Doctor of Philosophy in Education with concentration in Leadership Studies

The University Of Tennessee, Knoxville

USA,Tennessee

 0 Shortlist

36 Months

Duration

CAD 32,208/year

Tuition Fee

CAD 60

Application Fee

Aug 2025

Apply Date

USA, Tennessee

Type: University

Location Type: Urban

Founded: 1794

Total Students: 36,304 +

Campus Detail

Main Campus Address

Knoxville, TN 37996, United States

Doctor of Philosophy in Education with concentration in Leadership Studies

Program Overview


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Education Major, PhD, Leadership Studies in Education Concentration
The PhD major in Education with a concentration in Leadership Studies program is directed toward developing practitioner-scholars who understand the power of ideas and who place those ideas in service to improve educational practice. The doctoral program seeks to develop in these scholar-practitioners both the skill and disposition to inquiry, policy analysis, and evaluation. Students admitted into the program are seasoned leaders in their school systems and possess both the intellectual ability to become scholars and the disposition of mind to become exemplary practitioners.

Further, doctoral study is designed to:

  • Accent the heritage of the educational enterprise and its centrality to the strength of a democratic society,
  • Equip students with the dispositions and skills to challenge the status quo and engage in evaluative policy dialogue and scholarship regarding   the role and performance of educational organizations,
  • Link competence and conscience via the study of ethics, and
  • Emphasize the connection between theory and practice.

The Leadership Studies in Education doctorate presents leadership as an artistic endeavor enhanced through self-awareness and validation. The program assists students with opportunities and techniques for enhancing self-understanding in conjunction with acquiring knowledge and skills. The program assumes that 1) leaders lead from their values, and 2) encourages self-exploration and clarification of values as a means for interpreting and responding to learned theory.

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