Doctor of Philosophy in Educational Leadership and Policy Studies
Educational Leadership and Policy Studies Graduate Programs
The Ph.D. in educational leadership and policy at the University of Kansas is a research degree that prepares individuals for roles as researchers, policy analysts, educational leaders, and faculty members for policy, PK-12, and higher education settings. This degree distinguishes itself by its focus on preparing graduates to be researchers who are making original scholarly contributions to the knowledge base in the field Students typically take some courses in graduate programs in related fields such as sociology, public administration, and economics.
Graduate Admissions Requirements
Applicants must meet both the University and departmental admission requirements to be considered for the program.
University of Kansas Graduate Admission Requirements
- All applicants must meet the requirements outlined in the Admission to Graduate Study policy.
Doctor of Philosophy in Educational Leadership and Policy Studies Application Requirements
- A completed graduate application.
- Application fee.
- Official transcripts of all degree-granting post-secondary institutions you have attended and an official transcript for each degree earned.
- References - Letters of recommendations from three individuals who can speak directly to the applicant’s academic skills and potential for rigorous, independent doctoral level work. Preferably the letters will be from current or former professors but can also include a letter from an immediate supervisor.
- Current resume or CV - Include, at minimum, the following items:
- Post-high school education.
- Relevant professional and/or scholarly experience.
- Research experience and other pertinent experience.
- Honors, other recognitions received.
- Conference presentations, publications, reports.
- Statement of purpose. Please upload a 5-8 page statement of purpose describing your interests and commitment to the goals and curriculum of the ELPS Ph.D. program. It is recommended that you address your personal and academic background and your scholarly and related professional goals. You also could explain a specific research interest or a faculty member with whom you want to work. It is important that you thoroughly address your preferred area of specialization in the ELPS program and explain reasons why you would be a good fit (e.g., education policy, social and cultural studies in education, higher education administration, educational leadership) The ELPS program seeks to build a diverse student body reflective of our community and our nation. Please explain any life experiences or achievements that have shaped your path to pursue a doctorate and convey how they would help you contribute to the ELPS program.
- Writing Sample. The writing sample can include professional works (not necessarily academic papers), formal reports, and other pertinent work. The writing sample should demonstrate your ability to think critically and/or analytically about an issue or a task. We are looking for documents of substantive quality and length, though there is no official minimum or maximum page limit.
- GRE exam scores (optional) Official copy of scores no older than five years.
After initial screening, ELPS faculty may invite you for an interview to address remaining questions about your objectives and fit for the program. The interview may also involve an interactive evaluation of your scholarly skills and potential.
NOTE: These are the admission requirements in place at the time this catalog content was published.
Students in the Ph.D. program in Educational Leadership & Policy Studies are required to take the following courses. The program is offered in-person on the Lawrence Campus although some courses may be online. Many courses are chosen in consultation with the student's faculty advisor. The following courses must be completed by the end of the semester of the oral comprehensive exam. Additional requirements for the degree, including enrollment in dissertation hours for doctoral candidacy, are described below the grid.
| Code | Title | Hours |
|---|---|---|
| Pre-Candidacy Course Requirements prior to doctoral candidacy | ||
| Core Courses | ||
| EDUC 800 | Education as a Field of Scholarship | 3 |
| ELPS 998 | Seminar in: _____ (Equity & Access in Educational Systems) | 3 |
| ELPS 998 | Seminar in: _____ (Education in World Historical Perspectives) | 3 |
| ELPS 998 | Seminar in: _____ (ELPS Doctoral Proseminar) | 3 |
| Concentration | 12 | |
Students must satisfy requirements for either the Educational Leadership and Foundations or Higher Education concentrations. | ||
| Research Methods | 15 | |
Students must take a basic qualitative and basic quantitative research course along with intermediate or advanced qualitative or quantitative courses (or equivalent depth in historical or philosophical methods. | ||
| Elective Courses Outside the Department | 9 | |
Satisfied by 9 hours of coursework within an area of expertise outside of the ELPS Department. | ||
| Total Hours | 48 | |
A College Teaching Experience is no longer required but is highly recommended for students who are not GTAs but who are interested in pursuing a faculty position.
PhD students should expect to engage in “co-curricular” activities appropriate to their career aspirations above and beyond the specific degree requirements. These include conducting and presenting research at conferences, engaging in internships with policy organizations, etc. The program is offered in-person on the Lawrence Campus although some courses may be online.
Research Skills & Responsible Scholarship:
The University requires that every doctoral student receive training in responsible scholarship pertinent to the field of research and obtain research skills pertinent to the doctoral level of research in their field(s). These requirements must be completed by the end of the semester that the student takes the oral comprehensive exam. For students in the Educational Leadership and Policy Studies Ph.D. program, this requirement is satisfied by completion of
Written and Oral Comprehensive Exams:
Per University and SOEHS policy, students must be in good academic standing and have completed all required coursework in order to take comprehensive exams.
The comprehensive exam consists of both a take-home, open book written exam followed by an oral exam. Students must pass both written and oral components of the comprehensive examination. Satisfactory performance on the written component must be attained before the oral component may be attempted.
To fail either component is to fail the examination. All 4 members of the student’s comprehensive examination committee are involved in the evaluation process. The written comprehensive exam is determined by the student's committee and assesses students' knowledge as well as ability to critically apply that knowledge to research and to the field of education. To pass, the student must be evaluated as having responded satisfactorily to questions in the major areas. If a student fails any portion of the written comprehensive component, a failure of the examination is recorded. The examining committee determines if the entire written component of the examination, or only the failed portion(s), must be retaken. The entire written component lasts a minimum of 16 hours. If a student passes the written component but fails the oral, the examining committee determines if both components or only the oral must be repeated.
The grade on this examination is Honors, Satisfactory, or Unsatisfactory. An aspirant who receives a grade of Unsatisfactory may be allowed, upon the recommendation of the department, to repeat it, but it may not be taken more than 3 times. The aspirant may not repeat the oral examination until at least 90 days have elapsed since the last unsuccessful attempt or by petition.
Enrollment Requirements Post-Comprehensive Exam:
Students are required to be continuously enrolled until they complete, defend, and submit their dissertation. At a minimum, students are required to enroll in 6 dissertation hours in the fall and spring each term until they reach 18 dissertation hours or complete their dissertation, whichever comes first. Once the student reaches 18 post-comps dissertation hours, they may drop to 1 hour per term until they complete, defend, and submit the dissertation.
Summer enrollment is only required if the student is passing a milestone in the summer (comprehensive exam, proposal meeting, or dissertation defense). If the student has not yet reached 18 hours, their summer enrollment would be 3 dissertation hours. If they are past the 18 hours, then their summer enrollment should be 1 hour.
Students are permitted to a Leave of Absence, following university policy and approved by the department.
Dissertation Proposal:
After successfully completing the comprehensive exam, Ph.D. students will engage in work for their culminating project – the dissertation – and must be continuously enrolled per University and SOEHS policy until the dissertation is defended.
The dissertation is done under the supervision of an advisor and dissertation committee and consists of two parts. First, the student works with an advisor to write a dissertation proposal that outlines the purpose scope and methods of the dissertation study. The dissertation proposal must be approved by a committee of at least three faculty members and the signed title page and electronic proposal filed with the department and SOHES.
Dissertation and Final Oral Defense:
Upon approval of the proposal, the student may begin work on the dissertation research under the guidance of the advisor and dissertation committee;(typically consisting of the members of the proposal committee and one tenure-track faculty member from another department who represents Graduate Studies), determines the dissertation is ready for defense, a defense may be scheduled.
The completed dissertation must be defended within the time period established by the University and SOEHS for completion of doctoral degrees.
Additional requirements
To continue in the program, students must meet the University and SOEHS standards for being in good academic standing as specified in the SOEHS graduate regulations tab. Students must remain continuously enrolled in the program.
| Code | Title | Hours |
|---|---|---|
| Students in the Educational Leadership and Foundations concentration must take four content courses in the following categories: | ||
| Students will take a foundations of education class in addition to the degree core in ELPS (not counting EDUC 800). Example courses include: | 3 | |
| Seminar in: _____ | ||
| Sociology of Educational Organizations | ||
| Sociology of Education | ||
| Social Context of Urban Education | ||
| History of Education and Culture in America | ||
| The History of Higher Education in the United States | ||
| American Educational Reform Movements: Past and Present | ||
| Foundations of Curriculum Development | ||
| Critical Pedagogies | ||
| History, Context, and Critique of Special Education | ||
| Students will take a leadership or policy course in addition to the degree core in ELPS. Example courses include: | 3 | |
| Global Education Policy in Local Contexts: From International Movements to Everyday Practice | ||
| Educational Policy, Ethics and Law | ||
| Political and Social Dimensions of Education | ||
| Organization and Leadership of Higher Education | ||
| Educational Policy and Politics | ||
| District Leadership | ||
| Citizens with Disabilities, Public Policy, and Policy Analysis | ||
| Special Education Policy and Politics | ||
| Policy Analysis | ||
| Program Evaluation | ||
| Self-Determination, Sovereignty, and Systems of Indigenous Education | ||
| Leadership, Advocacy, and Action in Indigenous Education | ||
| Students will take an elective course in foundations or policy outside of the School of Education and Human Sciences. Example Departments include: | 3 | |
| AAAS- African and African American Studies | ||
| AMS- American Studies | ||
| ANTH- Anthropology | ||
| GIST- Global and International Studies | ||
| HIST- History | ||
| IGSS- Indigenous Studies | ||
| PHIL- Philosophy | ||
| POLS- Political Science | ||
| PUAD- Public Affairs and Administration | ||
| SOC- Sociology | ||
| UBPL- Urban Planning | ||
| WGSS- Women, Gender, and Sexuality Studies | ||
| Students will take an elective course in Leadership, Policy, or Foundations in the School of Education and Human Science (not counting EDUC 800). | 3 | |
| Total Hours | 12 | |
Total: 12 semester hours.
| Code | Title | Hours |
|---|---|---|
| Students with a Higher Education concentration in the PhD program should complete four content courses from the higher education program for a total of 12 semester hours. The courses must not be previously completed as part of a degree. Potential courses include: | 12 | |
| The College Student | ||
| College Student Access, Persistence, and Success | ||
| Higher Education Law & Policy | ||
| Research on College Students | ||
| Postsecondary Leadership and Practice | ||
| Finance of Higher Education | ||
| Organization and Leadership of Higher Education | ||
| Sociopolitical Contexts of Higher Education | ||
| Contemporary Issues in Higher Education | ||
| The History of Higher Education in the United States | ||
| Total Hours | 12 | |
At the completion of this program, students will be able to:
- Develop an understanding of education as a system (to include K-12 and Higher Education).
- Demonstrate a knowledge of the historical and social contexts of systems of education.
- Interrogate structural conditions that serve to maintain and reproduce systemic inequities in education, and design responses to ameliorate them.
- Develop individualized expertise in theory and content.
- Conduct original research in an ethical manner.
- Develop and intellectual or scholastic identity and develop norms and practices related to this identity.