their

dissertation presentation. After revisions are made committee signs the recommendation for awarding

degree and the degree is granted.

Minnesota State Mankato Graduate Studies and Research Office Doctoral PoliciesAdvanced StandingStudents admitted to a doctoral program who have completed graduate courses elsewhere may apply

to be admitted with advanced standing. The maximum number of advanced standing credits awarded

will vary from program to program; however, with the exception of the DNP program, at least 45 credits

of a student’s doctoral program must be completed at Minnesota State University, Mankato. Up to 12

of the Minnesota State Mankato credits may be credits associated with the capstone project. Individual

doctoral programs may have different credit limits.

Courses accepted as advanced standing do not affect the Minnesota State Mankato graduate grade

point average. Please consult the appropriate departmental Web pages to determine the doctoral

program’s additional policies concerning advanced standing.

Advisory CommitteeDuring the first semester in the program each doctoral student will be assigned an advisor by the program

coordinator. Students may change their advisor by completing the required forms.

The advisory committee consists of at least three members of the faculty, with the chair being a member

of the research faculty of the College of Graduate Studies and research. At least two members of the

committee must be from the major area of study. Please consult the program’s Web pages for additional

information about the composition of doctoral student advisory committees.

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Qualifying ExaminationPrior to beginning a doctoral dissertation or other capstone project -- and at or near the time of

completion of all required course work -- doctoral students must pass a qualifying examination or, with

the approval of the advisory committee and program, an alternate qualifying activity. This examination

process is intended to determine if a student is prepared and qualified to begin work on the dissertation

or other capstone project.

Qualifying examinations may contain written and oral components; in the case of oral examinations,

a written evaluation will serve as documentation of the student’s performance. Students who fail some

or all portions of the qualifying examinations may be allowed to retake these portions. This decision is

made by the student’s advisory committee and the department chair, and is based on the student’s overall

program performance and the extent of the deficits on the qualifying examinations. No more than two

attempts to pass the qualifying examination will be permitted. Second examinations should be scheduled

so that sufficient time is provided to address weaknesses identified during the initial examination.

In order to be eligible to take the qualifying examination, a student must have an appointed doctoral

advisory committee and have completed sufficient doctoral course work as specified by the program.

No more than six credit hours may be graded as incomplete. Individual doctoral programs will have

additional policies concerning qualifying examinations.

Admission to CandidacyAdmission to doctoral candidacy confirms that the student possesses sufficient knowledge of the

academic specialty and has demonstrated potential to engage in, and to complete, the capstone project.

After successfully completing coursework specified by the doctoral program, passing the necessary

exams, and satisfying all other program requirements, the student is prepared to apply for Doctoral

Candidacy. Please consult the appropriate departmental Web pages to determine the doctoral program’s

policies concerning admission to candidacy.

A doctoral student is admitted to candidacy only with the approval of the Dean of the College of

Graduate Studies and research, acting upon the recommendation of the members of the student’s

advisory committee, and if applicable, the Dean of the college of the student’s content area.

Continuous RegistrationStudents enrolled in a doctoral program must register for at least three academic credits for each fall

and spring semester until all courses and examinations are completed, and the student is admitted to

candidacy. Thereafter, doctoral students are required to register for at least one credit every semester until

they receive their degree. registration for summer sessions will not substitute for the mandatory registration

during both semesters of the academic year.

Students who fail to register each semester after passing qualifying examinations must arrange to register

for the missing semester credit hours, or the student will not graduate.

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DissertationDoctoral programs often require a dissertation as the program’s capstone project. At the very least,

the dissertation must make a unique contribution to what has previously been written and known. The

dissertation must be approved by the majority of the members of the student’s advisory committee and

must be presented in a standard scholarly format as established by the program and the College of

Graduate Studies and research.

Approved dissertations must be submitted to the College of Graduate Studies and research by the

deadlines established by the College. Students should consult the graduate program’s policies concerning

the dissertation and other capstone projects.

Doctoral Student Time LimitStudents must complete all doctoral program requirements, including the dissertation or other capstone

project, within seven years of being admitted into the doctoral program. After seven years, doctoral

candidacy is terminated for students who have not completed the dissertation or other capstone

project. Students may apply for readmission by submitting a letter requesting readmission to the Dean

of the College of Graduate Studies and research. If readmitted, students must again pass a qualifying

examination and fulfill other conditions imposed by the department in order to establish currency. If

the qualifying examinations are passed and the other conditions are met, students are readmitted to

candidacy. They then have three years to complete a dissertation (or other applicable) capstone project.

Course Descriptions and Learning Outcomes

EDLD 751 Advanced Leadership Ethics (3 credits)A major school of thought in ethical theory was revived in the early 1980s with the publication of

Alasdair MacIntyre’s book, After Virtue (University of Notre Dame: 1981). In this work MacIntyre makes

the case that the moral virtues are central to ethical theory. It is rooted in Aristotelian philosophy and

ethics and has a long tradition in moral philosophy. This seminar will take a serious look at MacIntyre’s

work and make applications to practical ethics in leadership and professional ethics. Specifically

MacIntyre’s analysis of the centrality of practices and the complex interplay of virtues, vices, rules,

traditions, and emotions as they impact practices will be emphasized.

Learning Outcomes:Students will

> have an understanding of MacIntyre’s analysis of the crisis in modern ethics.> have an understanding of ancient Greek emphasis on the virtues as the foundation for morality. > have an understanding of Aristotle as the key to virtue-based ethics.> have an understanding of MacIntyre’s concept of a practice. > have an understanding of the interplay of the virtues in the formation of practices. > have an understanding of the concept of a tradition as partially constitutive of a practice.

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> learn to apply the conceptual model of Aristotle and MacIntyre to professional and leadership roles. > conduct research into their own practices and apply that research to the ethical model of virtue-

based ethics. > critique the ethical problems and issues inherent in their practices using the virtue-based approach. > demonstrate an understanding of leadership through collaboration, trust, foresight, listening, ethical

use of power and empowerment.> acquire knowledge of a leader’s need to shape a culturally competent and responsive environment.

EDLD 752 Leadership Exemplars (3 credits)The thesis behind this doctoral level seminar is that one effective way to study leadership theory is to

study leaders in context. The study of leadership is the central theme which pervades all of the graduate

programs in the Department of educational Leadership. This seminar will use at least one leader’s

exemplars as a source of focused study and research.


> practice using historical sources to influence and guide current practice.> understand character and its influence on leadership. > understand the intellectual, psychological, cultural and spiritual influences on leaders. > understand the role of conflict in leadership. > examine how adversity can be turned into opportunity in leadership .> examine the pursuit of justice in leadership. > examine moral ambiguity and moral clarity in leadership. > examine the relationship between leaders and followers. > examine the virtues of courage, wisdom, caution, and daring in leadership. > demonstrate how to lead an organization by understanding internal and external influences in the

political, social, economic, legal and cultural context.> demonstrate the knowledge and ability to facilitate the development, implementation, and

stewardship of the organization’s vision.

EDLD 747 Organizational Theory and Analysis (3 credits)This seminar is offered so students studying leadership can acquire knowledge, skills and dispositions

needed to lead organizations. The primary framework of this course is the main theoretical perspectives

and issues of organizational decision-making, organizational innovation and organizational identity.

each theory/perspective will be examined with the following questions in mind: What is/are the

overarching question(s) with which the theory is concerned? What is the central unit of analysis? What

are the key concepts?

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Learning Outcomes: Students will

> acquire a knowledge base of the structure of organizations.> develop skills and strategies on how to assess the health of an organization, readiness of an

organization for change, and organization culture.> develop the skills needed for leadership in an organization and the ability to facilitate the

development, implementation, and stewardship of the organization’s vision.> develop skills to see an organization as a total system.> learn the skills of environment scanning regarding influences on culture of organizations.> identify current research and best practices of organizational changes.> articulate significant components of systems change.> develop an a analysis model of organizational change.> demonstrate the knowledge and ability to manage the organization, operations, and resources in a

manner that promotes a positive working environment.

EDLD 759 Influences and Assessment of Public Policy (3 credits)This course is an elective course for the doctorate in educational Leadership. The seminar is offered so

students can acquire the knowledge of how public policy is developed and influences are exerted on

public policy. The conceptual framework for this course will be grounded in the research and literature

regarding internal and external influences on public policy. This research will focus on organizations and

individuals who influence public policy. The second part of the conceptual framework of this course will

be the research and literature on the assessment of public policy. The assessment will determine if public

policy is “good for the public.”


> demonstrate an understanding of how public policy is developed.> demonstrate an understanding of how and why specific individuals have influence over public policy.> demonstrate an understanding of how and why local, state and federal agencies have an influence

over public policy.> demonstrate an understanding of how and why private organizations have an influence over

public policy.> demonstrate an understanding of why policy is an organization’s belief statement.> demonstrate an understanding of how to implement public policy.> develop strategies to assess the effectiveness of public policy.

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EDLD 782 Design and Method in Qualitative Inquiry (3 credits)This course will offer investigations into traditional and exploratory genres of qualitative research,

and will provide the critical analysis tools necessary for doing so. Such investigations will include

examination and critique of characteristics unique to qualitative design such as those used for sampling,

instrumentation, authenticity, data collection, data analysis, and research report format. Genres

of research examined may include case study, phenomenology, life story, biography, oral history,

ethnography, narrative inquiry, grounded theory, portraiture, field observation, and the existent associated

critical theory derivatives.


> understand salient characteristics of numerous genres of qualitative research design. > demonstrate use of criteria for matching research questions with research methods.> demonstrate accepted qualitative data collection and analysis procedures.> understand elements of critique for qualitative research reports in terms of trustworthiness, authenticity,

bias, and groundedness.> apply correct formatting and citation style according to APA, 6th ed.> apply the main elements of a qualitative literature review, research proposal and report.

EDLD 792: Quantitative Research Methods (3 credits)The course includes an overview of quantitative research methods typically used in the field of education.

Issues addressed will include sampling, measurement and instrumentation, design, and analysis. The

course clarifies the role of quantitative methods in developing research questions and hypotheses,

selecting research methods, and supporting conclusions drawn from the research. The course will provide

a conceptual understanding of quantitative research methods. The course will also provide application

experiences with computer-assisted data analysis techniques.


> understand the components of quantitative methods.> demonstrate advanced application of quantitative methods.> demonstrate the use of SPSS for major statistical procedures.> demonstrate the use of specialized applications of quantitative methods.> demonstrate the ability to review, critique, and synthesize research.

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EDLD 793 Focused Research Investigations (3 credits)This course will offer focused investigations into a specific genre or methodology of research. Class

members in this course will work individually or, in some cases, in small learning groups toward the

specific purpose of providing the learner(s) with advanced knowledge and skills in a particular research

genre or methodology. Through completion of individually constructed learning contracts, course members

will identify their intended learning outcomes and the strategies through which they will reach them, such

as specified readings, interviews, writing literature reviews and proposals, or working with primary data

analysis. Through written and oral reflection and expression, class members will demonstrate knowledge

and understanding of salient features of a chosen research genre or methodology. Such features

may include:


> understand the historical underpinnings including founders, major contributors, societal factors, and

seminal studies.> understand past and current associated literature.> demonstrate an understanding of differentiating characteristics. > demonstrate data analysis procedures.

EDLD 794 Focused Research Investigations (3 credits)This course will offer focused investigations into a specific genre or methodology of research. (NOTe:

The pre-requisite for this course is edLd 793. This course is to be used for a markedly different learning

experience than that completed through enrollment in edLd 793). Class members in this course will work

individually or, in some cases, in small learning groups toward the specific purpose of providing the

learner(s) with advanced knowledge and skills in a particular research genre or methodology. Through

completion of individually constructed learning contracts, course members will identify their intended

learning outcomes and the strategies through which they will reach them such as specified readings,

interviews, writing literature reviews and proposals, or working with primary data analysis. Through

written and oral reflection and expression, class members will demonstrate knowledge and understanding

of salient features of a chosen research genre or methodology. Such features may include:


> understand historical underpinnings including founders, major contributors, societal factors, and

seminal studies.> understand past and current associated literature.> demonstrate an understanding of differentiating characteristics. > demonstrate data analysis procedures.

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EDLD 734 Professional Development Colloquium (3 credits x 2)This course will cover topics including professional development plans (PDP), professional development

reports (PDr), library research, portfolio development, workshop presentations, and writing for

publication. Learners will develop and critique PDPs, PDrs, portfolio presentations, workshop

presentations, and articles. Students will be expected to conduct a workshop and submit an article

for publication.


> write a professional development plan with obtainable goals and begin working toward

accomplishing goals.> write a professional development report that documents goals obtained.> develop a conference workshop proposal and submit it to a conference committee. > develop conference presentation formats and present a workshop at a conference of the learner’s

choosing.> conduct a literature review.> develop a line of research.> research journals and submit an article to this journal.> develop a professional portfolio> create an e-folio.> synthesize and apply the knowledge developed through the program’s leadership core.

EDLD 798 Doctoral Internship (11-12 credits)The doctoral internship is designed to allow doctoral learners the opportunity to create, demonstrate and

maintain strategies and methodologies for effective leadership in higher education, school administration,

college level teaching, and other leadership settings. Learners will acquire leadership skills, knowledge

and dispositions through the internship process. Didactic interactions with the professor of the course,

advisors, and other doctoral learners will provide learners with necessary processes to navigate through

their internships.

Options for internships:Teaching Internship The faculty internship provides doctoral learners with working knowledge of higher education teaching,

organizational structure, and the procedures by which academia operates. Learners may choose their

internship site; however, there may also be opportunities available to teach at Minnesota State University,

Mankato within the Department of educational Leadership. In such cases learners will teach a course

under the guidance and facilitation of the course professor.

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Administrative InternshipThe administrative internship will occur in an appropriate educational setting chosen by the learner,

supervised by an administrator in the chosen site and supported by the internship professor. examples

include a superintendent of a school district, a principal, special education director, central office staff,

state education office or a regional director. Learners will be placed directly in a leadership role and will

implement and learn knowledge and skills through this experience.

Higher Education InternshipThe higher education internship will be implemented in a college or university setting chosen by the

learner, supervised by an administrator at the chosen site and supported by the advising professor. For

example, interns could work with college administrators, departmental administrators, or directors of

different college programs.

Research InternshipThe research internship is designed to provide learners with the opportunity to conduct specialized field

research. This internship allows learners an opportunity to explore a specific research interest under the

guidance of a faculty member. Learners may choose to work with a faculty member in the Department

of educational Leadership or, in certain situations, a professor from another department or university.

The intent of the research internship is to connect learners with their passion for learning and help them

articulate and implement a research methodology.

Learning Outcomes: Upon successful completion of this course, doctoral learners will articulate gained knowledge and

experience by demonstrating their ability to:

> Facilitate the development, articulation, implementation and stewardship of a vision of learning.> Advocate, nurture and sustain education culture and instructional programs conducive to learning

and professional growth.> ensure management of the organization, operations, and resources for a safe, efficient and effective

learning environment> Collaborate with families and community members, respond to diverse community interest and

needs, and mobilize community resources.> Understand, respond to, and influence the larger political, social, economic, legal and

cultural context.> Act with integrity, fairness and in an ethical manner.

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EDLD 799 Dissertation (11-12 credits)The dissertation is designed to guide doctoral candidates through preparation and defense of the

dissertation proposal, assist the student in the dissertation research and writing process and to ensure

focus and consistency in preparation and defense of the final culminating doctoral defense.


> plan, research, write, and share with advisor and colleagues.> know and comprehend an area of research through demonstrated knowledge of the main sources of

information, concepts, principles and theories.> demonstrate the ability to understand and interpret information presented in a variety of forms.> demonstrate a critical analysis of information drawn through appropriate methodologies and

thoughtful reflection.> synthesize and ensure that conclusions drawn are consistent with information collected in the

culmination body of work.> develop and defend a professional dissertation.

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NOTES:

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NOTES:

A member of the Minnesota State Colleges and Universities System.Minnesota State University, Mankato is an Affirmative Action/Equal Opportunity University.

This document is available in alternative format to individuals with disabilities by calling Educational Leadership at507-389-1116 (V), 800-627-3529 or 711 (MRS/TTY). EDLD12BK_06-10

DePArTMeNT OF eDUCATIONAL LeADerSHIP115 ArMSTrONG HALLMANKATO, MN 56001

http://ed.mnsu.edu/edleadership

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