Higher Education Concentration

The Concentration in Higher Education is designed for those interested in careers as senior-level leaders in post-secondary settings, including higher education, adult education, and research.  To ensure the effectiveness and competence of individuals in such positions, coursework within the program is comprised of foundational work in educational leadership, research, and higher education with further specialization available in adult education or educational research.  Prospective students should already have a Master’s degree in an appropriate and related field.  They are neither required to hold North Carolina P-12 licensure nor will any license or certificate be recommended upon graduation.

P-12 Superintendentency Concentration

The Concentration in P-12 Superintendency is designed to serve the needs of those interested in the study of issues regarding the administration of P-12 public and private educational institutions.  These students pursue careers as superintendents and senior-level administrators.  In addition to the program requirements regarding leadership experiences, prospective students must hold a Master of School Administration, Master of Education in Curriculum Supervision, Master of Education in Instructional Technology, or a comparable degree.  These students must already have a valid “M” level certificate in an appropriate field.  Students in the Concentration in P-12 Superintendency are eligible to be recommended for a School Administrator-Superintendent license at the doctoral level upon successful completion of the program.  A Concentration in P-12 Superintendentency may be chosen by working with the advisor and selecting the appropriate courses and experiences.

Phase l

Higher Education Concentration

The doctoral coordinator or an assigned faculty member serves as the advisor when students enter the program.  During this phase, the advisor plans a course of study with students during the initial stages of the program.  A Program Planning Sheet is used to document tentative plans for projected coursework.  The planning sheet should be kept by the student and a copy should be provided to the advisor.

P-12 Superintendency Concentration

Students follow the cohort model.  All coursework, electronic evidences, formation of dissertation committee, proposal defenses, internships, and dissertation defense are scheduled.  The Graduate Program Director advises all students.

Phase 2

Higher Education Concentration

By the end of the first year of the program, students select a “program advisor” to serve as a guide through the completion of the coursework.  This person also serves as the coordinator of the process to complete the Qualifying Examination.  This advisor also helps the student identify faculty whose research interests and expertise are congruent with the student’s probable area of inquiry for the dissertation.  This advisor, in consultation of the student, has the responsibility for creating a “doctoral committee” that is made up of the faculty who prepares and evaluates the written and oral comprehensive qualifying exam.  (See Qualifying Examination section.)

The responsibility of the doctoral committee members includes:

1. Approval of the student’s course of study
2. Approval of the dissertation proposal
3. Evaluation of the final dissertation and oral defense

P-12 Superintendency Concentration

Students follow the cohort model course offering.  They select a research topic and dissertation chair within the first year of the program.

Phase 3

Higher Education Concentration

Upon successful completion of the Qualifying Examinations, students are recommended for admission to candidacy.  They may then select a dissertation advisor and a dissertation committee and complete a “Change of Advisor Form,” if needed.  These committee members are appointed to serve on the committee with mutual consent between the student and each faculty member.  The committee consists of four members of the Graduate Faculty: the Department of Educational Leadership Chairperson, two other members from the department, and one member appointed by the Graduate School from outside the Department of Educational Leadership.

The purpose of this process is to provide students with an opportunity to develop a direct working relationship with several faculty members.  At the same time, it provides an individualized and personalized approach to the advising process.  For example, some students may choose to keep the same faculty member to serve as both the program advisor and the dissertation advisor.  Likewise, the doctoral committee and the dissertation committee could include some or all of the same faculty.