Twin Cities campus
 
Twin Cities Campus

Educational Policy and Administration Ph.D.

Organizational Leadership, Policy and Development
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Organizational Leadership, Policy, and Development, 330 Wulling Hall, 86 Pleasant Street S.E., Minneapolis, MN 55455 (612-624-1006; fax: 612-624-3377)
Email: olpd@umn.edu
  • Students will no longer be accepted into this program after Summer 2013. Program requirements below are for current students only.
  • This graduate program is now offered through Organizational Leadership, Policy, & Development. See http://www.cehd.umn.edu/olpd for more information.
  • Program Type: Doctorate
  • Requirements for this program are current for Spring 2018
  • Length of program in credits: 76 to 85
  • This program does not require summer semesters for timely completion.
  • Degree: Doctor of Philosophy
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
The Department of Organizational Leadership, Policy, and Development is a leader in advancing knowledge about educational and organizational change in local, national, and international contexts. Its research, teaching, and outreach reflect a commitment to interdisciplinary and intercultural engagement with educators, scholars, and policy makers seeking to enhance leadership, policy, and development around the globe. Students in the M.A. and Ph.D. programs choose from one of five complementary but distinct program tracks: educational administration (EdAd), evaluation studies (ES), higher education (HiEd), comparative and international development education (CIDE), and work and human resource education (WHRE). Undergraduate programs focus on human resource development and business and marketing education. In addition, the department offers a variety of programs for practicing professionals and various licensure programs.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
Other requirements to be completed before admission:
Applicants must have completed appropriate undergraduate and graduate study. In some cases, where previous coursework or degrees are marginally related, otherwise qualified applicants will be asked to complete additional background courses after admission. Applications are encouraged from individuals who may have completed undergraduate and/or master's programs in related areas such as curriculum studies, public affairs, sociology, psychology, economics, political science, international relations, management science, measurement and statistics, and educational psychology. The department offers study opportunities for professionals who are employed full time as well as for those who wish to pursue graduate studies full time.
Special Application Requirements:
Applicants must submit scores from the General Test of the GRE, two letters of recommendation from persons familiar with their scholarship and research potential, a complete set of official transcripts (sent directly from institution[s]), and a current résumé; as well as answer required essay questions via the online application. The GRE is required for all tracks in the doctoral degree programs (Ed.D. and Ph.D.). International students must also submit a TOEFL or IELTS score. All applications for admission are reviewed once per year. Submission of all application materials for all tracks by December 5 is strongly encouraged to ensure priority consideration for assistantships awarded for the next academic year. All new students begin in fall semester unless permission to start earlier is granted by the program coordinator. The application, letters of recommendation, résumé, essays, GRE scores, transcripts (sent directly from the institution[s]), and TOEFL/IELTS score are sent to the Graduate School via the ApplyYourself online application http://www.grad.umn.edu/prospective_students/apply_online.html.
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
22 credits are required in the major.
12 credits are required outside the major.
24 thesis credits are required.
This program may be completed with a minor.
Use of 4xxx courses toward program requirements is permitted under certain conditions with adviser approval.
Credits required by the major vary by program. The Ph.D. is available in four program tracks: educational administration, evaluation studies, higher education, or comparative and international development education. All Ph.D. programs include 22 credits in department core courses (which include 15 credits of research methodology courses), 18 or more credits in program core courses, 12 or more course credits in a supporting program or minor, and 24 thesis credits. The minimum total of course credits varies by track (see Student Handbook on the department website for details). Preliminary written and oral exams are required. Students must complete a dissertation. Within the general framework for Ph.D. requirements, the degree program is developed by the student and his or her adviser and is subject to approval by the department's director of graduate studies and the Graduate School.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may not complete the program with more than one sub-plan.
Comparative and International Development Education
The doctor of philosophy (Ph.D.) degree with a program emphasis in comparative and international development education (CIDE) is offered by the Department of Organizational Leadership, Policy, and Development (OLPD). CIDE uses an interdisciplinary approach to the study of education's role in economic, political, and sociocultural development; international educational exchange; and the internationalization of education. The three specializations within CIDE are comparative and international development education; intercultural/international education; and global youth policy and leadership.
Department Core
22 credits
Professional socialization seminar
Taken fall term of first year.
OLPD 8011 - Doctoral Research Seminar I (1.0 cr)
Research courses
- Quantitative course to be determined by student and adviser (3 cr in or outside of department) - Qualitative course to be determined by student and adviser (3 cr in or outside of department) - 6 credits of additional methods courses to be determined by student and adviser
OLPD 8015 - Inquiry strategies in educational and organizational research (3.0 cr)
Focal area courses
6 credits taken anywhere at the U of M with adviser approval, in one of the following focal areas: - Organizational theory and leadership - Policy and evaluation - International education - Social and cultural foundations - Equity and diversity
Doctoral Seminars in CIDE
Students take 6 credits; 2 credits in each of 3 semesters starting in the spring term of the first year in the program; course numbers are listed as OLPD 8121, section 002; OLPD 8121, section 003; and OLPD 8121, section 004.
Specialization Courses
Students choose two courses, with a minimum of one 8xxx course for specializations with 8xxx courses. Note: Any specialization core course not being used as core class can become an elective.
Comparative and international development education
Take 6 or more credit(s) from the following:
· OLPD 5104 - Strategies for International Development of Education Systems (3.0 cr)
· OLPD 5121 - Educational Reform in International Context (3.0 cr)
· OLPD 8101 - International Education and Development (3.0 cr)
· OLPD 8103 - Comparative Education (3.0 cr)
or Intercultural/international education
Take 6 or more credit(s) from the following:
· OLPD 5048 - Cross-Cultural Perspectives on Leadership (3.0 cr)
· OLPD 5124 - Critical Issues in International Education and Educational Exchange (3.0 cr)
· OLPD 5132 - Intercultural Education and Training: Theory and Application (3.0 cr)
or global youth policy and leadership
Take 6 or more credit(s) from the following:
· OLPD 5141 {Inactive} (3.0 cr)
· OLPD 5142 {Inactive} (3.0 cr)
· OLPD 5381 {Inactive} (3.0 cr)
CIDE Elective Courses
Take exactly 12 credit(s) from the following:
· OLPD 5044 - Introduction to the Economics of Education (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 5095 - Problems: Organizational Leadership, Policy, and Development (1.0-3.0 cr)
· OLPD 5102 {Inactive} (3.0 cr)
· OLPD 5144 {Inactive} (3.0 cr)
· OLPD 5381 {Inactive} (3.0 cr)
· OLPD 8104 - Innovative Systems Thinking in Education and Culture (3.0 cr)
· OLPD 8087 - Seminar in OLPD Advanced Seminar in International Development Education: Care Gender Project OR Professional Seminar in CIDE
OLPD 5080 - Special Topics in OLPD Special Topics: Gender, Education, and International Development (3 cr) OR Special Topics: Human Rights Education (3 cr)
Additional Coursework
12 or more credits from program curriculum.
Educational Administration
The doctor of philosophy (Ph.D.) degree with a program emphasis in educational administration (EdAd) provides an opportunity for intensive study of the field of education. It is especially suitable for students who wish to pursue careers in policy, research, or college and university teaching. It is also available to students who are interested in careers in school, district, and statewide administration, though it is more theory and research-oriented than the doctorate of education (Ed.D.) degree which is also offered by OLPD. Educational administration offers coursework and research opportunities for those interested in making a difference in educational systems and settings that involve PreK-12 children and youth. The program is committed to supporting the development of leaders and scholars who work to continuously improve educational quality and effectiveness so that young people graduate from secondary education well prepared to continue their learning and to contribute to their communities. The program promotes understanding of schools as organizations and emphasizes application of knowledge and research to varied contexts of educational practice.
Department Core
22 credits
Professional socialization seminar
Taken fall term of first year.
OLPD 8011 - Doctoral Research Seminar I (1.0 cr)
Research courses
15 credit minimum. In consultation with adviser choose: - 3 credit quatitative course (in or outside of department) - 3 credit qualitative course (in or outside of department) - 6 credits of additional methods courses
OLPD 8015 - Inquiry strategies in educational and organizational research (3.0 cr)
Focal area courses
With adviser approval, take 6 credits in one of the following focal areas: - Organizational theory and leadership - Policy and evaluation - International education - Social and cultural foundations - Equity and diversity
Program Core: Educational Administration
18 credits
OLPD 5001 - Formal Organizations in Education (3.0 cr)
OLPD 5346 - Politics of Education (3.0 cr)
OLPD 8020 - Leadership: From Theory to Reflective Practice (3.0 cr)
OLPD 8302 - Educational Policy Perspectives (3.0 cr)
6 or more credits of electives selected with approval of adviser.
Additional Coursework
12 or more credits from program curriculum.
Evaluation Studies
The doctor of philosophy (Ph.D.) degree with a program emphasis in evaluation studies (ES) provides an opportunity for intensive study of the techniques and process of evaluation and policy research and of the social and political context within which program evaluation occurs. Graduates leave with a portfolio filled with evidence of their expertise with the tools of the evaluation trade--qualitative and quantitative inquiry methods, communication skills, and computer database analysis experience. Evaluation knowledge and skills are gleaned not only from time in the classroom but also from internships and collaboration with evaluation professionals in real-world settings. Evaluation studies students have access to some of the best evaluators in the field.
Department Core
22 credits
Professional socialization seminar
Taken fall term of first year
OLPD 8011 - Doctoral Research Seminar I (1.0 cr)
Research courses
15 credit minimum. In consultation with adviser choose: - 3 credit quantitative course (in or outside of department) - 3 credit qualitative course (in or outside of department) - 6 credits of additional methods courses
OLPD 8015 - Inquiry strategies in educational and organizational research (3.0 cr)
Focal area courses
With adviser approval, take 6 credits in one of the following focal areas: - Organizational theory and leadership - Policy and evaluation - International education - Social and cultural foundations - Equity and diversity
Program Core: Evaluation Studies
20 credits. Take OLPD 8596 - Evaluation Internship twice, in two different semesters.
OLPD 5501 - Principles and Methods of Evaluation (3.0 cr)
OLPD 5521 - Cost and Economic Analysis in Educational Evaluation (3.0 cr)
OLPD 5524 - Evaluation Colloquium (1.0 cr)
OLPD 8502 - Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives (3.0 cr)
OLPD 8595 - Evaluation Problems (1.0-6.0 cr)
OLPD 8596 - Evaluation Internship (1.0-9.0 cr)
Additional Coursework
12 or more credits from program curriculum.
Higher Education
The doctor of philosophy (Ph.D.) degree with a program emphasis in higher education (HIED) provides an opportunity for intensive study of the policies and organizational issues in higher education institutions and systems. HIED focuses on the experiences, practices, and decisions of those involved in postsecondary education, as well as on the sociopolitical contexts in which higher education exists. Areas of specialization include administration and organization, policy, college students, external relations, equity-oriented change, and research integrity.
Department Core
22 credits
Professional socialization seminar
Taken fall term of first year.
OLPD 8011 - Doctoral Research Seminar I (1.0 cr)
Research courses
15 credit minimum. In consultation with adviser choose: - 3 credit quantitative course (in or outside of department) - 3 credit qualitative course (in or outside of department) - 6 credits of additional methods courses
OLPD 8015 - Inquiry strategies in educational and organizational research (3.0 cr)
Focal area courses
With adviser approval, take 6 credits in one of the following focal areas: - Organizational theory and leadership - Policy and evaluation - International education - Social and cultural foundations - Equity and diversity
Program Core: Higher Education
21 credits.
OLPD 5701 - U.S. Higher Education (3.0 cr)
OLPD 5704 - College Students Today (3.0 cr)
OLPD 8702 - Administration and Leadership in Higher Education (3.0 cr)
OLPD 8703 - Public Policy in Higher Education (3.0 cr)
With approval of adviser, choose 9 credits focused on Higher Education.
Additional Coursework
12 or more credits from program curriculum.
 
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OLPD 8011 - Doctoral Research Seminar I
Credits: 1.0 [max 1.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Summer
Introduction/planning for individual program development, preliminary examinations, and dissertation prospectus. Modes of inquiry used in current research in education, databases relating to education, recent writings on literature synthesis, key contributions to education literature. prereq: EdPA or WHRE doctoral student
OLPD 8015 - Inquiry strategies in educational and organizational research
Credits: 3.0 [max 3.0]
Prerequisites: [8011 or EDPA 8011], OLPD PhD student
Grading Basis: A-F only
Typically offered: Every Fall
Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student
OLPD 5104 - Strategies for International Development of Education Systems
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Strategies for improving quality/efficiency of schooling in developing countries. Introduction to current research on what policy/programmatic interventions have proven most successful in increasing access, raising quality, and improving efficiency of education in developing countries. prereq: Grad student
OLPD 5121 - Educational Reform in International Context
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Critical policy analysis of educational innovation and reform in selected countries. Use theoretical perspectives and a variety of policy analysis approaches to examine actual educational reforms and their implementation.
OLPD 8101 - International Education and Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
History of international development in post-World War II era. Theories of how education affects economic, political, social development. Case studies of contemporary international development/education issues. prereq: Doctoral student or instr consent
OLPD 8103 - Comparative Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Doctoral-level course. History, methodologies, and major debates in the field of comparative education. Major research paper or extensive literature review.
OLPD 5048 - Cross-Cultural Perspectives on Leadership
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Summer
Introduction to cultural variables of leadership that influence functioning of cross-cultural groups. Lectures, case studies, discussion, problem-solving, simulations. Intensive workshop.
OLPD 5124 - Critical Issues in International Education and Educational Exchange
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Analysis of comprehensive policy-oriented frameworks for international education; practices of U.S. and other universities; conceptual development of international education and its practical application to programs, to employment choices, and to pedagogy.
OLPD 5132 - Intercultural Education and Training: Theory and Application
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Examination of intercultural education; formal and nonformal education programs intended to teach about cultural diversity, promote intercultural communication and interaction skills, and teach students from diverse background more effectively.
OLPD 5044 - Introduction to the Economics of Education
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall & Spring
Costs and economic benefits of education, with a focus on K-12; educational markets, prices, and production relationships; investment and cost-benefit analysis.
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Qualitative case study research methods and their applications to educational policy and practice. Emphasis on designing studies that employ open-ended interviewing as primary data collection technique.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Practice in aspects of field methodology below the level of full field study; detailed reading; analysis of studies in anthropology and education for methodological content.
OLPD 5095 - Problems: Organizational Leadership, Policy, and Development
Credits: 1.0 -3.0 [max 24.0]
Typically offered: Periodic Fall, Spring & Summer
Course or independent study on specific topic within department program emphasis.
OLPD 8104 - Innovative Systems Thinking in Education and Culture
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Critical aspects of historical/contemporary systems philosophy, thinking, and analysis. Development of concepts/skills applicable to understanding multiple dimensions of educational systems in diverse contexts. Implications for leadership and fostering organizational and systemic change.
OLPD 8011 - Doctoral Research Seminar I
Credits: 1.0 [max 1.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Summer
Introduction/planning for individual program development, preliminary examinations, and dissertation prospectus. Modes of inquiry used in current research in education, databases relating to education, recent writings on literature synthesis, key contributions to education literature. prereq: EdPA or WHRE doctoral student
OLPD 8015 - Inquiry strategies in educational and organizational research
Credits: 3.0 [max 3.0]
Prerequisites: [8011 or EDPA 8011], OLPD PhD student
Grading Basis: A-F only
Typically offered: Every Fall
Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student
OLPD 5001 - Formal Organizations in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall, Spring & Summer
Classical/current theories of organizations. Applications to education and related fields.
OLPD 5346 - Politics of Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Political dimensions of policy formulation/implementation in education. Use of power/influence in shaping educational policies and in resolving conflicts over educational issues. Analysis of consequences/cross-impacts. prereq: postbac, MEd, or grad student
OLPD 8020 - Leadership: From Theory to Reflective Practice
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
Leadership theory. Emphasizes seminal scholars' work from related social science disciplines. Implications of theory for practice of leadership. Knowledge, behaviors, values, and skills needed in educational and other public settings.
OLPD 8302 - Educational Policy Perspectives
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Public policy issues in education. Historical, international, political, research perspectives. Current policy strategies for reforming U.S. public schools.
OLPD 8011 - Doctoral Research Seminar I
Credits: 1.0 [max 1.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Summer
Introduction/planning for individual program development, preliminary examinations, and dissertation prospectus. Modes of inquiry used in current research in education, databases relating to education, recent writings on literature synthesis, key contributions to education literature. prereq: EdPA or WHRE doctoral student
OLPD 8015 - Inquiry strategies in educational and organizational research
Credits: 3.0 [max 3.0]
Prerequisites: [8011 or EDPA 8011], OLPD PhD student
Grading Basis: A-F only
Typically offered: Every Fall
Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student
OLPD 5501 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: EdPA 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.
OLPD 5521 - Cost and Economic Analysis in Educational Evaluation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Use and application of cost-effectiveness, cost-benefit, cost-utility, and cost-feasibility in evaluation of educational problems and programs.
OLPD 5524 - Evaluation Colloquium
Credits: 1.0 [max 24.0]
Course Equivalencies: 01052 - EdPA 5524/EPsy 5246
Grading Basis: S-N or Aud
Typically offered: Every Fall & Spring
Informal seminar of faculty/students. Issues/problems of program evaluation. prereq: [5501 or EDPA], [5501 or EPSY 5243]
OLPD 8502 - Program Evaluation Theory and Models: Qualitative and Quantitative Alternatives
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Concepts, approaches, models, and theoretical frameworks for program evaluation that have developed since the 1960s. prereq: 5501 or EDPA 5501 or EPSY 5243
OLPD 8595 - Evaluation Problems
Credits: 1.0 -6.0 [max 24.0]
Course Equivalencies: EdPA 8595/EPsy 8295
Typically offered: Every Fall, Spring & Summer
Independent study of an issue in theory or practice of program evaluation. prereq: [5501 or EDPA 5501 or EPSY 5243], instr consent
OLPD 8596 - Evaluation Internship
Credits: 1.0 -9.0 [max 24.0]
Typically offered: Every Fall, Spring & Summer
Hands-on experience in conducting program evaluation in real-world setting under supervision of evaluation professional. prereq: [5501 or EDPA 5501 or EPSY 5243], instr consent
OLPD 8011 - Doctoral Research Seminar I
Credits: 1.0 [max 1.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Summer
Introduction/planning for individual program development, preliminary examinations, and dissertation prospectus. Modes of inquiry used in current research in education, databases relating to education, recent writings on literature synthesis, key contributions to education literature. prereq: EdPA or WHRE doctoral student
OLPD 8015 - Inquiry strategies in educational and organizational research
Credits: 3.0 [max 3.0]
Prerequisites: [8011 or EDPA 8011], OLPD PhD student
Grading Basis: A-F only
Typically offered: Every Fall
Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student
OLPD 5701 - U.S. Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Summer
U.S. higher/postsecondary education in historical/contemporary perspective. Emphasizes structure, history, and purposes of system as a whole.
OLPD 5704 - College Students Today
Credits: 3.0 [max 3.0]
Course Equivalencies: EDPA 5704/EPSY 5451
Typically offered: Every Spring & Summer
Issues involving population of students in colleges/universities. College student development theory, students' expectations/interests. How college affects student outcomes. Role of curricular/extracurricular activities. Student-faculty interaction.
OLPD 8702 - Administration and Leadership in Higher Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall, Spring & Summer
Leadership, governance, and administration in higher education through theoretical perspectives and practical analysis. Planning, change, decision making, organizational culture, budgets, conflict. prereq: [5001 or EDPA 5001], [5701 or EDPA 5701]
OLPD 8703 - Public Policy in Higher Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Theories, analytic methods, and critical issues in postsecondary education policy at national/state levels. Equality of educational opportunity, affirmative action, system governance/coordination, research funding, student financial aid, public accountability. prereq: [5001 or EDPA 5001], [5701 or EDPA 5701]