Doctor of EducationEd.D.

College of EducationUniversity of Alaska Anchorage

1Presented to Graduate Council by Professor Jeff Bailey November 20, 2009

Theme: Engaged Leadership

An engaged leader is guided by a firm set of values and clear moral purpose.

Engaged leaders recognize that context, community, and ideals all shape the collective vision of the common good.

An engaged leader understands that to lead an effective organization one must be skilled at identifying, integrating, and mobilizing the expertise that exists within the organization and community.

The engaged leader is accomplished at creating and sustaining constructive collaborations.

To be an engaged leader, one must be self-aware, and have the capacity to fuse intellectual reflection with active practice.

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Target Candidates

• Teachers

• School principals

• District superintendents

• Aspiring and current leaders and administrators in ‘non-school’ organizations, e.g., Native foundations, not-for-profits, industrial training situations

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Key Objectives Expressed as Learner Outcomes

Candidates will be able to demonstrate at a high-level:• creativity, curiosity, systematic inquiry, breadth and depth of

knowledge, ability to work collaboratively with colleagues, and competence in sustained scholarly inquiry, writing, and dissemination;

• understanding of research studies and data collection and analysis to make informed decisions in order to design and implement effective interventions in their organizations;

• knowledge, insight and skill in the theory and practice of being an engaged leader;

• understanding of the social, political, technological, and economic contexts in which organizations exist and know how to develop and implement effective change models;

• ability to apply their new knowledge to enhance performance in their professional context and organization; and

• commitment to being self-reflective, ethical, inclusive, moral, transformational leaders engaged in continuous professional enhancement and practice.

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Program Structure (60 Cr. Hrs.)

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Core Courses in Engaged Leadership(8 courses of 3 c.h. – 24 c.h.)

EDD D610 Leadership and the Self EDD D611 Engaged Leadership: Ethics and Stewardship EDD D612 Organizational Theory & Evaluation - Ф

EDD D613 Leading Change & Innovation - Ф

EDD D614 Human and Fiscal Resource Management EDD D615 Law, Policy, and Advocacy EDD D616 Building Organizational Capacity EDD D617 Engaging Communities

Ф College of Business and Public Policy

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Mode of Offering – Distance Education

COE has an extensive history of teaching graduate courses – largely by distance

08-09 enrollments:

Distance Ed - 49.4% SCH; 63.6% HC

Graduate Students Fa 09 – 1912 SCH; 345 HC

Models: Elluminate, Skype, Polycom, hybrid (Smart board, face to face, Elive, Polycom)

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Need for an Ed.D. Annual award of doctorates in the US 5700 in Engineering 6000 in the Physical Sciences 6500 in Education

First Ed. D. offered by Harvard in 1920

Council of Grad Schools – high graduate enrollment rate in Ak (in the top 8 US states)

2002 ISER study – strong case for need

Growth of Executive Leadership courses in the US

An aging Education professoriate; > 33% older than 55 so, replacements required

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Demand for the Course

• Ak has 55 school districts (up to 110 Superintendents and Assistant Superintendents)

• Ak has 550 schools (with up to 1000 principals and assistant principals)

• Ak has more than 9000 teachers• We surveyed 534 educators• We had 111 visits to Zoomerang• We got 84 completed responses (R.R. - 15.7%)

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Survey Responses (N = 84)

# Agree %

Disagree % N.E.I. %

1 For my professional area, I believe there is a strong need for an Ed.D. degree to provide high level academic opportunities

94 2 4

2 I find the proposed degree attractive 92 1 7

3 This degree would be attractive to education professionals 95 1 4

4 This degree would be attractive to other professionals 56 6 38

5 The flexible structure (electives, theme seminars, program length etc) appeals to me

90 1 9

6 Completion of this degree would enhance my career opportunities

86 4 10

7 I would be interested in pursuing this degree 87 1 12

8 I know of colleagues who would be interested in pursuing this degree

68 5 2510

5-year Enrollment Projections

Year I Year II Year III Year IV Year V

Cohort # Stage 2010-11 2011-12 2012-13 2013-14 2014-15

1 New 20

Continuing 18 18 4 0

2 New 20

Continuing 18 18 4

3 New 20

Continuing 18 18

4 New 20

Continuing 18

5 New 20

Continuing

Annual Enrolments: 20 38 56 60 60

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Fees Revenue

SCH and Revenue Totals for Three Cohorts for Years I, II, and III

Year I Year II Year III

Heads x SCH Total SCH Heads x SCH Total SCH Heads x SCH Total SCH

Cohort 1 20 x 23 460 18 x 22 396 18 x 15 270

Cohort 2 Not started 0 20 x 23 460 18 x 22 396

Cohort 3 Not started 0 Not started 20 x 23 460

Totals 20 460 38 856 56 1126

Fees at $474 per SC

$218,040 $405,744 $533,724

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Resources Required

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Laboratories, teaching rooms, offices

Nil

Consumables $0

DISP faculty > 13 current faculty

Start-up/development costs $85,000

Upfront funding (additional faculty member as Co-Director; external adjuncts etc)

$285,000

Ongoing costs Assume 50% super – tuition

This should be a self funding program

The case for the Ed.D. ….

Extremely persuasive need for an Ed. D. in Alaska Exceptionally strong demand – initial enrollment of 20 per year A well-supported theme around engagement and moral leadership A broadly based clientele A College that has been pursuing a doctorate for years Modest upfront costs – depends on UA’s commitment to professional doctorates

at UAA Largely self-funding Faculty depth, expertise, and commitment Typical potential applicant comment:

“This should be a very successful program. You've addressed the wants and needs of a sizable segment of the population. You have indicated the program will be rigorous, challenging and flexible, all desirable traits in a quality doctoral degree program. If the stated Doctoral Theme is adhered to in this program, one who achieves this doctoral degree in Engaged Leadership will be well prepared to assume a leadership role in their organization.”

Please visit our Ning (www.engagedleadership.ning.com ) where we have 45 members – all expressing interest in the program

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ReferencesButin, D. W. (2008). From admissions to retention: Linking holistic admissions to diversity and student success in

an EdD program. Unpublished manuscript.

Calabrese, R.L., Hummel, C., Kruskamp, W.H., San Martin, T. and Wynne, S.C. (2007). An appreciative inquiry into educational administration doctoral programs: Stories from doctoral student at three universities. Journal of Research on Leadership Education, 2, 1-29.

Council of Graduate Schools (CGS). (2006). Graduate education 2020: CGS launches annual research symposium on the future of graduate education. Communicator, 39, 1-4.

Fletcher, E.C. (Undated). Exploring the meaning doctoral candidates ascribed to their persistence, and the challenges and barriers they experienced. (Retrieved from http://74.125.93.132/search?q=cache:bnP9EXqNU2gJ:https://kb.osu.edu/dspace/bitstream/1811/37027/1/Edward_Hayes_Graduate_Research_Forum_Paper_ABD_Study_Fletcher.pdf+doctoral+candidates+drop+out+because+of+financial&cd=2&hl=en&ct=clnk&gl=us, July 10 2009).

Gilroy, M. (2009). The graying professoriate. Education Digest, 74, 63-64.

Golde, C. M., & Walker, G. E. (2006). Envisioning the future of doctoral education.San Francisco: Jossey-Bass ((From the Carnegie Foundation for the Advancement of Teaching).

Killorin, M. (2002). A doctoral program in leadership and policy studies: Is it feasible? ISER: Anchorage.

Magner, D.K. (1999). The graying professoriate. Chronicle of Higher Education, 46, 18-19.

Olson, K., & Clark, C.M. (2009). A Signature pedagogy in doctoral education: The Leader–Scholar Community. Educational Researcher, 38, 216-221.

Shulman,  L.S., Golde, C.M., Bueschel, A.C., & Garabedian, K.J. (2006).   Reclaiming education's doctorates: A critique and a proposal, Educational Researcher, 35, 25-32.

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