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Leadership Doctorate


In its 29th year, the Doctoral program in Leadership is a distinctive degree program that prides itself on braiding theory with real-life application. Here, as you are immersed in the reflective practice of leadership with your fellow cohort members, you can apply everything from academic research findings to the brainstorms of cohort members to your organization’s critical issues and challenging situations. To learn more about our Doctoral program in Leadership, view our online information session.

The Doctorate course of study:
The Doctoral program in Leadership coursework has been developed to meet your scheduling needs and provides working professionals with the opportunity to obtain this doctoral degree while maintaining a reasonable work-life balance. You will know your professors, and they will know you. You will develop bonds with your cohort members that will last a lifetime.



What you can earn

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  • Doctorate (Ed.D.)
  • Doctorate (Ed.D.) with a Concentration in Music Education

 

Where you'll learn

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  • On-campus (St. Thomas)

 

 

 

When you can start

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  • Apply now for the cohort beginning in July 2014

 



Questions about this program

Jackie Grossklaus

Department Assistant

(651) 962-4885

jmgrossklaus@stthomas.edu


Program Details

For the Doctorate

A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)

This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students have firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.

 
This course considers the meaning and function of leadership from multidisciplinary and sometimes conflicting perspectives. Research on leadership, methods of inquiry used to study leadership and organizations will be the basis for study. This course, the first in the doctoral core, provides the foundation for the entire doctoral sequence of courses and introduces the leadership narrative theme that integrates the program. Open to doctoral students only.

A continuation of EDLD 910 considering the meaning and function of leadership from multidisciplinary perspectives. Research on leadership and methods of inquiry used to study leadership and organizations will be the basis for study. Open to doctoral students only.

This course focuses on the role of leaders in dealing with economic and social forces and the complexities of power, politics and public policy affecting education and human services. Special attention is given to issues of economic justice and peace. Open to doctoral students only.

Students explore the dynamic relationship between power, human freedom and change, particularly as this interplay occurs in educational endeavors. Various theoretical perspectives of power are considered as are interpretations of power, freedom and social change in a democratic society with specific reference to race, ethnicity, gender and class. Students gather stories about specific situations in their workplaces and critique those stories in light of new understanding. Open to doctoral students only.

Students are offered methods to examine the sources of their values and evaluate the consequences of decisions based on those values. Attention is given to understanding and developing the ethical dimensions of an organization's mission on policies within global as well as national and local contexts. Open to doctoral students only.

Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student's own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.

EDLD 625 Educational Statistics......3
An introduction to descriptive and inferential statistics, including chi-square, analysis of variance, Pearson correlation and regression analysis. Students use the Statistical Package for the Social Sciences (SPSS) for analysis.

EDLD 903 Historical Methodology in Education......3
Students study and discuss a variety of texts that demonstrate a mastery of the craft of historical research and writing. In addition to these historical models, students read and discuss materials that focus on how to write history well. Students complete a final historical project based on primary sources and showing what they have learned from the course.

EDLD 905 Analysis of Qualitative Data......3
Building on EDLD 904, this course entails reading qualitative studies exemplifying various types of data analysis. The course addresses such issues as coding, data analysis, content analysis and alternative approaches to writing about qualitative research. Prerequisite: EDLD 904.

Each student, working with faculty, will outline a program of concentrated study with courses from education and other university offerings, including business communication, business administration, international management, computer software design, counseling psychology, social work or divinity.

This major paper demonstrates the doctoral student’s ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee

TOTAL 66 Credits

For the Doctorate with a Concentration in Music Education

A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)

This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students have firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.

Building on EDLD 904, this course entails reading qualitative studies exemplifying various types of data analysis. The course addresses such issues as coding, data analysis, content analysis and alternative approaches to writing about qualitative research. Prerequisite: EDLD 904.

 
This course considers the meaning and function of leadership from multidisciplinary and sometimes conflicting perspectives. Research on leadership, methods of inquiry used to study leadership and organizations will be the basis for study. This course, the first in the doctoral core, provides the foundation for the entire doctoral sequence of courses and introduces the leadership narrative theme that integrates the program. Open to doctoral students only.

A continuation of EDLD 910 considering the meaning and function of leadership from multidisciplinary perspectives. Research on leadership and methods of inquiry used to study leadership and organizations will be the basis for study. Open to doctoral students only.

This course focuses on the role of leaders in dealing with economic and social forces and the complexities of power, politics and public policy affecting education and human services. Special attention is given to issues of economic justice and peace. Open to doctoral students only.

Students explore the dynamic relationship between power, human freedom and change, particularly as this interplay occurs in educational endeavors. Various theoretical perspectives of power are considered as are interpretations of power, freedom and social change in a democratic society with specific reference to race, ethnicity, gender and class. Students gather stories about specific situations in their workplaces and critique those stories in light of new understanding. Open to doctoral students only.

Students are offered methods to examine the sources of their values and evaluate the consequences of decisions based on those values. Attention is given to understanding and developing the ethical dimensions of an organization's mission on policies within global as well as national and local contexts. Open to doctoral students only.

Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student's own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.

• GMUS840: Philosophical Foundations and Aesthetics in Arts Education
• GMUS841: Curriculum Development in Arts Education
• GMUS842: Psychological Foundations of Arts Education
• GMUS608: Foundations of Music Education
• GMUS601: Teaching and Learning in Music Education

This major paper demonstrates the doctoral student’s ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee

TOTAL 66 Credits

Bongila, Jean-Pierre 80x72

Fr. Jean- Pierre Bongila, Ed.D.

Assistant Professor | Program Director: International Leadership Leadership, Policy and Administration (651) 962-4799
MOH 410 | Opus Hall

Boyle, Kate 80x72

Kate (Kathleen) M. Boyle, Ph.D.

Associate Professor | Program Director: Leadership in Student Affairs Leadership, Policy and Administration (651) 962-4393
Office 409 | Opus Hall

DeMeester, Deb 80x72

Deb DeMeester, Ed.D.

Clinical Faculty Leadership, Policy and Administration (651) 962-4379
MOH 336 | Opus Hall

Fish, Thomas 80x72

Thomas L. Fish, Ed.D.

Professor Emeritus Leadership, Policy and Administration (651) 962-4436
MOH 413 | Opus Hall

Holst, John 80x72

John D. Holst, Ed.D.

Associate Professor Leadership, Policy and Administration (651) 962-4433
MOH 415 | Opus Hall

LaMagdeleine, Donald 80x72

Donald R. LaMagdeleine, Ph.D.

Professor | Department Chair Leadership, Policy and Administration (651) 962-4893
MOH 412 | Opus Hall

Noonan, Sarah 80x72

Sarah J. Noonan, Ed.D.

Associate Professor Leadership, Policy and Administration (651)962-4897
MOH 414 | Opus Hall

 
 

Ongoing Professional Development

Whether networking with leaders in the area of policy reform, being inspired by change agents in microfinance or simply catching up on the latest qualitative research findings, annual events and conferences sponsored by the department of Leadership, Policy and Administration offer a variety of networking and professional development opportunities. Most events include continuing education units for a variety of professions.  

 

Real-world field experience

If your program includes a field experience element, the dedicated faculty and staff in your program will work with you to ensure that your experience will meet your interests and facilitate your growth, both personally and professionally. Throughout your time in your program, regularly scheduled meetings with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter your field.

 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working with these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program.

 

The Value of a St. Thomas Degree

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.




Cost

Education (Ed.D.)

Tuition - Core Courses (per credit) $995
Tuition - Elective Courses (per credit) $793.50
Books and materials
(estimate per course)
$150-250
One-time application fee $50


1 | Meet the basic requirements:

  • Completion of a master's degree
  • Three years professional experience with at least one year in a leadership position
  • Preferred cumulative GPA of 3.5 when graduate and undergraduate GPAs are averaged
  • Interview with doctoral faculty members

2 | Meet the supplementary requirements:

  • Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English

3 |  Submit the following application materials:

  • Application form and one-time $50 application fee.
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Admissions test results. Miller Analogies Test (MAT), Graduate Record Examination (GRE) or GMAT accepted. MAT test preferred.
  • Three letters of reference evaluating leadership skills, including evidence of experience in communicating, decision making and taking initiative, by an advisor, supervisor and/or a colleague
  • Assigned writing sample.

Deadlines

Application Deadlines:

  • Early Admission Deadline: November 15, 2013
  • Final Deadline: April 1st, 2014
  • Apply now for the cohort beginning in July 2014

 

Looking for More?

Apply online

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1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu