Doctor of Philosophy in Illinois USA

Top PhD Programs in Illinois USA 2017

PhD

A PhD, also known as a Doctor of Philosophy degree, is a doctorate awarded by a university to the academic who has met all necessary qualifications and can now be considered a doctor in his or her academic field.

One of the Post Graduate academic degrees that are awarded by the Universities is the Doctor of Philosophy; abbreviated as PhD. Depending on the time periods for entry-level degrees and other factors, PhD programs vary from one country to another as well as from institution to the other. With the attainment of the degree, you earn the academic title of a Doctor. The courses are available to all students who meet minimum requirements worldwide.

The United States of America is a large country in North America, often referred to as the "USA", the "US", the "United States", "America", or simply "the States". American colleges are funded by "tuition" charged to the student, which is often quite expensive, very commonly reaching into the tens of thousands of dollars per year.

The State of Illinois ranks as the fifth most populous state in the U.S. Nicknamed as the Land of Lincoln the state is highly prosperous hosting a large number of industries, attractions and sites. Besides being home to one of the world’s busiest airports, the state has numerous institutions highly ranked worldwide. The University of Chicago, ranks among the top 10 in the world.

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PhD, Leadership: Reading, Language and Literacy

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

Concordia University Chicago's doctoral program in leadership: reading, language and literacy provides a theoretical and practical framework for literacy instruction and assessment within an emphasis on current research. [+]

PhDs 2017 in Illinois USA. PhD, Leadership: Reading, Language and Literacy Concordia University Chicago's doctoral program in leadership: reading, language and literacy provides a theoretical and practical framework for literacy instruction and assessment within an emphasis on current research. The program also provides candidates the opportunity to receive a rigorous, high quality educational program that encourages the development of skills and competencies that will be needed throughout the candidates’ professional career as a reading specialist or literacy coach. The PhD program in reading, language and literacy is designed to provide students with a strong background in research, theory, reading, writing and multiliteracy programs. Our graduates are prepared to become faculty and leaders in the creation and implementation of research-based literacy programs in a variety of settings, including public and private schools, colleges and universities, adult and community-based outreach programs, corporate training settings and nonprofit educational endeavours. 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, 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. [+]

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, Leadership: Organizational Leadership

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

The organizational leadership specialization curriculum is both strategically focused and innovative, aligning contemporary leadership theory with today's best leadership practices. [+]

PhDs 2017 in Illinois USA. PhD, Leadership: Organizational Leadership The organizational leadership specialization curriculum is both strategically focused and innovative, aligning contemporary leadership theory with today's best leadership practices. The coursework offers students the opportunity to identify and achieve personal learning objectives and professional goals as well as the opportunity to make immediate and significant contributions to their organizations. Offered as a specialization within the EdD/PhD program in leadership, the organizational leadership specialization will develop scholar practitioners who will grow their organizations by incorporating various methods of strategic planning and forecasting, innovative change initiatives, organizational diagnostic strategies and purposeful reform interventions. 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, Leadership: Educational Leadership

Concordia University Chicago
Campus Full time 4 years October 2017 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. [+]

PhD, Leadership: Educational Leadership 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. 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, Leadership: Early Childhood Education

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

The Concordia University Chicago early childhood education doctoral program focuses on the preparation of confident and competent leaders who can provide the voice for young children... [+]

PhDs 2017 in Illinois USA. PhD, Leadership: Early Childhood Education The Concordia University Chicago early childhood education doctoral program focuses on the preparation of confident and competent leaders who can provide the voice for young children and who will dedicate themselves to ensuring all young children have access to equitable, appropriate and quality opportunities for care and learning at every age and in every environment. The degree is built upon the candidate’s prior work in the field. The program provides a theoretical and practical framework for advanced work and leadership in the field of early childhood with an emphasis on current research. The PhD program provides the opportunity for current and future leaders in the field to extend knowledge in early childhood education and develop understandings of current and future issues in the field. These opportunities are organized into coursework, practical experiences in the field and research. 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, Leadership: Curriculum and Instruction

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

Concordia University Chicago's doctoral program in leadership with a concentration in curriculum and instruction is for teachers who wish to pursue a program as educators and scholars preparing for leadership roles in public or private schools. [+]

PhD, Leadership: Curriculum and Instruction Concordia University Chicago's doctoral program in leadership with a concentration in curriculum and instruction is for teachers who wish to pursue a program as educators and scholars preparing for leadership roles in public or private schools. This program develops educational experts who can design, implement, evaluate and manage curriculum and instruction programs in K-12 schools. Learning Objectives Develop the abilities for research and critical thinking in the field of curriculum and instruction, with a theoretical and practical knowledge. Develop competency in curriculum evaluation, development and mapping. Improve understanding in the teaching and learning process. Build a strong professional background in areas related to curriculum and instruction. Support and lead reform and change efforts related to teacher development in schools. The coursework will assist in facilitating the exploration, discussion and understanding of the challenges and possibilities of teacher education. 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 [-]

EdD/PhD, Leadership, Organizational Leadership

Concordia University Chicago Online
Campus or Online Open Enrollment USA Chicago

The organizational leadership specialization curriculum is both strategically focused and innovative, aligning contemporary leadership theory with today's best leadership practices. The coursework offers students the opportunity to identify and achieve personal learning objectives and professional goals as well as the opportunity to make immediate and significant contributions to their organizations. [+]

PhDs 2017 in Illinois USA. The organizational leadership specialization curriculum is both strategically focused and innovative, aligning contemporary leadership theory with today's best leadership practices. The coursework offers students the opportunity to identify and achieve personal learning objectives and professional goals as well as the opportunity to make immediate and significant contributions to their organizations. Offered as a specialization within the EdD/PhD program in leadership, the organizational leadership specialization will develop scholar practitioners who will grow their organizations by incorporating various methods of strategic planning and forecasting, innovative change initiatives, organizational diagnostic strategies and purposeful reform interventions. Program Objectives The specialization in organizational leadership is designed to equip students with the: Knowledge of leadership theory and best practices. Appreciation of leadership history, research, implementation and evaluation. Ethical framework for effective strategic decision making and organizational forecasting. Ability to analyze trends, regression, growth management and systemic change agenda. Learning Objectives In addition to the overall objectives of the leadership department and its programs, students will acquire the following knowledge, skills and competencies in the Leadership program’s specialization organizational leadership: Apply and analyze knowledge of the social and political contexts of organizational culture and decision-making to enhance high-performing organizations. Conduct strategic research and evaluation of organizations in order to interpret and apply results to strengthen competitive advantage. Implement and assess organizational change and development initiatives and reform efforts. Lead and facilitate the development of learning organizations by promoting creativity and adaptability to ensure effective organizational performance. The doctoral degree specialization in organizational leadership is intended for students who have selected to study organizational growth and development from theoretical and systemic perspectives. The specialization curriculum is strategic and innovative in its focus and content in order to prepare students to make continuous improvements within the organizations they serve. [-]

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. [+]

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 Philosophy in Industrial/Organizational Psychology

Roosevelt University
Campus Full time September 2017 USA Schaumburg

The Department of Psychology's Doctor of Philosophy degree in Industrial/Organizational Psychology is based on a scientist-practitioner model of professional training. [+]

PhDs 2017 in Illinois USA. Industrial/Organizational Psychology (PhD) Offered in: SCHAUMBURG The Department of Psychology's Doctor of Philosophy degree in Industrial/Organizational Psychology is based on a scientist-practitioner model of professional training. The program enrolled its first ever Ph.D. students in the fall of 2012. This group represented the first Ph.D. students in the history of the entire university. The PhD program provides a more advanced degree in the Industrial/Organizational Psychology area. Generally, Master’s and PhD's in I/O psychology have a different focus and therefore prepare students for different kinds of work. While a master’s degree is an almost purely applied degree that prepares students for application of I/O psychology principles with a focus on practical skills, the PhD is a research degree that prepares students to conduct scientific research and analyze data with a much higher degree of sophistication. While the doctoral degree can prepare one for an academic career, most I/O psychologists, even those with the PhD, work outside of academia. The Society for Industrial and Organizational Psychology, the leading professional organization for I/O psychologists, found in a 2006 membership survey that most respondents held PhDs (89% PhD, 11% master’s degree). Of these mostly PhD respondents, however, only 39% were employed by a college or university. I/O psychologists with PhDs work for companies, non-profit organizations, government, research institutes, consulting firms, and as independent consultants. They occupy roles similar to some that would be occupied by master’s-level I/O practitioners, but the PhD prepares practitioners for more sophisticated work, especially work requiring high-level analytical, methodological, and statistical skills. The field of I/O psychology is experiencing rapid growth, creating a higher need for well-trained I/O psychologists. The federal government estimated that between 2006 and 2016, there would be a 21% increase in I/O psychology positions nationally, which is considered well above average by the Bureau of Labor Statistics. In addition, the most recent Bureau of Labor Statistics Occupational Outlook estimated that the projected growth for 2010-2020 is 29%, which far exceeds the projected growth for most other disciplines. Further, the median annual income is currently $83,580 for an I/O Psychologist. However, that median number includes “all” I/O psychologists regardless of degree level. Every 3 years the Society for Industrial and Organizational Psychology (SIOP) conducts a survey of SIOP members’ income (2012 SIOP Salary Survey). For those who graduate specifically with a Ph.D. in I/O Psychology, the current median income is $119,568. Furthermore, that income has steadily increased 3-4% per year for the years included in the survey (1999-2012). It is important to note that this trend continued during and subsequent to the 2008 economic downturn. A degree in I/O Psychology also qualifies a person for many jobs in peripheral areas such as human resources, training and development, labor relations, and compensation functions. These fields are experiencing above-average growth as well, with an expected 17% increase in positions between 2006 and 2016, according to the 2009 Occupational Outlook Handbook. Admission Candidates for admission to the PhD program should have either a bachelor’s or a master’s degree in psychology, management, business or in a closely related field. Students entering with a bachelor’s degree will earn a master’s degree (modified from the terminal MA offered by the Department of Psychology) during their progression through the doctoral program. Applicants must submit the PhD application form; transcripts of all undergraduate and graduate course work; Verbal, Quantitative, and Analytical Writing scores on the Graduate Record Examination; three letters of recommendation, using the program’s letter of recommendation form; and a personal statement. The personal statement should demonstrate a clear, well-articulated understanding of the expectations and responsibilities of graduate training in industrial and organizational psychology, strong career motivation, and indication of research interests. Roosevelt considers each applicant on an individual basis and seeks diversity in ethnic and cultural background, education and life experience, and sexual orientation. Standards PhD students must make continual progress toward their degrees while enrolled in the program. Each student will be evaluated yearly by the entirety of the I/O faculty, and students not making appropriate progress will have one year to remediate, based on a remedial plan provided by the faculty. Students who earn a C for any course must repeat the course and earn a B or better. Students may also be dismissed from the program for lack of progress on a thesis or doctoral project if they do not meet a deadline decided by their thesis or doctoral project chair and the PhD program director. Again, this matter normally will be addressed in the yearly review. Advising Upon admission to the PhD program, students meet with their faculty advisors to develop a program completion plan covering all courses required for the doctoral degree, training experiences, the master’s project, the comprehensive exam, and the doctoral project. When receiving the yearly evaluation feedback, the advisor and student will revise the plan as necessary. It is extremely important that the student complete the plan of study within the first semester on campus as this assures cohort integrity and viability of I/O electives in other students' plans of study. Requirements All students must complete a plan of study that includes all of the requirements presented below in the curriculum statement. Given the nature of doctoral education, there is no “minimum” number of hours necessary for graduation. Instead, the student must complete the requirements set forth in his or her plan of study by the student's advisor. In addition to the required and elective courses, students are expected to complete a master’s thesis under the supervision of a faculty advisor and faculty committee. After successful completion of the thesis, students will take a comprehensive examination. After passing the comprehensive examination, students will complete a doctoral dissertation under the supervision of a faculty advisor and faculty committee. The standard course load for a full-time student in the PhD program is 9 to12 semester hours each fall, spring, and summer semester for the first three years. Students typically will have only a course or two remaining after the fall of their third year. Many times these courses will be dissertation hours if the student has followed their plan of study. Again, however, this is dependent on students setting and following their plan of study. While not required, most students will obtain one or more internships in the third year and beyond to gain real-world experiences while still under the supervision of their faculty advisor. The PhD program may accept credit for substantially equivalent graduate-level coursework completed at approved universities or schools of professional psychology. However, this credit will be determined when developing the plan of study with the major professor upon acceptance to the program. Students entering with a master’s degree should also meet with the director of the program to confirm which required courses will be waived based on previous graduate work. Again, any and all waivers should be reflected in the plan of study. It is also possible that the thesis requirement will be waived for students who already have completed a thesis in a terminal Master’s program. This will be on a case by case basis, however, and the student will need to get the approval of a thesis waiver. The thesis waiver form is considered part of the plan of study and should be completed at the time of the initial plan of study. Courses taken in the PhD program more than seven years before the semester in which the graduate degree is to be granted may not be counted toward the degree. There is a maximum limit of 10 years for completion of all components of the program, including the doctoral project. Students who have not completed the program by 10 years will be dismissed. As mentioned, students' progress will be evaluated yearly, and if progress has not been adequate, students may be dismissed from the program after a year of probation. Obviously, in certain situations, a precipitating event may be at the level that dismissal is immediate without the possibility of remediation (for example, plagiarism, academic dishonesty, sexual harassment). 1. Foundation Courses (must take all) PSYC 530 Advanced Research Methods (PhD Section) .....3 PSYC 690 M.A. Thesis .....6 PSYC 751 Advanced Industrial Psychology .....3 PSYC 752 Employee Selection .....3 PSYC 753 Training and Development in Organizations .....3 PSYC 756 Advanced Organizational Psychology .....3 PSYC 757 Leadership and Employee Motivation .....3 PSYC 771 Intermediate Statistics .....3 PSYC 772 Advanced Statistics .....5 PSYC 773 Multivariate Statistics .....5 PSYC 787 Ethical Issues in Organizational Consulting & Practice .....3 PSYC 790 Doctoral Research .....6 2. General Courses (must take three) PSYC 631 Advanced Personality Theory .....3 PSYC 633 Social Psychology & Group Dynamics .....3 PSYC 636 Human Development .....3 PSYC 638 History & Systems .....3 PSYC 663 Issues in Cognitive Psychology .....3 PSYC 681 Instructor Development Seminar .....3 PSYC 716 Cognitive, Affective, & Learning Bases of Behavior .....3 3. Electives (must take six): Electives should be pre-approved by faculty advisor. Diversity in Organizations .....3 Groups & Teams in Organizations .....3 Hierarchical Linear Modeling .....3 Human Factors in Organizations .....3 Item Response & Classical Test Theories .....3 Meta-Analysis .....3 Performance Appraisal & Feedback .....3 Questionnaire Development .....3 Structural Equation Modeling .....3 PSYC 634 Community Psychology & Social Justice .....3 PSYC 660 Employment Testing .....3 PSYC 662 Organization Behavior & Practice .....3 PSYC 664 Occupational Health & Safety .....3 PSYC 668 Organizational Assessment & Development .....3 PSYC 669 Instructional Design & Training .....3 The third list presented above provides example courses that will fulfill those requirements. Other electives and general courses may be approved by the faculty advisor and the director of the program as long as they are incorporated into the student’s plan of study. These other courses MUST BE in the student's plan of study and preapproved to be used in either list 2 or list 3 above. Comprehensive examination The comprehensive examination provides an opportunity for students to review and integrate their knowledge of the theory, research, and practice of industrial and organizational psychology. The examination is taken after students have completed all foundation courses, completed their thesis project, and been approved to take by their major professor. This will typically be in the spring of the student’s third year if they have met necessary milestones in the program. The examination will consist of a written component. If a student does not pass the examination, he or she may retake it once. If the student is unable to pass it the second time, the student will be dismissed from the program. Further details concerning the specifics of the comps can be found in the I/O Ph.D. Student Manual. Student evaluations The PhD program at Roosevelt University is accountable to the profession and the public for the development of the professional standards of its future practitioners. Thus, the successful completion of the program entails development of academic knowledge and skills, professional skills, and interpersonal competencies necessary to function as an effective professional. Additionally, as I/O psychologists we understand the importance of both formative and summative evaluation. As such, the faculty will conduct yearly reviews of performance for every student in the doctoral program. As mentioned, the faculty advisor will then meet with the student to review performance, alter the plan of study as needed, activate a remedial plan if needed, and set goals for the coming year. [-]

Doctor of Ministry

Trinity International University
Campus Full time Part time 4 - 6 years September 2017 USA Deerfield + 1 more

Be equipped for greater ministry effectiveness. Our Doctor of Ministry invites men and women to step deeper into study of the Word, to broaden their perspectives on ministry practices, and to join with a global community of ministry practitioners in dialogue and study for the sake of the Gospel. [+]

Be equipped for greater ministry effectiveness. Our Doctor of Ministry invites men and women to step deeper into study of the Word, to broaden their perspectives on ministry practices, and to join with a global community of ministry practitioners in dialogue and study for the sake of the Gospel. The program is flexibly designed to fit the schedule and needs of full-time ministry professionals. Our Doctor of Ministry serves the church of the living God by strengthening the professional competence of persons in ministerial leadership through integration of advanced theory with contemporary practice. It is a professional program intended for persons who are in full-time vocational Christian ministry, such as pastors & pastoral staff, chaplains, Christian educators, missionaries, workers in parachurch organizations, and evangelists, both domestic and international. Where can this degree take me? The DMin is designed to enhance the professional competence of those already engaged in full-time ministry; it is an in-service program, enabling sutdents to complete the degree while taking minimal time away. As such, this degree’s purpose is one of deepening one’s current vocation rather than preparation for a future career. What will I study? DMin courses are all offered in one-week intensive class sessions (it’s not designed to be a residential program) offered on the Deerfield campus in March, July, and November. These courses are preceded by personal study and followed by a project that applies the coursework to the student’s ministry. Exceptions to the nonresidential nature of the program are occasionally made; talk to Admissions for these exceptions. TEDS is in the process of offering a new modified cohort approach to DMin education based on ministry affinity. In addition to our elective concentrations, these cohorts will require that half the program be taken with others who are all in very similar ministry settings. The cohort schedule and course content will be pre-defined. The remainder of the course work will be taken from regular required and elective offerings. Cohorts are currently planned for large church Senior Pastors under the direction of Dr. Knute Larson, and Health Care Chaplains under the direction of Dr. Roy Bebee. Doctor of Ministry Core - 12 hours MN 9550 Revitalizing Ministry (PM, LM, PC, PR)* –or– MN 9555 Prolegomena for Missions and Evangelism (ME)* 3 hrs Systematic Theology, New Testament, & Old Testament Integrative Courses (BT) 6 hrs MN 9990 Ministry and Missions Research 3 hrs *Must be taken as one of first three courses Doctor of Ministry Concentration - 12 hours Four courses in one area of concentration: Preaching, Leadership and Ministry Management, Pastoral Care, Missions and Evangelism, or Chaplaincy. Those in the general Pastoral Ministries category may select any combination of courses from the PR, LM, or PC areas. Pastoral Ministries (PM) This is the general category that allows students to select core courses from any of the PR, PC, or LM concentrations. Preaching (PR) This concentration emphasizes the proclamation of God’s Word–exegetically sound, Spirit-empowered, and culturally relevant. Suitable for anyone whose role is primarily proclamation. Pastoral Care (PC) The relational side of ministry is emphasized in this concentration–family life, crisis intervention, bioethical issues, and spiritual formation. It is suitable for church staff, counseling center staff, or medical chaplains. Leadership and Ministry Management (LM) This concentration emphasizes developing capabilities necessary to lead and organize ministry in areas of change, conflict, vision, core values, and motivation. It is suitable for various pastoral roles and those serving in ministry or missions organizational leadership. Missions and Evangelism (ME) In this concentration, issues related to Christian mission are emphasized–worldview, cross-cultural ministry, church planting, and the urban context. It is suitable for missionaries, church planters, parachurch staff, and others in evangelistic or cross-cultural ministry. Military Chaplaincy (MC) This is a special cooperative concentration between TEDS and the branches of the US Military designed for currently serving military chaplains who wish to focus on the chaplaincy in their program. Detailed information regarding this concentration is available from the Admissions Office. Electives - 6 hours Complete 6 hours of Ministry Electives. Major Project - 6 hours The culmination of the DMin program is a major project. This major project is intended to help students think theologically about ministry by requiring them to apply new concepts and methods to their ministries. The proposal for the project must be formally approved by two faculty readers, the Program Director, and the Human Rights in Research Committee. One faculty reader will be designated as mentor/first reader to the student for the duration of the project. The major project must be on a topic appropriate to the student’s concentration. Doctoral Project Research MN 9991 Doctoral Project Research (twice at 3 hrs each) What are the prerequisites for admission to this program? Applicants for the DMin program are required to: Possess a Master of Divinity degree or other acceptable master’s level qualifications (see full prerequisites for details). Have earned a minimum cumulative GPA of 3.0 on a 4.0 scale for all master’s work. Recommendations from the following four people (to be submitted electronically through the online application): (1) Ministry supervisor, (2) Ministry colleague, (3) Lay leader, (4) Chairman of church board, professor, denominational official OR professional acquaintance. Have had at least three years of consistent full-time ministry experience after receiving the MDiv or its equivalent; exceptions can be made for ministry experience prior to receiving the MDiv. Take and submit scores from the Miller Analogies Test (MAT). Have prerequisite study equivalent to 9 semester hours of graduate courses appropriate to the concentration selected. Since the program is heavily dependent on computer skills, applicants should be able to use a current word processing program; ownership of a desktop or laptop computer is required, along with internet and email capabilities. Special Instructions for International Applicants You’ll need to meet the Bureau of Citizenship and Immigration Services regulations in obtaining an F-1 (student) via. This requires additional admissions information and paperwork. International applicants whose first language is not English must also submit scores from the Test of English as a Foreign Language (TOEFL). All international DMin program students, including Visiting DMin students and students from Canada, are now required to enter the United States with an F-1 visa. DMin residential students (i.e. living in or near Deerfield and taking semester-length courses) must comply with the same visa requirements as other program residential applicants (see Admissions section). DMin nonresidential students (i.e., commuting to the Deerfield Campus on a course-by-course basis) must also obtain an F-1 visa. Students who enter the United States to pursue the Doctor of Ministry degree without the F-1 visa potentially jeopardize their ability to complete the degree and reenter the United States. F-1 visas will remain valid as long as reentry into the United States for the purposes of study occurs at least once every five (5) months. A new visa will be required if reentry does not occur within this time period. Hence, full-time progress for DMin international nonresidential students is defined as taking at least one course in each of the three sessions (Fall, Spring, Summer) per year. [-]

PhD in Management Information Systems

University of Illinois at Chicago, Liautaud School of Business
Campus Full time 2 - 4 years August 2017 USA Chicago

The PhD in Management Information Systems (PhD in MIS) provides graduates with theoretical knowledge and methodological skills to help them establish successful careers as productive researchers, scientists and scholars at leading universities and research institutes as well as industrial or business organizations. Both the technical aspects and the organizational impact of information management are stressed. [+]

PhDs 2017 in Illinois USA. The PhD in Management Information Systems (PhD in MIS) provides graduates with theoretical knowledge and methodological skills to help them establish successful careers as productive researchers, scientists and scholars at leading universities and research institutes as well as industrial or business organizations. Both the technical aspects and the organizational impact of information management are stressed. The PhD in MIS provides students with: An interdisciplinary business understanding of how technology can affect an organization’s behavior, structure, and function A thorough grounding in the fundamental concepts of the design, development, use and application of information and communication technologies in an organizational setting Original knowledge in IS research A STEM Degree Program We are pleased to announce that the UIC Liautaud Master and PhD level programs in Management Information Systems have been approved as STEM (Science, Technology, Engineering, and Mathematics) - Designated Degree Programs. Under the Optional Practical Training (OPT) program, international students who graduate from colleges and universities in the United States are able to remain in the country and receive training through work experience for up to 12 months. Students who graduate from a designated STEM degree program can remain for an additional 17 months on an OPT STEM extension. Entry Requirements The UIC Liautaud Graduate School of Business uses a competitive selection process to identify highly motivated professionals looking to take their career to the next level. Prerequisites Master of Business Administration (MBA): we expect incoming students to have a statistics course with regression analysis within their academic history. This course may be taken before entering the program or during the first semester of study.

 Academic Record A business-related undergraduate degree is not required to be admitted to our masters programs. Applicants should have an undergraduate GPA of 3.0/4.0. If you are an international student, you are required to submit official transcripts and degree certificates so that we are able to verify the equivalent of a U.S. bachelor’s degree. Work Experience Work experience is an important criterion for being selected for the UIC Liautaud MBA program as we strive to create an environment where students learn from the professional experiences of one another.  This creates a dynamic learning environment which enhances the student’s overall experience in the program. Specialized master’s degree programs (MSA, MIS) do not use work experience as part of their selection criteria. Test Scores GMAT: Our average GMAT score for each incoming class is approximately 600, across all programs. Our typical score range is 500-700. The score is important as it helps determine your ability to perform well in our courses. 
 GRE: The admissions committee prefers a combined verbal/quantitative score of 300 or higher on the newest GRE scale. 

Please note that we do not waive these exams in lieu of work experience, prior degrees earned, prior academic performance/ GPA, or any other factors. GMAT and GRE scores are valid for up to 5 years. Please contact the testing company for full details.
 TOEFL:  Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) or IELTS. Paper-based exam - 550
Computer-based exam - 213
 
IBT Scores: 
Writing - 21
Speaking - 20
Listening - 17
Reading - 19
Total score - 80
 
IELTS Scores:
Listening - 6.0
Writing - 6.0
Reading - 6.0
Speaking - 6.0
Total Score - 6.5

Please note TOEFL/IELTS scores are valid for two years. Please contact the testing company for full details. Letters of Recommendation We require two letters of recommendation from references who know you in a professional manner and can attest to your professional abilities. Specialized master’s degree programs also accept letters from previous professors who can speak to your academic abilities. Personal Statement This section of the application provides you with the opportunity to discuss your career goals and why you think the UIC Liautaud program is a good fit. [-]

Doctorate in Business Administration

University of Illinois at Chicago, Liautaud School of Business
Campus Full time 2 - 4 years August 2017 USA Chicago

The UIC Liautaud PhD program in Business Administration trains future scholars in business statistics, organizational behavior/human resource management, and marketing. [+]

The UIC Liautaud PhD program in Business Administration trains future scholars in business statistics, organizational behavior/human resource management, and marketing. While students are accepted into an area of specialization, they are given the flexibility to design an individual program of study and are encouraged to take a more interdisciplinary approach within the area of specialization. The PhD in Business Administration prepares students for careers as professors in public and private universities or industry. The program helps students develop: A thorough grounding in research skills and the fundamental concepts of business and related social science disciplines Original knowledge in the specific area of research A spirit of inquiry and lifelong learning Ideal candidates are bright and highly motivated individuals with outstanding verbal and quantitative aptitude seeking an academic research and teaching career within business administration. Areas of Inquiry Business StatisticsUIC Liautaud Graduate School of Business PHD BA booklet The Business Statistics Area-of-Inquiry combines an advanced program in statistics with training in a second field, chosen from such fields as accounting, economics, finance, marketing, MIS, or operations management. Students are trained in the use of state-of-the art computer software and, depending on individual interest, a combination of applied statistics, data analysis, econometrics, finance and predictive analytics/data mining. Organizational Behavior and Human Resource Management Our program is highly focused on research. Students are required to take seminars on OB, HR, research methods, statistics, and electives from our department as well as other departments on campus, such as psychology, sociology, and educational psychology. In terms of major requirements, students are required to write a qualifying paper (a research paper of publishable quality), take a comprehensive exam, and write a dissertation. Marketing Students are required to take seminars on core topics in marketing and entrepreneurship, in addition to courses on research methods, statistics, and electives from other departments on campus, such as psychology, sociology, and educational psychology. Entry Requirements The UIC Liautaud Graduate School of Business uses a competitive selection process to identify highly motivated professionals looking to take their career to the next level. Prerequisites Master of Business Administration (MBA): we expect incoming students to have a statistics course with regression analysis within their academic history. This course may be taken before entering the program or during the first semester of study.

 Academic Record A business-related undergraduate degree is not required to be admitted to our masters programs. Applicants should have an undergraduate GPA of 3.0/4.0. If you are an international student, you are required to submit official transcripts and degree certificates so that we are able to verify the equivalent of a U.S. bachelor’s degree. Work Experience Work experience is an important criterion for being selected for the UIC Liautaud MBA program as we strive to create an environment where students learn from the professional experiences of one another.  This creates a dynamic learning environment which enhances the student’s overall experience in the program. Specialized master’s degree programs (MSA, MIS) do not use work experience as part of their selection criteria. Test Scores GMAT: Our average GMAT score for each incoming class is approximately 600, across all programs. Our typical score range is 500-700. The score is important as it helps determine your ability to perform well in our courses. 
 GRE: The admissions committee prefers a combined verbal/quantitative score of 300 or higher on the newest GRE scale. 

Please note that we do not waive these exams in lieu of work experience, prior degrees earned, prior academic performance/ GPA, or any other factors. GMAT and GRE scores are valid for up to 5 years. Please contact the testing company for full details.
 TOEFL:  Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL) or IELTS. Paper-based exam - 550
Computer-based exam - 213
 
IBT Scores: 
Writing - 21
Speaking - 20
Listening - 17
Reading - 19
Total score - 80
 
IELTS Scores:
Listening - 6.0
Writing - 6.0
Reading - 6.0
Speaking - 6.0
Total Score - 6.5

Please note TOEFL/IELTS scores are valid for two years. Please contact the testing company for full details. Letters of Recommendation We require two letters of recommendation from references who know you in a professional manner and can attest to your professional abilities. Specialized master’s degree programs also accept letters from previous professors who can speak to your academic abilities. Personal Statement This section of the application provides you with the opportunity to discuss your career goals and why you think the UIC Liautaud program is a good fit. [-]

Doctor of Psychology in Clinical Psychology

Adler School of Professional Psychology
Campus Full time September 2017 USA Chicago

In the Doctor of Psychology in Clinical Psychology (Psy.D.) program, you’ll prepare for the general practice of clinical psychology with an emphasis on socially responsible practice. The program follows [+]

Doctor of Psychology in Clinical PsychologyIn the Doctor of Psychology in Clinical Psychology (Psy.D.) program, you’ll prepare for the general practice of clinical psychology with an emphasis on socially responsible practice. The program follows the scholar-practitioner model of training and education developed by the National Council of Schools and Programs of Professional Psychology. The model seeks to develop knowledge, skills, and values in seven core competency areas:

    1.    Relationship

    2.    Assessment

    3.    Intervention

    4.    Research and evaluation

    5.    Consultation and education

    6.    Management and supervision... [-]