Department of
Educational Leadership
Minnesota State
University, Mankato
115 Armstrong Hall
Mankato, Minnesota 56001
Phone: (507) 389-1116
Fax: (507) 389-5863
Doctoral Course Descriptions
A major school of thought in ethical theory was revived in the early 1980s with the publication of Alasdair MacIntyre's book, After Virtue (University of Notre Dame: 1981). In this work MacIntyre makes the case that the moral virtues are central to ethical theory. It is rooted in Aristotelian philosophy and ethics and has a long tradition in moral philosophy. This seminar will take a serious look at MacIntyre's work and make applications to practical ethics in leadership and professional ethics. Specifically MacIntyre's analysis of the centrality of practices and the complex interplay of virtues, vices, rules, traditions, and emotions, as they impact practices will be emphasized.
The thesis behind this doctoral level seminar is that one very effective way to study leadership theory is to study leaders in context. The study of leadership is the central theme which pervades all of the graduate programs in the Department of Educational Leadership. This seminar will take one or more leaders and use these exemplars as a source of focused study and research in order that contemporary practitioners may learn and gain from the leadership experiences of others. The particular leaders selected for study will vary by the faculty members teaching the seminar. What follows is an example of how such a seminar might look as a result of this curriculum proposal.
This seminar is offered so students studying leadership can acquire knowledge, skills and dispositions needed to lead organizations. The primary framework of this course is the main theoretical perspectives and issues of organizational decision-making, organizational innovation and organizational identity. Each theory/perspective will be examined with the following questions in mind: What is/are the overarching question(s) with which the theory is concerned? What is the central unit of analysis? What are the key concepts?
This course is an elective course for the doctorate in Educational Leadership. The seminar is offered so students can acquire the knowledge of how public policy is developed and influences are exerted on public policy. The conceptual framework for this course will be grounded in the research and literature regarding internal and external influences on public policy. This research will focus on organizations and individuals who influence public policy. The second part of the conceptual framework of this course will be the research and literature on the assessment of public policy. The assessment will determine if public policy is "good for the public."
This course will offer investigations into traditional and exploratory genres of qualitative research, and will provide the critical analysis tools necessary for doing so. Such investigations will include examination and critique of characteristics unique to qualitative design such as those used for sampling, instrumentation, authenticity, data collection, data analysis, and research report format. Genres of research examined may include case study, phenomenology, life story, biography, oral history, ethnography, narrative inquiry, grounded theory, portraiture, field observation, and the existent associated critical theory derivatives.
The course includes an overview of quantitative research methods typically used in the field of education. Issues addressed will include sampling, measurement and instrumentation, design, and analysis. The course clarifies the role of quantitative methods in developing research questions and hypotheses, selecting research methods, and supporting conclusions drawn from the research. The course will provide a conceptual understanding of quantitative research methods. The course will also provide application experiences with computer-assisted data analysis techniques.
This course will offer focused investigations into a specific genre or methodology of research. Class members in this course will work individually, or in some cases, in small learning groups, toward the specific purpose of providing the learner(s) with advanced knowledge and skills in a particular research genre or methodology. Through completion of individually-constructed learning contracts, course members will identify their intended learning outcomes and the strategies through which they will reach them such as specified readings, interviews, writing literature reviews and proposals, and conducting primary or secondary research. Through written and oral reflection and expression, class members will demonstrate knowledge and understanding of salient features of a chosen research genre or methodology.
This course will offer focused investigations into a specific genre or methodology of research. (NOTE: The pre-requisite for this course is EdLd 793. This course is to be used for a markedly different learning experience than that completed through enrollment in EdLd 793). Class members in this course will work individually, or in some cases, in small learning groups, toward the specific purpose of providing the learner(s) with advanced knowledge and skills in a particular research genre or methodology. Through completion of individually-constructed learning contracts, course members will identify their intended learning outcomes and the strategies through which they will reach them such as specified readings, interviews, writing literature reviews and proposals, and conducting primary or secondary research. Through written and oral reflection and expression, class members will demonstrate knowledge and understanding of salient features of a chosen research genre or methodology.
This course will cover topics including professional development plans (PDP), professional development reports (PDR), library research, portfolio development, workshop presentations, action research, and writing for publication. Learners will develop and critique PDP's, PDR's, portfolio presentations, workshop presentations, and articles. Students will be expected to conduct a workshop and submit an article for publication.
The Doctoral Internship is designed to allow doctoral candidates the opportunity to create, demonstrate and maintain effective strategies and methodologies for effective leadership in higher education and school administration settings. Candidates will utilize the ISLLC and ELCC standards in designing the leadership development plan (LDP). Didactic interactions with the professor of the course and doctoral candidate colleagues will provide challenge and critical analysis of candidate's LDP throughout the internship process.
The Dissertation is designed to guide doctoral candidates through preparation and defense of the dissertation proposal, assist the student in the dissertation research and writing process and to ensure focus and consistency in preparation and defense of the final culminating doctoral defense.
