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Comprehensive Assessment

In the UTC Doctoral Program in Learning and Leadership, the Comprehensive Assessment represents the blueprint for the evaluation of progress in and completion of the program. The Digital Portfolio is a work-in-progress that culminates in the documentation of demonstrated competence in seven areas along with a detailed Critical Synthesis Paper (CSP). The Digital Portfolio will serve as the documentation for the comprehensive assessment in the program, prior to moving on to the dissertation. Consequently, it is imperative that each participant’s Digital Portfolio demonstrate evidence of competency that weaves theoretical understanding and fluency together with knowledge of and reflection on the seminal works (primary literature associated with the competency), specific experiential learning, best practices, and practical application in each of the competency areas.  

The Learning and Leadership Doctoral Program is grounded in the following seven competency areas. Upon completion of the coursework, participants are expected to exhibit demonstrable competence in each area, as well as the ability to synthesize the connections between the seven domains.

As inquiring scholars of Learning, participants will:

  • Differentiate and articulate learning differences, organizational learning, and strategies in terms of theoretical knowledge in the fields of human learning and cognition
  • Assess established interpretations, and explore implications of theories, ideas, conditions, and/or practice, including construction of alternative interpretations, applications, and/or theoretical frameworks

As inquiring scholars of Leadership, participants will:

  • Discriminate, evaluate, and synthesize how various disciplines contribute to the process of leadership and transformation
  • Describe and articulate one’s own leadership style and intercultural development level and be able to demonstrate how it fits into the leadership process as it relates to the cultural and organizational environment

As inquiring scholars of Research, participants will:

  • Synthesize and apply scientific knowledge to develop new conceptual models and/or research hypotheses, including justifying new research questions with existing literature, selecting appropriate methodologies for their examination, and indicating potential contributions of the proposed research
  • Demonstrate the ability to engage with peers and interact with faculty regarding research and the role of researcher within their respective professional practice

As inquiring scholars of Measurement, participants will:

  • Demonstrate a thorough understanding of individual and group measurement and assessment, to include cultural-legal-ethical-technical criticisms of measurement and assessment practices
  • Discriminate between and apply the existing and evolving alternatives in measurement and assessment and be able to match appropriate methodology to required outcomes

As inquiring scholars of Organizational Effectiveness, participants will:

  • Analyze and evaluate the role of leadership in planning and guiding an organizational transformation process
  • Diagnose and analyze organizational process, structure and human resource issues at the individual, small group, inter-group, and system level; resulting in recommendations for sustainable improvement

As inquiring scholars of Technology & Innovation, participants will:

  • Evaluate and integrate the role of technology and innovation adoption in organizational setting
  • Demonstrate technological proficiencies as applied to communication, data collection, data analysis, leadership process, and decision making

As inquiring scholars of Communication, participants will:

  • Construct and implement appropriate and skillful use of both verbal and written communication including the use of technology
  • Demonstrate active communication, effective negotiation, and presentation skills in both interpersonal and organizational settings