Learning Communities (FOED101)

This course aims at enabling students to acquire a broad knowledge of learning communities. The course emphasize school, family, community, and profession as learning communities. Furthermore, the course addresses the multiple roles of teachers and educational professionals, their ethical values and behavioral standards, and the creation of partnership for effective teaching and learning in schools. Emphasis is placed on the concept of learning communities and its utilization to improve learning outcomes.

Credit Hours : 3

Course Learning Outcomes

1. Analyze on an organization (including its internal and external environments) as a learning community.
2. Apply learning community elements on a classroom.
3. Evaluate current classrooms as a learning communities.
4. Recognize education professionals’ roles in fostering student learning.
5. Reflect on how the culture of a society contributes to a learning community.

Professional Ethics in Education (FOED102)

Learners, teachers, and school leaders are faced daily with ethical choices and with views and decisions reflecting differing values. To function properly, they need to be clear about their own ethical standards and those of their institution and society. This course (a) introduces students to different approaches to ethics, and (b) examines ethical issues confronting learners, teachers and school leaders. The aim is to help students construct an ethics knowledge-base that will illuminate their professional ethical choices about teaching and learning, curriculum, classroom management, and research. Students will be able to incorporate ethical standards and codes in their future work.

Credit Hours : 3

Course Learning Outcomes

1. Create Professional Ethical Codes That Are Suitable In The Uae Context.
2. Critically Reflect On And Refine Their Own Professional Ethical Standards With Regards To Dealing With Colleagues, Managers, Students/Clients/Customers, And The Public.
3. Describe The Variety Of Relationships Between Ethics And Their Own Life Situations.
4. Identify Their Own Professional Ethical Standards And Compare And Contrast Them With Different Ethical Standards In Theory.

Educational Research (FOED350)

This course is designed to introduce students to educational research skills that they will use in their future teaching practice. An overview of major approaches to educational research is provided initially, followed by an examination of the components of research, including planning a study, selecting a research method, gathering, analyzing and interpreting evidence, and the writing of a research report. Finally, an overview of action research will provide students with skills to undertake action research in their future roles as professional practitioners.

Credit Hours : 3

Course Learning Outcomes

1. Describe methods of gathering, interpreting and analyzing quantitative and qualitative data.
2. Examine processes involved in conducting research.
3. Explain the processes of action research.
4. Identify educational research methods used by teachers.
5. Propose a research study applying the principles of scientific research.

International Perspective on Educational Leadership (FOED615)

This course will introduce candidates to a variety of contextualized international experiences on educational leadership. The aim of the course is threefold: a) to help candidates recognize that the local culture is vital to the understanding of educational leadership and administration, b) to assist them to think critically about international experience of educational leadership ,and c) to prepare them to apply their knowledge of appropriate international educational experiences to the UAE educational leadership context.

Credit Hours : 3

Course Learning Outcomes

1. Adapt And Implement Appropriate International Strategies/Experiences To The Uae Educational Leadership.
2. Construct Their Own Frameworks Of The Relationship Between Local And Global Cultural Contexts Of Educational Leadership.
3. Critically Reflect On Recent International Experience In Educational Leadership Development In Different Regions Of The World.
4. Identify The Nature And Purposes Of Educational Leadership In The Global Context.

Leading Schools and Communities (FOED616)

This course prepares candidates to lead schools using the learning community approach. It focuses on introducing candidates to the knowledge and skills that will help them transform and lead schools to function as communities that support the learning and development of students and teachers.

Credit Hours : 3

Course Learning Outcomes

1. Identify the features of schools as professional learning communities (ELCC standard 2.1).
2. Identify the nature of leadership in schools which are learning communities, (ELCC standard 6.1. a, b; 4.2.a).
3. Construct their own frameworks for leading Emirati schools as learning communities (ELCC standards 1.2.a and 6.2).
4. Assess their frameworks for leading schools as learning communities in actual school settings (ELCC standard 6.3.a, 6.3.b).

Leadership of Change in Education Organizations (FOED619)

This course aims to help practitioner to know his/ her leadership style, in order to develop that style with needed knowledge and skills to become a leader in his/ her working organization. This course will help practitioner to become a leader of change toward excellence and pioneers of his/ her organization based on acquired leadership knowledge and skills.

Credit Hours : 3

Course Learning Outcomes

1. Discuss the seven qualities and virtues of school leadership.
2. Describe the characteristics and principles of successful distinguished school leaders.
3. Compare various practices of school leaders that support positive changes.
4. Discuss the process of planning, implementing, and sustaining changes in distinguished school approach.

Personnel Administration and Staff Development (FOED621)

This course is designed to help candidates to acquire a deeper understanding of the issues involved in managing and leading school personnel in educational organizations. The course provides a comprehensive overview of personnel administration as it relates to recruitment, selection, orientation, induction, mentoring, staff development, staff appraisal, in-service education, motivation, and work incentives.

Credit Hours : 3

Course Learning Outcomes

1. Collect And Analyze Data To Evaluate Issues Of Human Resources Administration In The Uae Context.
2. Develop A Professional Approach To Solve Problems And Confront Issues In Human Resources Administration.
3. Discuss Issues And Problems Confronting Human Resources Administrators In The Uae And Formulate Solutions Or Recommendations.
4. Explain The Major Functions Of Human Resources Administration In Educational Institutions.

School Finance and Resource Management (FOED622)

The purpose of this course is to help candidates acquire the knowledge and skills required to financially manage school organizations that promote effective learning environment. The course emphasizes both theoretical and practical applications of budgeting, as well as issues of accountability and efficiency in managing school fiscal and physical resources.

Credit Hours : 3

Course Learning Outcomes

1. Analyze General Funding Operations In The Uae.
2. Analyze The Concepts, Principles, And Issues Related To School Fiscal And Physical Resources Necessary To Function Effectively In Ways That Promote Students’ Learning.
3. Apply Financial Resource Management Skills.
4. Assess Plans And Implementations Of Funding Operations And Resource Allocation In Emirati Schools.
5. Assess Research-Driven Data Of Budgeting With Attention To Indicators Of Equity, Effectiveness, And Efficiency In Emirati Schools.

Professional and Cultural Issues in Education (FOED623)

The course is designed to prepare culturally-sensitive leaders who are capable of understanding, responding to, and positively influencing the contexts of their workplaces as well as the larger society. The course will also examine the political, social, and cultural aspects of UAE K-12 education as they pertain to issues of professional integrity, fairness, and ethics.

Credit Hours : 3

Course Learning Outcomes

1. Describe the development of the education system in the United Arab Emirates from a socio-cultural perspective (CF #1, Meaningful Knowledge).
2. Analyze cultural issues in different countries with comparison to cultural issues that framed education in the United Arab Emirates,(CF #3, Diversity & Individual Differences) and (ELCC # 6.2)
3. Analyze teaching as a profession in different countries with comparison to teaching in the UAE,( CF #3, Diversity & Individual Differences) and (ELCC # 5.2 & 6.3).
4. Reflect on the culture of the education system and teaching where integrity and fairness should be emphasized to promote success for all students, (CF #1,Reflection & Professional Growth) and (ELCC 5.1)
5. Plan for the improvement of education and teaching considering the society and school cultures (ELCC # 5.5), and (CF # 4, Planning for teaching & Learning).

Educational Supervision (FOED624)

This course is designed to introduce candidates to essential aspects of the philosophies, theories, and practices of supervision that enhance the teaching and learning of those in educational institutions. The purpose is to assist candidates to construct an extensive knowledge-base and to develop skills to effectively supervise the professional development of education personnel. In addition to supervision theories and approaches, and interpersonal skills; technical skills (i.e. strategies and techniques) related to supervision will be studied and practiced.

Credit Hours : 3

Course Learning Outcomes

1. Apply A Range Of Strategies And Techniques/Supervision Skills To Assist Teachers And Other Education Personnel Identify And Overcome Hardships In Their Teaching.
2. Assess The Needs Of Teachers And Others In Educational Organizations And Help Them Grow Professionally Though Supervision.
3. Identify And Discuss Main Theories And Approaches Of Educational Supervision To Help Promote Schoolteachers' Professional Growth To Achieve School Goals.
4. Reflect On Their Own Sets Of Beliefs About Supervision And Construct Their Platforms Of Supervising Teachers To Achieve School Goals.

School Leadership (FOED625)

This course is designed to assist candidates to acquire the knowledge and skills needed to lead a school. Using contemporary leadership theory and research, candidates will prepare to support and assist an educational community to develop and articulate a vision that supports effective teaching and learning, and then implement and maintain the vision.

Credit Hours : 3

Course Learning Outcomes

1. Critically Examine School Leaders’ Knowledge, Dispositions, And Practices Of Leadership Operations In The United Arab Emirates.
2. Describe The Various Practices Of School Leaders That Support Effective Teaching And Learning.
3. Develop And Articulate A Shared Vision Of Learning For A School.
4. Develop School-Based Policies And Procedures That Support Effective Teaching And Learning In Uae Schools.

Thesis (FOED640)

The purpose of the thesis course is to integrate and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. Each student should select a specific topic within the area of their specific specialization and adopt appropriate procedures for data collection and analysis. The graduate student will work with an advisory committee of three faculty members from the same academic discipline. One of the committee members will assume the role of the major advisor and will guide the student throughout her/his entire work on the thesis. Upon completion, the student must defend his/her thesis in a special session and evaluated and approved by the examination committee which must include 3 members and one of the committee members should be an external examiner. The discussion session is made public for the academic community.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

1. Conduct independent research on the field of education.
2. Produce a thesis of publishable academic quality.
3. Effectively present and defend the research orally.

Master Graduation Project (FOED650)

The aim of this course is to assist students in preparing their final project which will be a summative of what they have learned throughout their graduate program. Students are expected to complete this course within 6 credit hours. The Master’s graduation project will completed as a creative project or an action research project. So, master students will have an opportunity to choose whether they are interested in preparing a creative project or action research. Creative projects are the tangible products of creative behavior and/or creative thinking. Creative projects are expected to benefit school. For instance, creative projects may include, but not limited to, activities, art, crafts, websites, games, applications and toys.

Credit Hours : 6

Prerequisites

• CURR612 with a minimum grade D

Course Learning Outcomes

1. Apply various research techniques in a research project.
2. Produce a research project of academic quality.
3. Effectively present and defend the research project orally.

Leading Schools & Communities_AR (FOED652)

This course aims at helping candidates to acquire the knowledge and skills needed to lead schools as learning communities. Emphasis is placed on the role of school administrators in the process of building learning communities in ways that improve student learning and teacher professional development. Candidates are introduced to the concepts, culture, conditions, procedures, and skills for leading a professional learning community. It is expected that candidates will develop and construct of their own leading schools as learning communities and test those patterns in actual school settings.

Credit Hours : 3

Course Learning Outcomes

1. Identify the features of schools as professional learning communities.
2. Identify the nature of leadership in schools which are learning communities.
3. Construct their own frameworks for leading Emirati schools as learning communities.
4. Assess their frameworks for leading schools as learning communities in actual school settings.

International Perspectives on Educational Leadership (FOED655)

Globalization of education is occurring at an unprecedented rate. While this helps educational administrators around the world to share theory and practice, it can lead to the adoption of inappropriate perspectives and strategies of educational leadership. A knowledge-base of educational leadership in the global context is highly important for Master of Education students. Equally important is the adoption of the view that the cultural context is important for the success of educational leadership/administration practices. This course introduces Master of Education students to a variety of contextualized international experiences on educational leadership. The aim of the course is threefold: a) to help candidates recognize that the local culture is fundamental to the understanding of educational leadership and administration, b) to assist them to think critically about international experience of educational leadership and administration, and c) to prepare them to apply their knowledge of appropriate international educational experiences to the UAE education context. Course readings and activities will be divided into three broad sets. The first addresses the social and cultural context of educational leadership. The second cross-culturally examines the selection, mentoring, and evaluation of school leaders. The third section focuses on educational experiences in highly ranked systems of education.

Credit Hours : 3

Course Learning Outcomes

1. Critique the nature and purposes of educational leadership in the global context.
2. Construct a conceptual framework of the relationship between educational leadership, students’ learning, and teachers’ work.
3. Criticize recent international experiences in educational leadership development in different regions of the world.
4. Recommend appropriate international experiences/practices to the fit with the UAE education context.

Management of Distinguished Institutions_AR (FOED661)

School principals have an important role in ensuring that schools are effectively educating students and preparing them for the future. In order to drive the school toward excellence, school principals should collaborate closely with and guide the efforts of teachers, administrators, support staff, students, parents, and other stakeholders who, together, form the school community. This necessitates that they have the knowledge, skills, and dispositions of effective school leadership. This course provides candidates of the Master’s degree with those aspects of school leadership. Scholars will discuss topics and answer questions which will lead them not only to achieve excellence in their schools but also to create outstanding performance for their students.

Credit Hours : 3

Course Learning Outcomes

1. Construct a clear vision of teaching and learning in outstanding or distinguished schools.
2. Analyze major theories and practices with respect to school management.
3. Critically examine school leaders’ practices in the United Arab Emirates to identify the needed improvement.
4. Develop an appropriate and relevant framework to support school to become an outstanding school.

Leading School Change_AR (FOED662)

This course aims to help practitioner to know his/ her leadership style, in order to develop that style with needed knowledge and skills to become a leader in his/ her working organization. This course will help practitioner to become a leader of change toward excellence and pioneers of his/ her organization based on acquired leadership knowledge and skills.

Credit Hours : 3

Course Learning Outcomes

1. Discuss the seven qualities and virtues of school leadership
2. Describe the characteristics and principles of successful distinguished school leaders;
3. Compare various practices of school leaders that support positive changes.
4. Discuss the process of planning, implementing, and sustaining changes in distinguished school approach.

Managing Student Services (FOED663)

This course is intended to familiarize students with student services. This course focuses on the nature and purpose of student services, its functions, and how they can be effectively managed, coordinated, and integrated as part of the broad educational purposes of the institution. It also examines institutional strategies for organizing, staffing, and funding the extensive array of programs, services, and facilities designed to facilitate the learning and development of students. By actively participating in and successfully completing this course, students will become conversant with some of the literature and best practices associated with effective delivery of student services.

Credit Hours : 3

Course Learning Outcomes

1. Specify the general framework and the various theories to work with students with regards to their individual differences.
2. Analyze the relationship between mentoring students and school mission.
3. Apply advising skills to students in professional and ethical manner.
4. Develop a plan to improve student advising in schools.

Evaluation & Modern Supervision (FOED664)

This course is designed to provide students enrolled in the master understand some of the fundamental aspects of theories and modern supervision practices to enhance teaching and learning. The purpose is to help them construct a broad background knowledge and develop practical skills of supervision to assist in the development of teachers’ professionalism. Practitioners enrolled will examine the technical skills related to modern supervision and practice them under the supervision of the course instructor. The course will also focus on the idea that the evaluation and modern supervision is integral part of the work of distinguished educational leaders, and essential to ensure the quality of teaching and learning process.

Credit Hours : 3

Course Learning Outcomes

1. Explain various theories, approaches, and principles related to educational supervision,
2. Create a personal approach of supervising teachers and educational staff to achieve school goals,
3. Assess the needs of teachers in outstanding schools and assist their professional growth through supervision.
4. Propose and apply a range of approaches and supervision skills to help teachers and educational staff identifies and resolves problems.

Professional Portfolio Development 1_AR (FOED665)

This course focuses on Electronic Portfolio (EP) and final creative project proposal development. This course will assist students in preparing their Electronic Portfolio and final project proposal which may include background study, project goal and objectives, and project development phases. The Electronic Portfolio should be a continuous work which involves synthesizing the preparatory work done in the framework of the previous courses and projects.

Credit Hours : 3

Course Learning Outcomes

1. Analyze various types of Electronic Portfolios.
2. Evaluate various types of Electronic Portfolios.
3. Develop an original high quality research study proposal in the area of innovation in school leadership.

Professional Portfolio Development 2_AR (FOED666)

The purpose of this course is to integrate, synthesize and apply knowledge from earlier relevant courses in the program and to tackle a specific research problem. In this course, students are expected to conduct or execute their research project that has been developed and planned for in FOED 644 and to submit their final draft of the Electronic Portfolio demonstrating competence in their area of specialization through artifacts they submit as evidence in a portfolio, and through classroom and field assessments. Upon completion, the EP must be defended in a special session and evaluated and approved by the EP examination committee members

Credit Hours : 3

Course Learning Outcomes

1. Design Electronic-Professional Portfolio showcasing professional growth and achieved competence in the area of innovation in school leadership.
2. Reflecting upon learning processes and outcomes of the program.
3. Conduct scientifically rigorous and valid research in the area of innovation in school leadership.

Policy studies in Education (FOED701)

The purpose of this course is to develop students' policy analysis knowledge and skills by examining applicable policy, organizational, and leadership theories and by employing cutting edge policy analysis frameworks and methodologies. Although the similar principles and methodologies may apply for the analysis of school level educational issues, the focus of this course is rather on the national level policy issues. Therefore, “educational problem” and “policy issue” terms are interchangeably used in this class. The main course assignment will require students to apply contemporary policy analysis theories, frameworks, and methodologies in the analysis of a select national level policy issues. More specifically, students will adopt appropriate policy theory-ies (e.g., Copper, Fusarelli, & Randal 2004; Gaynor 1998; Hoy & Tarter, 2004) Alexander’s (2013) the 10-step policy analysis process for the analysis of their select national level educational policy issues. Analysis of educational problems and decision making to resolve them are always driven by both normative and affective considerations. While normative domain suggests the rational behaviour for the best choices and outcomes, affective domain of human nature (values, beliefs, feelings, and biases) prevents humans to avoid making rational decisions even this does not have to be the best interest of organizations. By adopting an integrative yet critical perspective, this class connects both domains of social reality in addressing organizational and policy issues in educational settings. In the affective domain, course activities will incorporate the contextual attributes of organizations and their communities; the values, beliefs, and culture of stakeholders; the ethical and moral principles; and inclusion of diverse views will be incorporated with rational and practical views. Similarly, the course activities will adopt scientific policy analysis methodologies. These methodologies require the adoption of established theories and well-formulated empirical data gathering and analysis strategies. In this regard, the class will offer students the opportunities to be exposed to the established theories and formulate and engage in policy analyses projects by employing integrative methodologies. While the awareness and adoption of on the leading theories in carrying out the course activities will guide the incorporation of normative and affective domains of organizational and educational policies, the qualitative and quantitative analytical skills will help for making sense of policy analysis processes in educational contexts.

Credit Hours : 3

Course Learning Outcomes

1. Acknowledge and assume political leadership role and responsibilities as part of larger educational leadership scholarship and practice. (PLO 1)
2. Demonstrate reflective knowledge and skills about influence of external social, legal, and political forces on the functioning of education and larger systems. (PLO 1 & 6)
3. Employ critical and integrative evaluation lenses for the systematic analysis of policy analysis theories. (PLO 3)
4. Critically analyze educational policies and systems, specifically using a framework of equity and social justice. (PLO 3)
5. Demonstrate awareness of major ethical world views that underlie policy formulation and analysis. (PLO 1 & 5)
6. Formulate and implement effective policy analysis designs by linking the normative and affective realities of educational policies. (PLO 5)
7. Employ scientific empirical processes, and procedures for the analysis of educational policy issues. (PLO 6)
8. Develop and adopt new knowledge and innovative solutions for the advancement of educational and political systems. (PLO 5)
9. Promote and communicate innovative policy arguments and perspectives for addressing complex educational policy issues. (PLO 4)

Organizational theory in educational leadership (FOED702)

In this course, we will try to understand the complexity that characterizes organizations from theoretical and practical standpoints. The emphasis will be on how schools as organizations are produced or how they function and on the leadership choices made within organizations. Students will have an opportunity to develop their own views of how school organizations work and to use these views as grounds for their future research.

Credit Hours : 3

Course Learning Outcomes

1. Analyze The Complexity Of Decision-Making And Conflict In Relation To The Values, Norms, Motivations, And Goals Of The Organization,
2. Assess Initiatives Of Organizational Change, Reform, And Restructure In The Uae, And
3. Develop A Personal View That Should Inspire Their Future Work Of How Educational Organizations Should Be Organized.
4. Discuss Basic Concepts Of Organizational Structure And Relate Them To The Structure And Operation Of Contemporary School Organizations,
5. Examine The Influence Of Power Structures And Ideological Orientations On School Cultures, Systems, Programs, And Related Dynamics,
6. Explain Different Leadership And Organizational Theories And Connect Them To The Organizational Structure, Culture, And Behaviors Of Leaders At Uae Schools,

Critical Issues in contemporary Educational Leadership (FOED703)

This course provides candidates with opportunities to use critical theory and postmodern perspectives to identify, review, and analyze major issues, trends and debates that influence the contemporary educational contexts. Candidates will evaluate the advantages and liabilities of these issues from the perspectives of prevailing educational leadership research, and the realities of educational environments.

Credit Hours : 3

Course Learning Outcomes

1. Analyze Major Issues And Trends That Influence The Contemporary Educational Context.
2. Discuss The Use Of The Critical Theory And Postmodern Perspectives In The Educational Context.
3. Examin The Advantage And The Obligations Of The Issues That Influencing The Educational Context From The Perspectives Of Educational Leadership Research.
4. Identify The Advantage And The Obligations Of The Issues That Influencing The Educational Context From The Perspectives Of The Realities Of Educational Environments.

Philosophy of Education (FOED704)

This course is intended to provide candidates with an opportunity to discuss philosophical and ethical dimensions of education. The process of teaching and learning will be discussed based on the theories and philosophies of well known thinkers. In this course, students are required to do some philosophical analyses of the rise and development of educational movements, trends, institutions, and policies in multicultural contexts.

Credit Hours : 3

Course Learning Outcomes

1. Analyze philosophical concepts and theories in education (PLO1)
2. Justify connections of philosophical concepts and theories to school work arrangements and conditions (PLO3)
3. Evaluate recent educational policies or programs using one or more philosophy of education (PLO5)
4. Predict the future of education in the UAE based on a philosophical theory (PLO4)
5. Examine educators’ philosophical viewpoints or lack of using a research project (PLO6).

Comparative and International Education (FOED720)

This course is designed to enable candidates to examine educational issues from a comparative standpoint. The course is framed on the definition that Comparative and International Education is the application of theories and methods of the social sciences to the study of issues related to education locally and internationally. Through this course candidates will be provided with a framework that involves an inquiry into the relationship among educational institutions. Forces and factors that shape the systems of education are to be analyzed. Through analysis and comparison candidates will be equipped with tools for explaining social phenomena related to education.

Credit Hours : 3

Course Learning Outcomes

1. Explain the purposes, basic concepts and methodological characteristics of comparative research in international education
2. Compare the different philosophical and epistemological perspectives and disciplinary fields related to comparative education
3. Evaluate the global, regional, national, local and institutional tensions and issues that influence education
4. Critique educational systems of different nations, including an understanding of education governance, organizational structure, institutional relationships, challenges, differentiation, and integration
5. Appraise educational practices from a comparative and international perspective of education.

Sociology of Education (FOED721)

This course is designed to introduce PhD students to the concepts and theoretical approaches in the sociology of education and how they have changed over time. The aim is to help students develop an awareness of the role of schools in society and how society has impacted schools. Therefore, it will help graduate students improve their understandings of the intertwined and dynamic relationship between the school and society. Contemporary themes such as the purpose of schooling, social and cultural reproduction, and school reform are among the issues which will be discussed using different sociological perspectives. In addition, the methods of studying educational issues from a sociological perspective will be examined.

Credit Hours : 3

Course Learning Outcomes

1. Explain the major concepts and approaches in the relationship between education and society (PLO1).
2. Develop a personal perspective which could guide the student in analyzing different educational issues (PLO1).
3. Analyze a variety of educational issues considering the forces shaping them in the larger social context (PLO3).
4. Develop an understanding of appropriate use of research methods in gaining knowledge about sociology of education issues (PLO3).

Leading School Change (FOED722)

This course focuses on understanding the organizational change as well as emphasizing the nature, characteristics, responsibilities, and contextual factors that enable school leadership and the school community to contribute to the process of desired change.

Credit Hours : 3

Course Learning Outcomes

1. Articulate multiple perspectives about organizational change theory and change models (UAEU #1).
2. Examine the change causes and processes of initiation and implementation (UAEU #3).
3. Explain the reasons behind resistance to change and the ways of reducing resistance in educational organizations (UAEU #3).
4. Investigate school culture and explore how culture theory adds to current understanding of educational organizations, particularly in the area of school change (UAEU #3).
5. Examine the roles of educational leaders in leading school change (UAEU #2).

Leadership & Policy in Adult Education (FOED723)

Colleges and universities are unique institutions. Although they seem to increasingly resemble the complex organizations typically found in business and public administration, their special missions of teaching, research and service put them in a singular category where collegiality and university traditions of academic freedom introduce powerful cross-currents of equality. This course explores the unique nature, processes, and practices of effective collegiate leadership, from the lofty heights of the presidency to the more mundane challenges faced by managers at all levels, be they in academic or administrative units. Effective leadership requires a deep understanding of the history, philosophy, sociology, and law pertaining to governance, administration, and leadership in higher education institutions and systems. The scope of the course covers the “leadership” of organizations toward desired improvement plans and change, “management” of people, and “administration” of resources to achieve the collective vision and mission. As the scope expands well beyond the limits of a one-semester course, the professor will identify timely and important select focus area-s for each year. Students will evaluate and apply best practices and contemporary organizational and leadership theories and models to create and lead effective higher education organizations. Students will comparatively examine the myths and realities of higher education leadership in the field and as presented in the literature, and, conduct their own leadership studies to unveil the complexities of leading higher education organizations.

Credit Hours : 3

Course Learning Outcomes

1. Analyze how higher educational institutions operate as a system within a local and global context (PLO 1)
2. Assess core aspects of institutional management structures and decision-making in higher education (PLO 3).
3. Articulate the nature of collegial leadership and how higher education is differentiated by mission, sector, curriculum, size, and stakeholders. (PLO #4)
4. Evaluate transforming universities in the face of fiscal burdens and market orientations (PLO 3)
5. Plan for effective evaluation of programs and services in higher education institutions (PLO 5)
6. Investigate issues of concern in higher education such as legal issues, diversity, social media, values etc. (PLO 2 and 6).

Ethics of Educational Leadership (FOED724)

Educational leaders are faced with difficult challenges every day. They are accountable to staff, students, parents, and the community. They must constantly ask themselves what they ultimately hope to achieve and what values they hope to promote. Therefore, leading ethically is an important component of contemporary education leadership. This course will review issues and perspectives relating to ethics in educational leadership and draw on the dispositions needed by school leaders who aim to be ethical. Students will be discussing different frameworks for the development of ethical leadership. They will have opportunities to examine their newly developed ethical standpoints and the ethical dimensions of educational leadership in schools and other educational organizations.

Credit Hours : 3

Course Learning Outcomes

1. Analyze issues and perspectives of ethical educational leadership (PLO1)
2. Evaluate personal ethical dispositions and standpoints in relation to educational leadership (PLO5)
3. Assess forces that might facilitate or hinder incorporating ethical leadership into educational organizations (PLO5)
4. Evaluate different frameworks for developing ethical leadership (PLO5).
5. Investigate the extent to which leadership at educational organizations promote ethical behavior (PLO2).

Independent study (FOED733)

The course is designed to allow students to explore a topic of interest under the close supervision of a faculty member. It offers opportunities students for honing research skills. Students participating in an independent study will have individualized opportunities for working towards a scholarly research experience that clearly addresses a specific area of their interest to contribute to the knowledge of their specialization in the field. Students will explore a special topic, chosen by the student and a faculty supervisor, through library research or empirical research techniques (and, in some cases, applied experience). Regular meetings with the instructor will be held to discuss progress, and brainstorm ideas about revision and reorganization. Students will complete a set of agreed upon rigorous activities with the aid of the supervision of the professor who approves students’ projects, directs the independent study, and evaluates students’ products. Activity may include, but is not limited to, designing and conducting a small-scale research project, preparing a potentially publishable paper, or crafting a series of presentations on select and approved research topic. The course may include directed readings, applied work, assisting the faculty member with a research project, carrying out an independent research project, or other activities deemed appropriate by the supervising faculty. Regardless of the nature of the experience, the work must culminate in a formal scholarly paper. The experience in the course should lead to the improved research skills as well as the in-depth knowledge in the topic area of interest. Knowledge and skills gained in this class is expected to prepare students for the dissertation research process.

Credit Hours : 3

Course Learning Outcomes

1. Develop an in-depth understanding on a select topic that is important and timely in the field of educational leadership. (PLO#1 & #5)
2. Synthesize and evaluate relevant literature with a focus on validity and reliability of that research as well as the context and implications Of the research as it correlates with and impacts educational practice. (PLO#2 & #6)
3. Exhibit clear, engaging, and confident oral communication. (PLO#3 & #4)
4. Demonstrate proficient written communication by articulating a clear focus, synthesizing arguments. (PLO#3)
5. Create a potentially publishable journal manuscript. (PLO4)

Comprehensive Examination (FOED800)

Every PhD student must pass a Comprehensive Examination (CE) designed to evaluate the breadth and depth of the student’s knowledge of his or her discipline, as well as the student’s scholarly potential. The CE consists of a written and an oral part and will be prepared, administered, and evaluated by an examination committee from the student’s concerned department. It must be taken before the start of the student’s fifth semester in the program. Students taking the CE must be in good academic standing after completion of the required coursework. The CE may be repeated only once, no later than the end of the student’s fifth semester. A second unsuccessful attempt leads to immediate termination of the student’s enrollment in the PhD program. The CE course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Course Learning Outcomes

1. Present evidence of the depth and breadth of knowledge in their own field.
2. Demonstrate theoretical and applied competencies.
3. Communicate/articulate coherent relevant ideas reflecting understandings/knowledge.

Research Proposal (FOED810)

Student prepares a concise and complete Research Proposal that clearly defines the research problem and objectives, and outlines the research methodology and a plan that the student will follow for the dissertation work. The proposal should be completed under the direction of the student’s supervisor and must be approved by the Advisory Committee. The proposal’s content and format must follow the PhD Research Proposal Preparation Guidelines issued by the College of Graduate Studies. The Research Proposal course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Prerequisites

• FOED800

Course Learning Outcomes

1. Develop/write a research proposal appropriate for a doctoral dissertation that includes a problem statement, research questions and/or hypotheses, significance of the problem, conceptual/theoretical framework, and method.
2. Present evidence of the candidate’s skills/ abilities in reviewing, synthesizing and critiquing literature relevant to the candidate’s dissertation proposed topic.
3. Articulate in a comprehensive style the components and linkages among the parts of a research proposal.
4. Provide evidence of understanding the elements regarding human-subjects research.

Dissertation Research (FOED900)

Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies.

Credit Hours : 30

Course Learning Outcomes

1. Conduct independent research on the field of education.
2. Produce a dissertation of publishable academic quality.
3. Effectively present and defend the research orally.

Dissertation Defense (FOED910)

Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.

Credit Hours : 0

Prerequisites

• FOED900

Course Learning Outcomes

1. Present their dissertation effectively to the academic audience
2. Respond to questions and queries from the committee members and the audience
3. Keep a professional posture and self-confidence.