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Doctoral Program in Education Policy & Leadership
The doctoral program in Education Policy & Leadership provides
for the in-depth study of leadership and policy in education with a focus on
theory, research, and practice. This focus on the relationships between policy
and leadership involves study of the major paradigms and theories of education;
equity and excellence; governance and management; organizational theory, analysis
and behavior; and theories of systemic and organizational change. Supporting
such study are related fields of inquiry including methods of research and
evaluation and current theory and practice of assessment. The concentration
provides opportunities for students to specialize in policy and leadership
in the contexts of higher education, international education, and K-12 educational
administration. Although doctoral candidates typically specialize in one of
these contexts, they may design programs of study that represent cross-cutting
interests.
Many of our doctoral candidates are experienced practitioners who return to
graduate study to engage in systematic reflection about their practice and
to develop further knowledge and skills for careers as leaders, administrators,
planners, program designers, evaluators and the like in school systems, colleges
and universities, non-formal settings, government agencies and non-governmental
organizations in domestic and international contexts. The concentration offers
a stimulating environment with opportunities for candidates with a wide array
of academic interests.
Admissions
For admission to the doctoral concentration, an applicant should have
completed a Master's degree in a relevant area. Admissions decisions are
based on the applicant's prior academic record as well as her/his substantive
interests, experience, contributions to the diversity of the student population,
potential to successfully complete the program of study, and potential for
contribution to their chosen work.
Opportunities for Specialization
While a student may develop a program of study with cross-cutting interests,
she/he typically specializes in one of three areas that provide specific
contexts and career paths for educational professionals: K-12 educational
administration, higher education, and international education. A specialization
implies a level of engagement with the subject matter typically achieved
through taking at least six or seven courses specifically focusing on
that context. As part of the admissions process, applicants indicate their
areas of specialization within Policy & Leadership. Furthermore, as part
of the process of developing a program of study during phase one, a student
plans a combination of courses appropriate to her/his learning goals
and the offerings and requirements of the chosen specialization. Specializations
may require foundational and/or capstone courses that complement the
required core areas in the concentration.
Higher Education
The specialization in Higher Education is
designed for those who wish to pursue careers in colleges or universities
or state or national agencies concerned with higher or postsecondary education.
Course offerings cover such subjects as policy and leadership in higher
education and closely related subjects of history, philosophy, management,
organizational analysis, governance, assessment, the academic profession, diversity
in higher education, teaching and learning, and student development.
While much of the material focuses on issues, patterns and practices
in the United States, students with international interests are welcome
and can put together an appropriate program by combining work in higher
education with work in international education. The Higher Education specialization
works on the cohort model. All students in the specialization take a
two-semester
foundational course: Introduction to Doctoral Studies in Higher Education
during their first year of study; a capstone Integrative Seminar at the
end of their course work; and a number of other courses that relate to
their learning goals and the field of Higher Education. The capstone
Integrative Seminar provides an opportunity for the cohort to work together
and help each other in the preparation of the comprehensive examination.
Because Higher Education as a field of study draws upon a variety of
disciplines, students also take at least one course in a substantive area related
to the dissertation that is offered by faculty outside of the School of Education.
International Education
The specialization in International Education provides educators with
the opportunity to study the role of education in the context of Asia, Africa,
and Latin America and other developing areas. The specialization places an
emphasis on nonformal, popular education, but accommodates those with a focus
on formal education as well. Courses and co-curricular activities also bring
an international dimension to education in the United States. Degree students
can develop focuses in adult and community education, teacher education,
adult literacy, and gender issues in development. All students are expected
to become aware of social justice issues in education and to understand participatory
and popular education approaches to education. Graduates are expected to
have developed an in-depth awareness of cultural differences; the ability
to apply critical theory and pedagogy in both schools and communities in
domestic and international settings; and practical skills in training, project
development, research, and evaluation. The combination of academic courses,
a participatory community structure, and active involvement in applied projects
and research activities combine to provide the curriculum of the specialization.
For more information, see www.umass.edu/cie.
K-12 Educational Leadership
The specialization in Educational Leadership is intended for individuals with various K-12 experiences (for example, teachers, counselor, school or district leaders, education agency personnel). Recognizing the centrality of educational policy in educational practice, the program seeks to help current and aspiring practitioners, policy analysts, academics, and researchers to (1) critically examine and synthesize theories, research, practices, and policies, and (2) conduct research. Because many courses are taken with peers whose work has been in higher or international education, educational leadership students are able to expand their perspectives beyond U.S. K–12 education to gain insight regarding leadership, organizational change and school reform, policy and politics, curriculum, and evaluation.
The program is flexible, and because education is a professional field derived from various academic disciplines, students are encouraged to take courses outside the School of Education. However, although most of our courses are held in the late afternoon, we ask that applicants commit to arranging their work schedules for at least one semester so that they can take morning or early afternoon courses that are offered in other programs and schools.
Application materials can be found on the UMass Graduate school website.
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