Program Coursework Philosophy

The multidisciplinary Learning and Leadership Doctoral Program (Ed.D./Ph.D.) equips participants with an understanding of the relationship that learning plays in the leadership process. The program philosophy supports the development of reflective practitioners in a variety of organizations and focuses on the interwoven nature of learning and leadership. The curriculum emphasizes the proficiency that individuals will need as they pursue the challenges of organizational change. Major themes include, "How do we measure performance?", "How do people adapt to change?", and "What role does learning play in organizational improvement?"

All newly admitted doctoral participants are required to participate in a one-time foundational course during the initial Summer semester. Following successful completion of the foundational course, each participant is required to enroll in a sequence of core courses (6 credit hours per semester) year-round (Fall, Spring and Summer) until the core is completed. All core courses are offered via hybrid delivery (face-to-face and Virtual Classroom). Core courses include 4-6 face-to-face meetings per course per semester (on the UT-Chattanooga campus on weekends) and extensive work in the Virtual Classroom (online) through discussions and readings.

Upon completion of the core, individuals have the opportunity to concentrate their studies in a subject matter area related to their professional practice through elective course work (24 credit hours Ed.D./18 credit hours Ph.D.). Other major elements of  the program include the Comprehensive Assessment  (link: Comprehensive Assessment) and the final required course, LEAD 7700: Pre-Dissertation Seminar (3 credit hours). The Comprehensive Assessment involves demonstrating competence in specific program domains (link: Competency Areas).

The UTC Learning and Leadership doctoral program reflects a framework that includes focus on scholarship:

• The scholarship of learning: transmitting, transforming, and extending knowledge through learning and through inspiring scholarship

• The scholarship of synthesis: weaving connections across disciplines, placing  emphasis on the connection between learning and personal and professional experiences

• The scholarship of application: applying knowledge and discovery to problems of  consequence and to scholarly service

• The scholarship of discovery: conducting disciplined, scholarly inquiry, and discovering new knowledge