Doctoral Program in Leadership in North America

View all PhD Programs in Leadership in North America 2017

Leadership

A Doctor of Philosophy degree, short Ph.D is an advanced academic degree earned in various fields, signifying major interests and accomplishments in research.

The need to achieve quality leadership skills as well as managerial capacities in organizations and the society at large as seen the launch of a doctoral degree in leadership. It is offered in various leading universities worldwide. The course is an eye-opener to vast career opportunities. It is an affordable and reliable training young managers and leaders.

The United States of America is located on the continent of North America. It is the third largest country by size in the world. It has a relatively short history compared to other world nations, has one of the world's largest economies, and has one of the world's most diverse populations.

View all Doctoral Programs in Leadership in North America 2017

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PhD, Leadership: Higher Education

Concordia University Chicago
Campus Full time 4 years October 2017 USA Chicago

The specialization in higher education leadership is designed for higher education professionals who have the goal of becoming an established expert in higher education leadership, administration and education. [+]

Doctors of Philosophy in Leadership in North America 2017. PhD, Leadership: Higher Education The specialization in higher education leadership is designed for higher education professionals who have the goal of becoming an established expert in higher education leadership, administration and education. Courses in the program focus on the policies, practices and issues facing both public and private post-secondary institutions. Students gain research skills that stem from evidence-based decision making, while simultaneously gaining an understanding of the complexities of higher education institutions. The program focuses on higher education systems in the U.S., but also analyzes the globalization of higher education. The specialization in higher education is designed to enable students to: Understand the complexities of higher education and its organizational and business principles and practices. Apply and analyze learning solutions that support and drive higher education and student retention and success. Strategically support the various stakeholders with informed and judicious decisions. Identify and integrate leadership orientations that align with the institutional mission and vision statement. Exercise professional ethical behavior that supports the institutional mission and allocation of resources to support and achieve institutional objectives. Course Requirements Academic Entry Requirements: Bachelor’s degree and master’s degree from a U.S. equivalent, regionally accredited institution Current Graduate Record Exam (GRE) or Miller Analogies Test scores (test taken within the prior three years) English Language Proficiency: IELTS: minimum 6.0 or TOEFL: minimum 60 (internet-based) or Michigan Test: minimum 85 Official test scores should be provided. International students who have earned an advanced degree from an accredited institution in the United States, or students from an international English-speaking university (in which the language of instruction is English) need not submit English language scores. Other Documents: Completed and signed application Objective statement Writing sample: Submit a paper from your master’s program that demonstrates your ability to write in a scholarly manner at a level typical of graduate work. This sample should approach, but not exceed, five pages in length Professional resume showing past experience: at least two years of successful teaching/administrative experience Copy of official transcript Copy of passport Foreign transcript evaluation* Two letters of recommendation Proof of English language proficiency Declaration of finances/bank statement/financial guarantee [-]

PhD in Psychology - Clinical Psychology

Walden University
Online & Campus Combined Full time Part time 72 months September 2017 USA USA Online + 1 more

Prepare for independent psychological practice with a specialization in Clinical Psychology. Learn to diagnose, assess, and provide interventions for a wide array of emotional and behavioral disorders. Position yourself to work as a practitioner, researcher, or consultant with multidisciplinary teams in hospitals, clinics, community mental health centers, and group or private practice settings. Assist those who are contending with mental illness and experiencing problems coping with life issues. Work within diverse populations and provide services that are based on empirical evidence, are culturally competent, and are on the cutting edge of clinical psychology. Gain practical, hands-on experience through the Academic Year in Residence (AYR) as well as through supervised practicum and internship requirements. [+]

Prepare for independent psychological practice with a specialization in Clinical Psychology. Learn to diagnose, assess, and provide interventions for a wide array of emotional and behavioral disorders. Position yourself to work as a practitioner, researcher, or consultant with multidisciplinary teams in hospitals, clinics, community mental health centers, and group or private practice settings. Assist those who are contending with mental illness and experiencing problems coping with life issues. Work within diverse populations and provide services that are based on empirical evidence, are culturally competent, and are on the cutting edge of clinical psychology. Gain practical, hands-on experience through the Academic Year in Residence (AYR) as well as through supervised practicum and internship requirements. Completion Requirements 159 total quarter credits Core courses (106 cr.) Elective course (15 cr.) Clinical practicum (6 cr.) Dissertation (20 cr.) Internship (12 cr.) Academic Year in Residence Ph.D. residencies (4 four-day sessions) This sequence represents the minimum time to completion. Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. Courses Foundations of Graduate Study in Clinical Psychology Psychopathology From a Clinical Perspective Interventions I Research, Theory, Design, and Methods Social Psychology Quantitative Reasoning and Analysis Tests and Measurement Lifespan Development Biopsychology Qualitative Reasoning and Analysis Ethics and Standards of Psychological Practice Cognitive Assessment Personality Assessment Multicultural Psychology Consultation and Supervision in Psychology Interventions II Writing a Quality Prospectus in Psychology Clinical Psychopharmacology Psychology and Social Change Advanced Quantitative Reasoning and Analysis Elective Cognitive and Affective Bases of Behavior History and Systems of Psychology Elective Clinical Practicum I Elective Clinical Practicum II Dissertation I-IV Clinical Psychology Internship I Clinical Psychology Internship II Clinical Psychology Internship III Clinical Psychology Internship IV Elective Courses The Ph.D. in Psychology with a specialization in Clinical Psychology requires you to take 15 credits (three courses) of electives. To meet this requirement, you may choose your elective courses either from one of the clusters below, allowing you to focus your studies on an area that most interests you, or from a mixture of cluster courses if you prefer a broad exposure to a variety of topic areas. Child and Adolescent Psychology Clinical Neuropsychology Community Psychology Couples and Family Disaster and Trauma Gender and Sexuality Leadership and Coaching Media and Professional Practice Psychology as a Business You may also choose elective courses from the other Ph.D. in Psychology specializations (Educational, Forensic, General, Health, Organizational, and Social Psychology) that are not included in these clusters. Marriage, Couple, and Family Therapy Clinical Neuropsychology Child Clinical Neuropsychology Developmental Psychopathology Child Psychotherapy Medical Crisis Counseling Disaster, Crisis, and Trauma Stress and Coping Leadership Development Leadership Coaching: Process and Practice Leadership Coaching: Application Psychology and the Media The Psychological Impact of the Internet and Mobile Technologies Psychological Consultation Prevention: Research and Practice Community Psychology Contemporary Gerontology/Geriatric Psychology Successful Practice Management Psychology of Gender Psychology of Sexuality Mental Health Law Career Options The Ph.D. in Psychology program will prepare you to use current theory and research to make valuable contributions to government, nonprofit, and private organizations. With your degree, you will have the ability to work directly with individuals at varying developmental levels, from infants to older adults, as well as diverse groups ranging from families to universities. Settings in which you may practice can include mental health centers, government agencies, healthcare organizations, corporations, community agencies, social services, and schools. Your career options, depending on your specialization, may include a role as a: Researcher Consultant Teacher Director of career services Staff psychologist Administrator Political strategist Marketing director Human resources manager [-]

PhD in Transformative Studies (Online Program)

California Institute of Integral Studies
Online & Campus Combined Full time 2 years September 2017 USA San Francisco

The primary focus of the doctoral program in Transformative Studies is to develop thought-leaders who are committed to exploring leading-edge issues in innovative ways that combine scholarship, creativity, and self-inquiry. [+]

Doctors of Philosophy in Leadership in North America 2017. Transformative Studies (Online Program) FALL ADMISSION ONLY Scholarship, Creativity, Self-Inquiry The primary focus of the doctoral program in Transformative Studies is to develop thought-leaders who are committed to exploring leading-edge issues in innovative ways that combine scholarship, creativity, and self-inquiry. The program places great value on developing the ability to participate in the scholarly discourse through publication, and on the importance of viewing academic inquiry as an opportunity for personal and social transformation, while grounding transformative processes in academic depth, rigor, and imagination. The program focuses on the development of the following capacities: Making an original transdisciplinary research contribution in a chosen area of inquiry. Engaging in inquiry as a creative and collaborative process in the context of a community of learners. Engaging inquiry as an integral, spiritual, and transformative process of personal and social transformation.Applying one’s research to real-world problems, articulating and embodying one’s values, and skillfully putting theory into practice. Program Format for the Transformative Studies Program The Transformative Studies program is offered in an online format. Students work in the online environment of the CIIS virtual classroom. During the two years of coursework, the students meet twice a year in the Bay Area for five- to seven-day residential intensives. Because intensives are an essential aspect of the learning experience, participation in the intensives is mandatory. Apply to the Transformative Studies Program This program draws diverse students-artists, attorneys, educators, ministers, social workers-who are passionate and self-directed, but who appreciate the creative questions raised by an international community of learners. Four intensive weeks spent at CIIS reinforce the strong bonds that students form online. After an experiential capstone project, our graduates pursue a variety of professions, including university and online teaching, organizational and diversity consulting, filmmaking, and international management. Admission to the Program Applicants to the Transformative Studies doctoral program must submit an autobiographical statement and two letters of recommendation, with at least one from an academic advisor or someone familiar with the applicant's ability to do advanced academic work. Applicants are also asked to provide a recent example of scholarly writing, a résumé of relevant experiences, and, of particular importance, a one- to three-page statement of how the resources of this curriculum will be used to advance a chosen inquiry. Skills and Competencies The successful applicant will have demonstrated skills and competencies in his or her field of work, which might be in such areas as education, health care, the arts, social activism, psychology, organizational development, or corporate management. Applicants should have a demonstrated capacity to learn and to work both independently and collaboratively. All students must have consistent access to a computer with the capacity to navigate the Internet and the web, and the ability to use the online medium for ongoing dialogue. This transdisciplinary program combines a sophisticated understanding of ways to structure knowledge with the ability to apply that knowledge in original research. Students experience inquiry as a transformative process, exploring multiple theoretical approaches in a variety of disciplines, and skillfully matching appropriate methods to research questions. Award-winning teacher and author Allan Combs directs the Focus in Integral Studies. [-]

Online PhD in Leadership

University of the Cumberlands
Online Part time 3 - 3 years January 2017 USA Williamsburg

Academic institutions around the country need people who can guide and lead them in positive new directions. With a Doctorate in Leadership from University of the Cumberlands, you can prepare to become one of these leaders and take today’s institutions smartly into the future. [+]

Academic institutions around the country need people who can guide and lead them in positive new directions. With a Doctorate in Leadership from University of the Cumberlands, you can prepare to become one of these leaders and take today’s institutions smartly into the future. During this online doctoral program in educational leadership, you’ll participate in a comprehensive study of effective leadership, teaching and administrative methods. You’ll also take an in-depth look at the politics involved in the educational decision-making process, program planning and assessment strategies. UC's online Ph.D. in Leadership includes curriculum options that will allow you to become an advanced practitioner with community organizations, higher education institutions and K-12 schools. Program course work for our Ph.D. programs in Kentucky emphasizes leadership in the collegiate levels of Business, Criminal Justice, Education, English, Health Sciences, History, Information Security Systems, Math, Psychology, Religion, and Student Personnel. Mission and Goals The mission of this program is to prepare you to make valuable and innovative contributions in a variety of leadership roles and organizational settings. Our curriculum and instructors are dedicated to helping you deepen your knowledge and understanding of educational theory, while helping you extend your research and application abilities to strategically solve problems that you encounter. This program is designed to: Help you improve colleges and schools through better critical and reflective thinking Help you become more effective at the college, school district or unit level Strengthen your research, analytical and communication skills so you can become a better decision maker Improve your content knowledge in a specialty area Help you promote public service and ethical leadership in professional and community settings Degree Requirements The PhD track in leadership is generally seen as more theory and research intensive than a practitioner’s degree such as an EdD; students pursuing the PhD in leadership must complete the curriculum established for the EdD in educational leadership plus six additional hours distributed as follows: one graduate course in which leadership theories and concepts in a non-academic environment is a central theme and one course in which non-academic statistics or research methods is the focus. The PhD in leadership, therefore, requires a minimum of 66 hours beyond the master’s degree. Although a PhD student may pursue applied research as a dissertation topic, it is expected that an approved dissertation will be built upon a more thorough theoretical foundation than a similar project that culminates in an EdD dissertation. Admission Requirements: Hold a master’s degree from an accredited college. Have a 3.5 GPA (on a 4-point scale) on all graduate work as verified by official transcripts. ♠ Official transcripts from all attended universities. If you have not completed master’s level coursework at a regionally accredited institution, in the US, transcript evaluation services listed below will provide University of the Cumberlands an official records of academic equivalents. Evaluations must include GPA. o World Education Services (WES) o Educational Credential Evaluators (ECE) o International Education Research Foundation (IERF) Eval Direct o Educational Perspectives (EP) Have earned within the past 5 years a combined verbal and quantitative score of at least 300 (800 previous scale) on the Graduate Record Examination (GRE) or a score of at least 400 on the Miller Analogies Test (MAT). Test scores older than five years may be considered if they are above 300 (800 previous scale) on the GRE and 400 on the MAT. Provide three (3) letters of recommendation, including one (1) letter from a supervisor or professor. Letters must be received directly from individuals making recommendation. Provide a writing sample describing the student’s research interests. In evaluating the applicant’s essay, scrutiny is placed on grammar, voice, and topic; please note that prospective research topics must fit within the range of expertise and interests that program faculty could reasonably supervise. Provide documentation of language fluency for non-native speakers of English, such as a score report from the Test of English as a Foreign Language (TOEFL) of the International English Language Testing System (IELTS). The minimum acceptable TOEFL or IELTS scores for admission are: Paper-based TOEFL (PBT): 550 Internet-based TOEFL (IBT): 79 IELTS: 6 If all of the above criteria are met, the prospective student must be interviewed by the Director of the doctoral program or authorized representatives. Courses: *The Ph.D in Leadership matches the Ed.D in educational leadership plus 6 additional credit hours distributed as follows: 1 graduate course in which leadership theories and concepts in a non-academic environment is a central theme and 1 graduate course in which non-academic statistics or research methods is the focus Required Classes Curriculum and Culture. (12 Credit Hours) Learning in Adulthood Teaching and Learning Online Grant Writing and Proposal Development Leadership in Historical Context Administration (15 Credit Hours) The Politics of Organizational Decision-Making Program Planning and Assessment Leadership in Theory and Practice The Change Process Higher Education in America Research. (15 Credit Hours) Inferential Statistics in Decision-making Dissertation Seminar Advanced Research Methods Dissertation. 6 Credit Hours. Content Specialty Area. (18 Hours) Courses are selected from a range of disciplines: business, criminal justice, education, English, health science, history, information systems, mathematics, religion (ministry), psychology or student personnel services. [-]

Ph.D. Or Ed.D. In Leadership for the Advancement of Learning and Services

Cardinal Stritch University
Campus Part time 6 semesters June 2017 USA Milwaukee

The Doctorate in Leadership for the Advancement of Learning and Service provides advanced study in leadership that prepares graduates to make significant contributions to their organizations and communities. [+]

Doctors of Philosophy in Leadership in North America 2017. The Doctorate in Leadership for the Advancement of Learning and Service provides advanced study in leadership that prepares graduates to make significant contributions to their organizations and communities. The program is designed for professions with present or emerging leadership responsibilities in a variety of learning communities: universities, colleges, business and industry, health care institutions, community organizations, social services, unions, libraries, government agencies, vocational education, staff training programs, consulting organizations, international agencies, as well as K-12 public, private and parochial schools. Participants share a common interest in leadership and may use their own work sites as a focus of graduate study. In essence, the program is designed to facilitate the development of effective leaders across a broad community. A new cohort starts once a year in June. The program starts with a two-week, all-day Summer Institute, which is held on campus in Milwaukee. Upon completion of the Institute, classes meet at the City Center in downtown Milwaukee. Classes meet one weekend per month during the fall and spring semesters: Fridays 4-8 p.m., Saturdays 8 am - 4 pm, and Sundays 9 am - 1 pm. The Doctorate in Leadership for the Advancement of Learning and Service is a natural extension of our commitment to live and promote the Franciscan values of peacemaking, community, caring and hospitality. More specifically, the program involves the entire Stritch community in preparing men and women with leadership skills, cutting-edge knowledge and community-based opportunities to exercise responsible leadership in their organizations and communities. Stritch also offers the Doctorate in Leadership for the Advancement of Learning and Service in Higher Education. The program is designed for current and aspiring leaders working in two- and four-year colleges and universities and community and technical colleges who seek to be a catalyst for meaningful change within their organization. Courses ED 700 - Leadership Year Overview ED 701 - Seminar in Leading a Learning Organization ED 702 - Service Year Overview ED 710 - Leadership Theory: Evolution and Influences ED 714 - Dimensions of Leadership ED 720 - Learning Theory: Evolution and Influences ED 724 - Dimensions of Leading the Learning Organization ED 730 - Service Theory: Evolution and Influences ED 734 - Dimensions of Leading to Serve ED 740 - Research Seminar A ED 741 - Research Practica A ED 742 - Research Seminar B ED 743 - Research Practica B ED 744 - Research Seminar C ED 745 - Research Practica C ED 750 - Leadership in Learning and Service Institute I ED 751 - Leadership in Learning and Service Institute II ED 752 - Leadership in Learning and Service Institute III ED 760 - The Superintendency ED 761 - Doctoral Dissertation Seminar ED 770 - School Finance and Economics ED 771 - Leadership Development Seminar ED 772 - Superintendency Seminar ED 774 - Leadership Perspective of the Nature and Nurture of Learning ED 776 - Leadership in Planning, Facilitating and Assessing Learning ED 888 - Current Issues: Leadership, Learning and Service EDP 800 - Advanced Research and Theory EDP 801 - Survey Research EDP 803 - Case Study Research EDP 806 - Grounded Theory Research EDP 810 - Interview Research EDP 812 - Focus Group Methodology EDP 814 - Ethnographic Research EDP 816 - Biographical Research EDP 821 - Historical Research EDP 822 - Program Evaluation EDP 847 - Observational Research EDP 848 - Observational Research: International Practicum EDP 850 - Advanced Statistics I EDP 851 - Advanced Statistics II EDP 852 - Qualitative Data Analysis with NVivo EDP 853 - Qualitiative Data Collection EDP 880 - Literature Review EDP 881 - Writing the Research Narrative EDP 882 - Writing the Publication Prospectus EDP 890 - Current Research Theory EDP 899 - Advanced Theory and Models Degree Requirements Doctorate in Leadership Admissions Application There is no cost to submit the admissions application online. Applications for this program are reviewed on a rolling basis so allow sufficient time before the start of your program for consideration. Students applying as international students will need to submit additional information regarding language proficiency and student visa status. Degree Requirements All doctoral coursework has been successfully completed. All three yearly assessments of the curriculum strands have been successfully completed. All program requirements (study team hours, mentor goal forms, LLSR, etc.) The dissertation has been accepted and approved. The oral presentation has been successfully completed. All financial obligations incurred with the University have been met. All graduate credits applied to the degree have been earned within seven years at the time of graduation. Degree Options Doctorate in Leadership All doctoral students complete the Ed.D. course sequence, which includes 63 credits in three years of work. Students selecting the Ph.D. track take an additional 3 credits in theory and research. At the end of the first year of study (May/June), students will decide whether to continue in the Ed.D. track or pursue the Ph.D. in leadership. Distinctions Between Ed.D. and Ph.D. The difference between the two degrees is typically summarized in the following manner: the Ed.D. has an applied focus, while the Ph.D. is more research-oriented. The Ph.D. course of study is more focused on research skill courses (sometimes called “methods”) than the Ed.D. Therefore, individuals whose future employment may involve planning, conducting and interpreting research should consider the Ph.D. The Ed.D. is designed as a practitioner’s degree and features courses that assist individuals in improving practices in their respective fields and within their communities. Both degrees focus on leadership and are appropriate for individuals who intend to enter careers in higher education. While the Ph.D. will require students to acquire a deeper and more specific understanding of the various components of research, both degrees will focus on implementation of research. Ed.D. Development of specialized practitioner skills. Application of other foundations and techniques to the field. Applied research which primarily addresses practitioner problems or questions. Ph.D. Theoretical foundations of the field. Application of other foundational or related disciplines. Research which emphasizes theory building, statistics and research design. Graduates of both degree programs will be prepared to make the world a better place in which to live. Specifically, a deeper knowledge of research enables more community actions and publications. [-]

PhD in Consumer, Apparel, and Retail Studies

University of North Carolina Greensboro
Campus Full time 60 hours August 2017 USA Greensboro

For those who imagine themselves as university professors sharing their passion for Consumer, Apparel and Retail studies with future students, a PhD in the field is an outstanding course of study to pursue. By delving deep into exciting topics ranging from marketing to consumer behavior, you will gain an expert’s understanding of the industry and how to apply your knowledge for success in the field. The CARS graduate program of study leading to the doctor of philosophy degree requires a minimum of 60 hours (90 beyond the BS) and the completion of a dissertation. [+]

PhD in Consumer, Apparel, and Retail Studies For those who imagine themselves as university professors sharing their passion for Consumer, Apparel, and Retail studies with future students, a PhD in the field is an outstanding course of study to pursue. By delving deep into exciting topics ranging from marketing to consumer behavior, you will gain an expert’s understanding of the industry and how to apply your knowledge for success in the field. The CARS graduate program of study leading to the doctor of philosophy degree requires a minimum of 60 hours (90 beyond the BS) and the completion of a dissertation. Sample doctoral courses include: CRS 712: Theory Development in Consumer, Apparel and Retail Studies Examination of business related marketing theories. Analysis of marketing theories, models, and conceptual frameworks. Includes business-to-business, consumer, customer relationship and economic theories. CRS 713: Qualitative Methodology in Consumer, Apparel and Retail Studies Exploration of development and use of qualitative research methodology. Focus on application of qualitative methodology to diverse research problems, data collection procedures, and analysis approaches. CRS 721: Consumer Behavior in Apparel and Retailing Current theories and research in consumer behavior. Application of consumer behavior models to apparel, apparel-related products and retailing through individualized research projects. This school offers programs in: English [-]

PhD International Conflict Management

Kennesaw State University
Campus Full time September 2017 USA Kennesaw Marietta

The PhD in International Conflict Management (INCM) at Kennesaw State University (KSU) currently has students from around the world, creating a dynamic, yet intimate, educational environment. [+]

Doctors of Philosophy in Leadership in North America 2017. The PhD in International Conflict Management (INCM) at Kennesaw State University (KSU) currently has students from around the world, creating a dynamic, yet intimate, educational environment. INCM is a field that currently has few opportunities for advanced training. This PhD program offers several key elements unavailable in most other doctoral programs in this field to top-quality, advanced graduate students. Each doctoral student, after completing the core courses, is given the flexibility to focus their studies in their desired area. Overview The INCM is one of only a few such programs available in North America. PhD students accepted into the program receive broad interdisciplinary training and opportunities that draw on an array of academic disciplines. Graduates will be able to address problems from a sophisticated knowledge base of substantive, theoretical, practical, and methodological approaches. The core courses prepare them in key global competencies including: Intercultural dynamics of global conflict Economic conflict analysis International relations Conflict management theory Methodological preparation is rigorous, including required and optional courses in quantitative and qualitative methods, research design, and international program and policy analysis and evaluation. The PhD program also requires graduates to obtain significant international experience and competency in a language other than English. Vision To become a leading PhD program preparing scholar-practitioners for the complex challenges of preventing, managing, and transforming international conflict. Purpose This fulltime, interdisciplinary, in-residence program is designed to meet the global demand for scholar-practitioners to address the complex array of international conflict and security challenges through the development and implementation of empirically based research, policy recommendations, and solutions. INCM PhD graduates are prepared to compete for tenure-track university faculty appointments and a wide range of operational positions in government, non-governmental agencies, and the global business community. Program Objectives INCM PhD offers several key elements unavailable in most other doctoral programs in this field to top quality graduate students: The interdisciplinary nature of the program provides graduates with broad training allowing them to integrate the latest research findings into theoretically rich, issue-relevant publications and reports. The rigorous methodological training prepares graduates to address global conflict issues using the latest and most effective quantitative and qualitative research methods. The international experience allows graduates to integrate theory and practice in their analysis of international conflict. Professional competency in a language other than English prepares students for the successful application of their skills in the global arena. The pedagogical training specific to the higher education context and their guided teaching experiences offer exceptional preparation for graduates interested in academic careers. Access to experienced faculty and close working relationships with professors facilitate collaborative research and timely completion of dissertations and the PhD degree. The diversity on campus (students from 142 countries currently study at KSU) and in the graduate program contributes to a broad understanding of global conflict issues. The strong links between KSU and the Atlanta metro region and its outstanding resources provide exemplary opportunities for collaboration beyond the campus. Admission Requirements To be considered for admission to the PhD in International Conflict Management, applicants must complete the electronic Application for Graduate Admission with a non-refundable $60 application fee and submit the following supporting documents by the August 1 deadline to be considered for Spring semester or the March 1 deadline to be considered for Fall semester. 1. Transcripts Submit official transcripts from all post-secondary educational institutions you attended. Please note that although unofficial transcripts may be uploaded online, you still need to have official transcripts. Submitted transcripts from foreign institutions must be accompanied by an official evaluation. Transcripts may be evaluated by one of the following agencies. Evaluations must include course-by-course and a calculation of your GPA. The evaluation must come to us in a sealed envelope or electronically directly from the agency. Evalutation Service, Inc. Joseph Silney and Associates, Inc. World Education Services (WES) 2. Official GRE Test Score Submit a copy of your GRE Scores from the Educational Testing Service. See GRE Scoring table for more information. 3. Statement of Intent Describe your interest in the study of international conflict management and any relevant experiences you bring to the program and outline how you believe the PhD program could further your interests. While you are not expected to have a full proposal developed at the time of application, the identification of topical, regional, theoretical, or methodological foci will enhance your overall competitiveness. Your statement will be reviewed by the INCM Admissions Committee of faculty from a range of disciplines. The KSU Graduate Online Application will allow you to upload this required documentation. Additionally, you are strongly advised to identify program faculty with whom you might like to work and to contact those faculty regarding their availability as mentors and dissertation advisors. Such contact should be referenced in the Statement of Intent. The presence of faculty members interested in your specific research agenda enhances the likelihood that you will generate a dissertation of high academic quality. Faculty support for your application may improve your chances of acceptance into the program (although it does not guarantee acceptance). 4. Writing Sample Submit a writing sample demonstrating your writing and analytical abilities as they relate to higher education or professional experience. This writing sample is preferred in English, however, it will be accepted in another language accompanied by an English translation. There are no length requirements, however, longer samples (e.g., a senior or master’s thesis) should be accompanied by an abstract or executive summary. The KSU Graduate Online Application will allow you to upload this required documentation. 5. Resume or Curriculum Vitae Submit a document showing the chronological progression of your educational and work experiences including any additional information you deem relevant to support your application. The KSU Graduate Online Application will allow you to upload this required documentation. 6. Recommendation Letters Three letters of recommendation should be submitted through the KSU Graduate Admissions office. Two of which should be from referees who can describe in detail your qualifications, motivation, and prospects for success in the program. 7. Additional Requirements for International Students All applicants who are not native speakers of English must take the TOEFL (minimum score of 88) or the IELTS (minimum score of 6.5), unless: they come from exempt countries; have graduated from a college or university in the United States accredited in a manner accepted by KSU; or who have studied successfully for at least one year at a university in which English was the medium of instruction. If these criteria are applicable you may submit a TOEFL Waiver Request. [-]

Postdoctoral Professional Masters (PPM)

Keck Graduate Institute
Campus Full time Part time 9 - 36 months September 2017 USA Claremont + 1 more

The Postdoctoral Professional Masters (PPM) is a groundbreaking professional masters program for post-doctoral students with backgrounds in science and engineering. [+]

The Postdoctoral Professional Masters (PPM) is a groundbreaking professional masters program for post-doctoral students with backgrounds in science and engineering. This accredited masters degree helps PhD scientists and engineers acquire the business and management skills needed to pursue senior management positions within the life sciences industry or embark on entrepreneurial ventures that are intended to commercialize technologies developed in laboratories. The program curriculum focuses on the unique business environment within the life sciences. Courses combine traditional training in issues such as competitive strategy and marketing with specialized topics such as the role of regulation and medical reimbursement in determining the viability of life science market opportunities. The program also includes courses in accounting, finance, and organizational behavior that will help scientists and engineers understand how bioscience companies are managed. These skills are often essential in enabling effective teamwork between the technical and business employees of life science companies. Program students interested in launching their own business have the opportunity to enroll in specialized courses in entrepreneurship. These offerings include courses focused on building and managing entrepreneurial organizations, as well as an applied course in which teams of students develop business plans for emerging life science companies. Postdoctoral students in this program participate in KGI's capstone Team Masters Project on teams of 3-5 students working on industry-sponsored projects in addition to the coursework of the nine-month program. KGI's strong corporate network provides graduates with a unique bridge from academia to the life sciences industry. This networking begins upon enrollment in the PPM program as the students benefit from round-table discussion sessions that allow students to meet industry leaders as well as alumni working in the applied life sciences today. PROGRAM FACTS Post-doctoral students interested in pursuing upper level management positions, or starting their own company in the life sciences industry. Those with PhD degrees in the sciences or engineering or MDs are eligible to apply. A 9 month or two semester program, with January or September start dates. PROGRAM OVERVIEW The PPM academic program has three elements: 1. Required management courses. These courses will help students develop MBA level skills in management areas of key importance to the bioscience industry. They will also help familiarize students with industry dynamics across different segments of the bioscience industry. This component of the PPM is identical to the Certificate in Bioscience Management. 2. Elective courses. These courses facilitate the development of advanced knowledge aligned with each student’s career interests. Many PPM students choose to take advanced business courses in the areas of international business, entrepreneurship, and/or operations management, frequently coupled with one or more courses in clinical-regulatory affairs. Other students opt to take a series of advanced technical and clinical-regulatory courses pertaining to a segment or functional area of the bioscience industry in which they are interested in working, such as medical diagnostics, drug discovery and development, or bioprocessing. At KGI these are commonly referred to as “focus track courses” or "major courses." 3. Team Masters Project (TMP). The TMP project is a contract research project sponsored by a bioscience company. TMP projects are comprised of 4-5 students, a faculty advisor, and a corporate liaison from the sponsoring company. TMP teams will be provided office space, a budget, and any other resources needed to complete the project. A wide variety of TMP projects are sponsored each academic year. Some projects are primarily business oriented (e.g. consisting of market research, business development, or related business goals) while others are more technical and can be laboratory based. Most TMP projects last the entire academic year (e.g. two semesters) and include a variety of project goals and milestones. Due to the scope of work involved, the TMP course (comprising one sponsored company project) counts as 2 course credits each semester. PROFESSIONAL DEVELOPMENT In addition to the curricular professional development education, KGI also offers numerous co-curricular activities oriented towards professional development throughout the year. These experiences can help students polish their professional skills in the areas of written and oral communication, interviewing, and working within teams. Experts from industry will frequently be on campus to give talks, participate in roundtables, or meet with students during networking events. Many (perhaps most) KGI students ultimately find their job through contacts made through co-curricular activities or industry-sponsored academic programs such as the TMP. Students have the opportunity to utilize an e-portfolio system to compile and document their professional activities to facilitate communications with prospective employers. PPM Specific Co-Curricular Events During the academic year KGI organizes three co-curricular programs designed specifically to meet the needs of PPM students: 1. Roundtable Speaker Series. Distinguished individuals from the bioscience industry will meet with PPM students, typically over lunch, to discuss their careers, industry experiences, and in engage in discussion with PPM students. 2. Company visits. PPM students, as a group, will travel to bioscience companies or related organizations in Southern California. This will allow students to become familiar with important companies in the region, tour labs and other facilities, and make contacts with executives from these firms. 3. Mentor program. More experienced industry professionals can be invaluable sources of career advice as well as industry contacts. KGI has a broad network of industry contacts, with over 50 bioscience related companies represented on KGI’s Corporate Advisory Council and Board of Trustees. All interested PPM students will be given the opportunity to work with KGI’s Office of Career Services to find a mentor. Institute-Wide Co-Curricular Events PPM students are also welcome to participate in all other co-curricular events. A partial list of the types of co-curricular events planned for the academic year include: 1. “Focus Fridays” - Students enrolled in the two-year MBS program typically enroll in a series of elective courses surrounding a career-oriented “major” during their second year. KGI offers five majors: The Business of Bioscience, Bioprocessing, Devices & Diagnostics, Pharmaceutical Discovery and Development, and Clinical and Regulatory Affairs. This year KGI is organizing a Friday industry event around each of these major themes. Focus Fridays will include speakers, roundtable panels, and networking events in which managers and scientists from companies representing the given focus track area will be invited to campus. More importantly, this is an opportunity for all students to get a better understanding of a focus area, even if they don’t plan to take advanced courses within it. 2. Professional Skills Workshops – KGI students will have the opportunity to participate in a variety of workshops, some focusing on very practical areas such as interviewing and resume preparation for industry jobs, and some very complex, such as intellectual property law. Most professional skills workshops will be held on Friday afternoons. ENROLLMENT OPTIONS The PPM Program can be taken in three configurations: 1. Full-time program starting in September. Students selecting this option complete the PPM program in 9 months, residing at KGI during a normal academic year. Students typically take 6 course credits per semester, including the TMP project. An advantage of this program is that students can finish in 9 months, plus students are “in synch” with KGI’s normal academic year and can easily tap into co-curricular related professional development opportunities as well as KGI’s normal orientation week. While it is not possible to complete a company internship while registered as a KGI student under the 9 month option, it is possible to complete an internship prior to or after completing the program. 2. Full-time program starting in January. Under this option, students enroll in the program for a full 12 month calendar year. An advantage of this option is that students can participate within KGI’s industry internship program during the Summer. While KGI does not guarantee internships, the Institute has long standing contacts with numerous employers interested in recruiting KGI students for paid internships. The January starting time does create challenges for students, however, in that students are not “in synch” with KGI’s normal academic year and co-curricular activities. 3. Part-time program. It is possible to enroll in the PPM program on a part-time basis, typically while working. There are two basic plans for taking the program part-time: a. Four semester option. This is the most common part-time option, and allows students to work on the degree part-time over two academic years. Students pursuing this option normally take all required introductory management courses and some electives during the first year, and the TMP and additional electives during the second year. b. Three semester option. It is possible to take courses part-time for one academic year, and then enroll full-time for a third academic semester to finish the degree. This option takes careful planning, as students must take two full semesters (4 course credits) of the TMP course to graduate. Students pursuing this option would typically need to enroll in the TMP during the second and third semesters of their PPM residency. [-]

EdD - Human & Organization Learning and Executive Leadership Programs

The George Washington University - Graduate School Of Education & Human Development
Campus Full time Part time June 2017 USA Washington

The Doctor of Education in Human and Organizational Learning (HOL) at The George Washington University (GW) is designed to provide professionals with a foundation in relevant theories, concepts, and practices, focusing on the inter-relationships among people, organizations and learning. The Program prepares learners to challenge assumptions through critical reflection, and foster group and self-directed learning. Theory, research, and practice are balanced throughout the curriculum. The HOL Department is a two-time recipient of the Academy of Human Resource Development's "Outstanding Program" Award. It is the first program in this multidisciplinary field in the United States, having been established in 1958. [+]

Doctors of Philosophy in Leadership in North America 2017. Ed.D. - Human & Organization Learning and Executive Leadership Programs The Program The Doctor of Education in Human and Organizational Learning (HOL) at The George Washington University (GW) is designed to provide professionals with a foundation in relevant theories, concepts, and practices, focusing on the inter-relationships among people, organizations and learning. The Program prepares learners to challenge assumptions through critical reflection, and foster group and self-directed learning. Theory, research, and practice are balanced throughout the curriculum. The HOL Department is a two-time recipient of the Academy of Human Resource Development's "Outstanding Program" Award. It is the first program in this multidisciplinary field in the United States, having been established in 1958. Our Students Typically, students are working professionals who are in mid- or senior-level positions. They include managers, consultants, and self-employed business owners from leading organizations of varying size and type. They also bring a variety of educational backgrounds, with degrees in fields such as business, education, health and medical sciences, engineering, and technology. Students are encouraged to form learning communities to provide collective support, promote action learning, and model a learning culture. The HOL doctoral program is available in the following two formats: Foggy Bottom Campus Doctoral Program - Part-time or full-time study - Classes meet weekday evenings on GW's main campus Executive Leadership Program (ELP) - Cohort delivery - Classes meet one weekend per month on GW's Virginia Science and Technology Campus in Ashburn, VA [-]

Doctor of Education (Ed.D.)

William Howard Taft University
Online Full time Part time 27 months September 2017 USA USA Online + 1 more

The online Doctor of Education degree program emphasizes course work in leadership and management in a variety of educational and public service settings. It requires no classroom or seminar attendance. [+]

Doctor of Education (Ed.D.) Overview The online Doctor of Education degree program emphasizes course work in leadership and management in a variety of educational and public service settings. It requires no classroom or seminar attendance. The Program is of particular interest to individuals with public or private school teaching experience who seek administrative positions or middle level managers who are interested in moving into higher levels of administration. The objectives of the Program are: To offer a program of coursework and practical exercises in educational leadership, management and instruction that will enhance the professional and personal lives of its students. To prepare professional educators to serve the needs of both public and private institutions from the elementary to postsecondary level in their community and beyond. Successful graduates of the Program will be able to: Apply best practices, current concepts, theories, and research about effective teaching, learning, and administration to improve one's professional practice as a teacher or administrator. Employ effective and appropriate leadership techniques that support educational and administrative objectives. Use multiple strategies in efforts to help students of various levels and backgrounds to learn subject matter. Discuss with a level of authority on the funding and budgeting practices and legal principles of the American public school system. Use information and technology to plan instructional and administrative strategies, and improve learning, productivity, and professional practice. Develop, organize and perform sound research studies in institutional settings. Communicate effectively with learners, their families, and other professionals in ways appropriate to purpose and content. Author a properly formatted and presented Dissertation that represents a substantive research topic of original work. Successful students should demonstrate high quality communication and writing skills, become more critical of the status quo, and be well prepared to initiate school and process improvement based on solid reasoning backed by valid research. Graduates of the Program will emerge with a recognized degree and a set of diverse and relevant skills that are applicable in the pursuit of administration, and advanced level positions in education fields. The University acts to fulfill the purposes of the Doctor of Education program through appropriate coursework, coupled with continuing direction, evaluation of student progress, and regular assessment of student learning outcomes, supervised and administered by qualified faculty. The Doctor of Education degree program is designed to service a national market and does not purport to provide licensure or credential certification in any particular state and/or school district. Applicants interested in licensure, credential certification, and/or salary advancement are encouraged to contact the relevant licensing body(ies) and their respective human resources department before enrollment. Coursework in the Program is geared toward those in school settings. Applicants are encouraged to contact the admissions office if they have questions regarding the curriculum and their individual professional backgrounds. Presentation The University's Directed Independent Study modality recognizes that education is an individual process where individuals with different learning needs and study schedules can be accommodated. It emphasizes learning that is meaningful, where individuals enjoy the learning process, and acquire knowledge to better understand and manage their own careers. The Program’s Faculty Members support the student’s independent-study learning role by guiding and stimulating the learning process in one-on-one interaction. Our faculty mentors recognize individual learning styles and emphasize the relevance of the material to the individual's situation. Each course in the Program contains a series of lesson assignments generally consisting of reading requirements and research projects. Students are evaluated through examinations and/or research assignments which are submitted for faculty evaluation. All assignments are submitted electronically. As set forth in the University’s General Catalog, Internet access and minimum computer requirements and skills are required as a condition of admittance. The first three courses in the curriculum are known as qualifying courses. A student must take and pass a Qualifying Examination before a student can earn academic credit for a core course. The Qualifying Examination is a three hour proctored test that covers material covered in the qualifying courses. It consists of a combination of objective and subjective questions. Admission Policies and Requirements To be admitted to the Program, applicants must possess a master's degree in education or a master's degree in another discipline and a teaching or administrative credential. In either case the degrees must be from appropriately accredited institutions and the applicant must have a minimum of two years of teaching or administrative experience in an educational setting from elementary through higher education. Other factors affecting admission include the strength of the applicant's personal statement (the importance of demonstrating graduate level writing skills cannot be over emphasized), references, record of involvement in professional organizations and associations, an aptitude for leadership based in part on employment and educational background. An applicant may be conditionally admitted into the Program based on a completed Application for Admission, receipt of the $75.00 Application Fee, student copies of transcripts reflecting the applicant’s highest relevant degree, documentation of the applicant’s professional work experience, and the receipt of two completed Doctoral Applicant Reference Forms. Official copies of all relevant college level credits received directly from the institution of origin will be required within 60 days of enrollment. The vast majority of the institution’s applicants are mature adults working in a variety of professional settings. Many have not attended college for several years. Consequently, prior class rank and grade point average are not significant factors in the admission process. Should additional information be required the applicant will be contacted. All payments must be payable in U.S. dollars. Payments may be made by MasterCard®,Visa®, American Express® or personal/business check. Foreign Applicants and Applicants with International Credentials It may be necessary for applicants who have attended colleges or universities outside of the United States to obtain an evaluation of their education from a credential evaluation service approved by the University. Upon request, the Admissions Office will provide a list of approved evaluators. In addition, applicants who do not possess a degree from a postsecondary institution where English is the principal language of instruction must receive a minimum score of 550 on the paper-based Test of English as a Foreign Language (TOEFL PBT) or 80 on the Internet Based Test (iBT) or 6.5 on the International English Language Test (IELTS). Transfer Credit The acceptance of transfer credits between academic institutions lies within the discretion of the receiving college or university. Credits earned at William Howard Taft University may or may not be accepted by another institution depending upon its own programs, policies, and regulations. The University does not accept Transfer Credit or credit for experiential learning (Portfolio Credit) in the Doctor of Education programs. Financial Information Tuition is billed at the rate of $420.00 per month during the term of enrollment. The obligation of students to pay tuition shall continue until the earliest of the following events: a. satisfaction of all degree requirements; b. 48 billing months (four years); c. withdrawal from the Program; d. academic dismissal from the Program. The cost of books and materials, other than each course syllabus, is not included in the tuition. The University does not sell books or materials. Most books and materials may be purchased at local colleges, retail bookstores, directly from publishers or over the Internet. The cost is estimated to average approximately $150.00 per course. Students are always provided with a mail or Internet source for acquiring all required materials. How to Enroll If the applicant is accepted for admission to the Program, a formal enrollment agreement will be prepared and sent to the applicant for review and signature. Students may elect to begin the Program on the 1st day of any month. All payments submitted for tuition and fees must be payable in U.S. dollars. Payments may be made by MasterCard® / Visa® / American Express® or personal/business check. Applicants are encouraged to call the Admissions Office if there are any questions regarding enrollment procedures. [-]

EdD/PhD, Leadership, Higher Education

Concordia University Chicago Online
Campus or Online Open Enrollment USA Chicago

The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education, which enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools. [+]

Doctors of Philosophy in Leadership in North America 2017. The Concordia University Chicago Department of Leadership is at the forefront in providing educators with quality, relevant and current graduate education, which enhances the leadership of public and nonpublic teachers and administrators as they positively impact schools. We advocate for our doctoral degree candidates and all students in the public and nonpublic schools. We are reflective professionals who provide quality, relevant, and current education for our graduate candidates in leadership. We prepare our candidates to be teacher and administrator leaders guiding public and nonpublic schools in the service of students so that they may become effective citizens in a global society. About the Degree This doctoral program prepares candidates for public or non-public district-wide administrative responsibilities. The program is designed to help the doctoral candidate: Promote the success of all students through developing and implementing a shared vision of learning which supports the learning process. Develop advanced skills in management of the organization, operations and resources for a safe, efficient and effective learning environments in schools and the district. Collaborate with staff, boards of education, students, families and community members in response to diverse educational and community interests and needs as well as mobilize community resources. Demonstrate integrity, fairness and ethical behavior to support and advance the development of a moral educational community. Understand and respond to the larger political, social, economic, legal and cultural contexts. Program Competencies and Outcomes Demonstrate Instructional Leadership Competency: Analyze instructional programs and student performance data to support success for all students. Outcomes: Candidates demonstrate an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method. Candidates are able to use qualitative and quantitative data, appropriate research methods, technology and information systems to develop a long-range plan for a district that assesses the district’s improvement and accountability systems. Candidates demonstrate the ability to use and promote technology and information systems to enrich district curriculum and instruction, monitor instructional practices and provide assistance to administrators who have needs for improvement. Candidates demonstrate the ability to allocate and justify resources to sustain the instructional program. Candidates demonstrate the ability to facilitate and engage in activities that use best practices and sound educational research to improve instructional programs. Candidates demonstrate an ability to assist school and district personnel in understanding and applying best practices for student learning. Candidates understand and can apply concern for diversity, human development theory, and proven learning and motivational theories to the learning process. Candidates understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups. Demonstrate Ethical Supervision Leadership Competency: Evaluate school climate, culture and professional staff to assure provision of support for success of all students. Outcomes: Candidates demonstrate knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing and other techniques that promote new knowledge and skills in the workplace. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel. Candidates develop individual professional growth plans that reflect commitment to life-long learning and best practices. Demonstrate Effective, Practical and Ethical Management Leadership Skills Competency: Plan for the effective use of fiscal, human and material resources to promote the success of all students within a safe, effective and efficient learning environment. Outcomes: Candidates demonstrate the ability to use research-based knowledge of learning, teaching, student development, organizational development and data management to optimize learning for all students. Candidates demonstrate effective organization of fiscal, human and material resources, giving priority to student learning and safety while demonstrating an understanding of district budgeting processes and fiduciary responsibilities. Candidates demonstrate the ability to organize a district based on indicators of equity, effectiveness and efficiency and can apply legal principles that promote equity. Candidates demonstrate an understanding of how to apply legal principles to promote and provide safe, effective and efficient facilities. Demonstrate the Ability to Communicate Effectively with Parents and Other Community Members Competency: Engage the outside community in support of ensuring the success of all students. Outcomes: Candidates demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning. Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive effect on student learning. Candidates apply an understanding of community-relations models, marketing strategies and processes, data-driven decision-making, and communication theory to craft frameworks for school, business, community, government and higher education partnerships. Candidates demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political and service organizations to strengthen programs and support district goals. Candidates demonstrate the ability to involve community members, groups and other stakeholders in district decision-making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community. Candidates demonstrate the ability to collaborate with community agencies to integrate health, social and other services in the schools to address student and family conditions that affect learning. Candidates demonstrate the ability to conduct community relations that model effective media relations practices. Candidates develop and implement strategies that support the involvement of families in the education of their children, reinforcing among district staff the confidence that families have the best interests of their children in mind. Understand Diverse Populations Competency: Demonstrate awareness and sensitivity to the needs of all students to assure educational success within the schools and the district. Outcomes: Candidates employ current knowledge of rules and regulations governing education for sub populations (i.e., special education, talented and gifted, ELL, ethnic subgroups). Candidates demonstrate respect for the rights of others with regard to confidentiality, dignity and honesty. Candidates assess data and determine needs for serving sub-populations to assure school success and appropriate achievement. Candidates support programs and services that celebrate and support the diverse nature of the schools and the district. Understand the Larger Context Competency: Collaborate with relevant entities beyond the school to support the success of all students. Outcomes: Candidates demonstrate the ability to use appropriate research methods, theories and concepts to improve district operations. Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children and learning. Candidates demonstrate an understanding of the policies, laws and regulations enacted by local, state and federal authorities affecting a specific district. Candidates can explain the system for financing public schools and its effects on the equitable distribution of educational opportunities within a district. Candidates demonstrate the ability to work with political leaders at the local, state and national level. Candidates can apply an understanding of how specific laws at the local, state and federal level affect school districts and residents. Candidates advocate positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities. [-]

Doctor of Education in Organizational Leadership

California Coast University
Online September 2017 USA Santa Ana

The Doctor of Education Degree in Organizational Leadership is a self-paced learning program, which may be completed off campus. Study programs are not structured in semesters, quarters [+]

Doctor of Education in Organizational Leadership

 

The Doctor of Education Degree in Organizational Leadership is a self-paced learning program, which may be completed off campus. Study programs are not structured in semesters, quarters or terms, allowing students to begin their degree programs at any time during the year.

 

The Educational Doctorate Degree in Organizational Leadership is comprised of 62 semester units of credit. Candidates must satisfy 3 Qualifying Courses (12 semester units), 5 Core Courses (18 semester units) and 4 Specialization Courses (16 semester units). Candidates must also complete 14 semester units for a Proposal, Dissertation and Oral Defense. Prior to the Dissertation, students must successfully complete a Comprehensive Examination (2 semester units).... [-]


EdD Educational Leadership

Lehigh Graduate School of Education (College of Education ONLINE)
Online Part time September 2017 USA Bethlehem

This program is designed to develop the leadership abilities of administrators in educational institutions and agencies that support significant educational programs. [+]

Doctors of Philosophy in Leadership in North America 2017. We specialize in delivering online doctoral and master’s degrees in Education, as well as credit bearing Certificate programs. Degree and certificate programs require that enrolled online students attend 2 face-to- face summer institutes, where during each summer session they can earn up to 9 credits at our Bethlehem, Pennsylvania campus. All other program courses are delivered through an online internet platform during the fall and spring semesters allowing our students to stay in their home countries and study during those semesters. Students who are non-residents would have appropriate visa application documents sent to them for their summer study on our campus. The summer program consists of 3 nine day sessions during the months of June and July, students can complete a 3 credit course in each of the sessions. During this time they can take one, two or three courses. A typical academic year would be as follows: - Fall semester- online course taken at home in a student’s respective home country - Spring semester- online course taken at home in a student’s respective home country - Summer session- taking courses face-to-face on the Lehigh University campus, Bethlehem PA USA. ... [-]

Doctor of Philosophy (Ph.D.) in Global Leadership

Richfield University
Campus or Online September 2017 USA Los Angeles

The Doctor of Philosophy in Global Leadership (PhD) at Richfield College is a research - centered graduate study and degree program focused on the issues that have shaped our global community and its [+]

Doctor of Philosophy (Ph.D.) in Global Leadership

The Doctor of Philosophy in Global Leadership (PhD) at Richfield College is a research - centered graduate study and degree program focused on the issues that have shaped our global community and its leadership. It provides the students with knowledge, research abilities, and leadership skills to develop solutions for global problems. The program is looking for individuals with a solid college education and professional achievements that desire to play a greater role in reshaping the world for the better. Individuals who have a passion and vision for developing high quality and practical solutions for the problems our planet and its people are facing are encouraged to apply to the program.... [-]


Doctor of Ministry – Leadership

Liberty University Online
Online Full time September 2017 USA Lynchburg

Liberty University’s Doctor of Ministry (D.Min.) — Pastoral Leadership online program equips those already in ministry with the knowledge and skills pertinent to carrying out an effective ministry. [+]

Doctors of Philosophy in Leadership in North America 2017. Liberty University’s Doctor of Ministry (D.Min.) — Pastoral Leadership online program equips those already in ministry with the knowledge and skills pertinent to carrying out an effective ministry. During the program, students will investigate various ministry paradigms and in turn evaluate their own approach in order to better focus their vision and solidify their outreach goals. Graduates of the program leave with a deeper understanding of effective leadership practices and are prepared to help transform lives for God’s glory. Non-Discrimination Policy [-]