Lamar University
Share |


Design Phase: Developing and Designing

Program: College-wide Doctorate in Educational Leadership

Current Mission/Goals: The Center for Doctoral Studies in Educational Leadership’s mission is to prepare leaders with leadership competencies that can effectively lead in this changing global society and are able to work successfully in a diverse, multi-national environment. Doctoral students are educators who want to be effective leaders in diverse settings where the primary emphasis is on student learning and quality teaching. Students in the program engage in field-based research with schools or other organizations. Through reflective practices and questioning strategies, doctoral students create course projects and relationships to develop the leadership capacity of educational communities and enable them to sustain promising reforms.

Program Redesign Timeline:

  • Fall 2016 – Curriculum alignment (already completed)
  • Spring 2017 – Curriculum modification (underway)
  • Summer 2017 – Begin research on alternative dissertation formats
  • Fall 2017 – Design dissertation in practice and incorporate CPED design framework; review policy and procedures; develop clear guidelines for students in the dissertation process; develop models.
  • Spring 2018 – Continue dissertation model development and information guidelines.
  • Summer 2018—new student cohort will begin with the new alternative dissertation/culminating project. Evaluation begins.

Expected Program Outcomes:

The program expects to learn from the experience of the CPED members and the provided resources. The expectation is to have high student satisfaction with the dissertation modifications and increased student publications and conference presentations. Students’ scholarly accomplishments will be tracked after graduation and highlighted for existing students through the college news publications and social media to encourage their program completion.

Expected Student Outcomes:

Upon completion of the program students should:

  • Demonstrate competence in finding, critiquing, and applying empirical research evidence to local or global educational problems/issues and communicating it to both scholars and practitioners.
  • Demonstrate competence in conducting research that contributes to educational knowledge about issues in local or global contexts.
  • Translate educational theory to practice as a scholar/practitioner.
  • Enhance personal and professional growth that is demonstrated via transformative experiences.
  • Engage in a process of critical self-reflection and self-examination in which they must closely examine their assumptions and beliefs about global educational leadership.
  • Analyze and evaluate global educational leadership issues by incorporating innovative and creative solutions to current and future educational problems.