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?"
The Learning and Leadership Program begins with a cohort of participants and a faculty team engaging in an induction learning experience followed by a sequence of required core courses (27 credit hours Ed.D./39 credit hours Ph.D.) offered via hybrid delivery. The hybrid model we adopt includes face-to-face meetings and extensive work in the Virtual Classroom (online) through discussions and readings, along with self-directed/small group study. 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 the seven program domains. The competency domains are Learning, Leadership, Research, Measurement, Organizational Effectiveness, Technology and Innovation, and Communication.
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