Why Choose Marywood's Ph.D. Program?
Our Ph.D. program prepares students to address the most complex challenges of the modern era and provide leadership in any professional setting, but a doctoral degree from Marywood is particularly useful in the areas of:
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Institutions of higher education
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Secondary institutions of education
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City, county, state, and federal government
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Global governance
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Nonprofit organizations
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Non-governmental organizations (NGOs)
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Secondary and higher education institutions
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Police departments and federal law enforcement agencies
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Relief agencies (local, county, and national levels)
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Emergency response agencies (local, county, and national levels)
Admissions Requirements
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Completed Application: http://www.marywood.edu/admissions/applying/
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Official transcripts from all previously attended institutions
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Official transcripts from all previously attended institutions
The program is only 60 credit hours and consists o f 15 courses, 2 seminars, and 9 dissertation credits . Up to 12 eligible master-level credits are considered for transfer.
For students interested in the ABD pathway, a doctoral degree/program from a regionally accredited college or university is required to be considered .
Credit Transfer Policy
The Ph.D. program in Strategic Leadership and Administrative Studies (SLAS) accepts the transfer of qualified master-level credits to the program as electives. The following conditions must apply:
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Up to 12 graduate credits (4 eligible courses) from an accredited institution can be transferred to the program.
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A student must be enrolled in the program before applying for credit transfer and all credit transfer applications must be approved by the Program Director.
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Transferred credits must be related to the program's field of study. Practicum, field-studies, internships, and clinical courses are not considered.
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Grade of any transferred course must be B or higher.
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All approved transferred credits will be accepted as electives.
Facilities & Technology
Even though the program is online, for those that would like to connect in person, faculty is on campus for your needs. You also have access to all the services and campus amenities, so we hope to see you around campus!
McGowan Center for Graduate and Professional Studies
The McGowan Center for Graduate and Professional Studies, located at the corner of University and North Washington Avenues, contains classrooms and related clinical and professional spaces for Communication Sciences and Disorders, Psychology and Counseling, and Education students. The Center for Well-Being and Market Marywood are also located in the building.
The McGowan Center is home to the School of Education and the Department of Psychology and Counseling. The Center for Well-Being, formerly the Counseling/Student Development Center, is also located here and provides resources and services that support the overall well-being and success of the Marywood community.
The building features modern classrooms, computer labs, and controlled laboratory settings for the Psychology and Communication Sciences and Disorders programs. Students in the School of Education may utilize the Curriculum Lab, which houses hundreds of school textbooks, teacher manuals, and other teaching materials to support their academic and professional preparation.
Market Marywood is a convenience store located on the first floor of the McGowan Center. It features a variety of favorite beverages, snacks, Ben & Jerry’s ice cream, on-the-go sandwiches, fruit, salads, and other convenient options.
McGowan Center Classrooms
The McGowan Center for Graduate and Professional Studies, located on the corner of University and North Washington Avenues, contains classrooms and related clinical/professional space for Communication Sciences and Disorders, Psychology and Counseling, and Education students.
The Communication Sciences and Disorders program has many facilities and features a Speech-Language-Hearing Clinic, where students have the opportunity to work with individuals with speech, language, and hearing difficulties. The clinic is equipped with video monitors and a complete audiological evaluation facility.
The Psychology and Counseling program features distinctive teaching and research facilities to support counseling and psychology students.
The School of Education maintains a curriculum lab of texts, manipulative materials, and software designed for K-12 programs. For those interested in working with infants, toddlers, and preschool-age children, there are ample opportunities to observe and teach right on campus.
Learning Commons
The Learning Commons changes minds about what a library is, how it works, and what it's supposed to do. By seamlessly navigating the ever-changing learning landscape, The Learning Commons in effect removes previous barriers to knowledge creation. Since it is far more than a repository for information, the facility instantly became a place where people collaborate and create knowledge, using the latest technology and the energy that is borne of intellectual exchange and inspirational spaces.
Learning Commons Classrooms
Classrooms are on the second and third floors of the Learning Commons. These learning spaces are open and collaborative.
Scholarships
Fulbright Program
Sponsored by the United States Department of State, Bureau of Educational and Cultural Affairs , the Fulbright Program provides funding for students, scholars, teachers, and professionals to undertake graduate study, advanced research, university teaching, and teaching in elementary and secondary schools. The flagship international educational program sponsored by the U.S. Government, the Fulbright Program is designed to increase mutual understanding between the peoples of the United States and the people other countries.
Faculty
Dr. Alexander R Dawoody
Department Chair | Department Chair | Professor
Dr. Alan M Levine
Professor Emeritus | Lecturer | Lecturer
Dr. Philip W Jenkins
Associate Professor
Dr. Amy Paciej-Woodruff
Associate Professor
Stanley J Kania
Lecturer | Lecturer | Lecturer
Dr. Yerodin Lucas
Assistant Professor
Courses & Curriculum (48 total credits)
Track #1: Superintendent Letter of Eligibility
This track is for anyone post-masters returning to the School of Education at Marywood holding a PK-12 Principal, Special Education Supervisor, or C & I Supervisor certificate, who would like to transition to district leadership.
Certification Courses (15 Credits): Students are required to complete the following five (5) EDUC courses:
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Course Number
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Course Title |
Total credit hours
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EDUC 604
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School, Community, Public Relations |
3
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EDUC 605 |
Communication Theory and Organizational Dynamics |
3
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EDUC 606 |
Labor and Negotiations |
3
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EDUC 607 |
Business and Facilities Management |
3
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EDUC 618 |
School Leadership & Special Education |
3
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SLAS Coursework (6 Credits): Students choose two (2) of the following SLAS courses:
Research Courses (18 credits)
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SLAS 6008
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Qualitative Research Design
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3
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SLAS 6009
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Quantitative Research Design
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3
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SLAS 6010
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Advanced Quantitative Research
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3
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SLAS 6011
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Statistical Analysis
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3
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SLAS 6012
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Pre-Dissertation Seminar
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3
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SLAS 6013
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Qualifying Seminar
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3
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Electives (12 credits)
Waived through Advanced placement
Dissertation (minimum 9 credit hours)
All students are required to write and successfully defend a dissertation in order to graduate. Pre-requisites: The successful completion of all coursework.
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SLAS 7000
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Doctoral Dissertation
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1
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Total Required Credits for the Program
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Requirement
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Required Credit
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7 Foundation Courses
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21 Credits
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6 Research Courses
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18 Credits
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4 Elective Courses
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12 Credits
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Dissertation
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9 Credits (minimum)
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Total
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60 Credits
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Semester
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Course
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Fall
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SLAS 6001: Administrative and Leadership Theories
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SLAS 6003: Policy Analysis and Organizational Dynamics
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SLAS 6004: Program Assessment and Evaluation
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SLAS 6007: Equity and Diversity
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SLAS 6006: Administrative Law
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SLAS 6009: Quantitative Research Design
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SLAS 6010: Advanced Quantitative Research
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SLAS 6012: Pre-Dissertation Seminar
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SLAS 6013: Qualifying Seminar
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SLAS 7000: Doctoral Dissertation
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Spring
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SLAS 6002: Ethical Leadership
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SLAS 6005: Organizational Budget and Finance
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SLAS 6008: Qualitative Research Design
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SLAS 6010: Advanced Quantitative Research
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SLAS 6011: Statistical Analysis
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SLAS 6012: Pre-Dissertation Seminar
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SLAS 7000: Doctoral Dissertation
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The Qualifying Process
The Qualifying Experience required by the PhD Program in Strategic Leadership and Administrative Studies is based on the same concept adapted by many doctoral programs at other universities. It is intended to measure the students' competency and mastery of concepts in their field of studies and applied as a prerequisite for starting the doctoral candidacy and dissertation process. In order to qualify for the doctoral candidacy and participating in the dissertation process students must engage and successfully complete the Qualifying Experience after fulfilling all required courses. To do so, students must register for SLAS 6013: Qualifying Seminar which is offered each fall semester, and successfully complete the course.
Students are NOT permitted to enter the candidacy phase of writing their dissertation until they have successfully passed the Qualifying Seminar. Also, a student cannot simultaneously take a dissertation credit while engaged in the Qualifying Seminar. Only upon the successful completion of the Qualifying Process when a student candidate is permitted to enter the Dissertation Phase and start registering for dissertation credits.
The Qualifying Seminar requires the student to write a quality paper equivalent to manuscripts submitted to reputable peer-review journals. A student to choose the topic of the qualifying paper autonomously and write the entire paper as an independent study. The qualifying paper must have a clearly stated thesis statement and conduct a thorough literature review by presenting a detailed background of the issue and explaining its scopes and dimensions from three distinct perspectives as well as an ethical implication. A final set of policy and procedural recommendations is required as a conclusion of the paper.
APA style in referencing and a bibliography of at least 30 sources must be properly cited. Paper organization, formatting and writing style must be of high quality suitable for advanced graduate studies and peer-review journal submission criteria. Accordingly, and after successfully passing the Qualifying Experience students must submit their completed Qualifying Papers to the program's flagship scholarly peer-review journal, The Journal of Applied Professional Studies (JAPS) and follow the submission guidelines of the journal. All Qualifying Papers that had passed the review process are eligible for publication at the journal.
Qualifying Papers Submission Process
On October 15th of the semester students must submit their completed qualifying papers to the Program Director without referencing paper authorship. The Program Director will then assign a panel of three faculty selected from the PhD Program's Qualifying Standing Committee in order to review the submitted qualifying papers based on the process applied by leading peer-review journals in the field of organizational leadership and administrative studies.
Qualifying Papers Evaluation Process
On October 31st the reviewers will submit the results of their evaluation of the qualifying papers to the Program Director based on one of three criteria: Accept, Revise and Resubmit, and Reject, along with their comments. The Program Director will then communicate the reviewers' evaluation to the student.
If the qualifying paper is Accepted by at least two reviewers within the panel then the student will pass the Qualifying Experience and be eligible as a PhD Candidate to form a dissertation committee during the following spring semester and start the dissertation process.
If the qualifying paper is Rejected at least by two reviewers within the panel then the student must repeat the SLAS 6013. Students can repeat SLAS 6013 only once. If a student fails, the qualifying experience during the repeated course then he/she will be dismissed from the program.
If two of the reviewers within the panel recommended the qualifying paper to be Revised and Resubmitted, then the student must do so no later than November 15th . The second review of the revised qualifying paper will then to conclude no later than December 3rd .
If the revised qualifying paper has passed the second review then the student can move forward as a PhD Candidate, form the dissertation committee during the following spring semester and start the dissertation process. If the revised qualifying paper failed the second review, then the student must retake the SLAS 6013. Again, if the student failed during the repeated course then he/she will be dismissed from the program.
In the case of one reviewer in the panel is recommending an acceptance of a qualifying paper, the second reviewer is recommending a revision/re-submission of the qualifying paper and the third reviewer is recommending a rejection of the qualifying paper, then the student must revise and resubmit the qualifying paper and follow the process outlined above.
Qualifying Experience Important Dates
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Date
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Topic
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October 15
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Submit the completed Qualifying Paper to the Program Director
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October 31
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Results of the Qualifying Papers' reviews
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November 15
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Submit the revised Qualifying Paper to the Program Director
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December 3
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Results of the revised Qualifying Papers' reviews
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December 5
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Submit the completed Qualifying Paper to a peer-review journal. Provide submission documents to the Program Director.
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Doctoral Candidacy
Students are admitted to candidacy following the successful completion of the Qualifying Seminar and may use either the terms "doctoral candidate" or "ABD" after their name in professional settings. Only upon successful defense of a student's dissertation can the term "Ph.D." be used.
Doctoral Candidacy
Students are admitted to candidacy following successful completion of the Qualifying Seminar and may use either the terms "doctoral candidate" or "ABD" after their name in professional settings. Only upon successful defense of a student's dissertation can the term "Ph.D." be used.
The Dissertation Procedures
Mandatory Training in Human Subjects Protection
All student researchers must complete the online Collaborative Institutional Training Initiative (CITI) that includes two course modules: Social and Behavioral Responsible Conduct of Research and Social Behavioral Research Researcher. Further information and a link to the training site are available on the University’s IRB webpage: http://cwis.marywood.edu/irb/ .
Institutional Review Board
All dissertation proposals must be reviewed by the University’s Institutional Review Board. Necessary forms are available on the University’s IRB website: http://cwis.marywood.edu/irb/ .
A student may submit their dissertation proposal to the IRB once their committee has approved the proposal and a proposal can be submitted to the IRB at any time during the calendar year.
Student and Faculty Roles and Responsibilities in Research
Responsibility for the selection, development, implementation, and analysis of the dissertation research belongs to the student. A student may decide, with the written approval of their Dissertation committee, to consult with an outside statistician to assist in the analysis of research data. It is expected, however, that the student be able to respond effectively to committee questions during the dissertation defense about the interpretation and understanding of the research data.
Dissertation Committee Chairperson
It is the responsibility of the faculty Dissertation chair to guide the student as needed in the research endeavor, in consultation with the dissertation committee members, during the proposal meeting and thereafter until a successful defense is achieved.
Students are encouraged to find a faculty Dissertation Chair while registered in SLAS 6012 (Pre-Dissertation Seminar). A Dissertation Chair must be a full-time Marywood University faculty member with a terminal degree.
A student who is an employee of Marywood University may not have their immediate supervisor serve as the chair of their Dissertation committee.
The Chair's primary responsibility is to guide the candidate through the dissertation process. Specific responsibilities include the following:
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Helping the candidate with the selection of other committee members.
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Determine when meetings of the Committee should be held.
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Direct the defense of the candidate's research proposal for feedback and approval.
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Determine when each section of the candidate's work is ready to be reviewed by all committee members.
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Assess the progress of the candidate at the close of each semester by assigning a letter grade of satisfactory or unsatisfactory progress, in accordance with the University's academic calendar due date for final grades.
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Determine when a pre-defense meeting of the Committee and candidate will be held.
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Determine with the other committee members when the candidate's dissertation is ready to be defended.
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Direct the defense of the dissertation.
Dissertation Committee
A Dissertation Committee is composed of the Dissertation Committee Chair and two other full-time Marywood University faculty members, or one university faculty member and an outside expert. Committee members are to be invited based on consultation with the dissertation chair.
A committee member must hold a terminal degree (Ph.D. or equivalent) and can hold an academic or professional appointment. When an outside expert is invited to be a committee member, then the curriculum vitae of the outside expert must first be submitted to the Dissertation Committee Chair for approval. Outside members who are appointed to the committee are not compensated for their service and serve on the committee voluntarily.
Retired or former Marywood faculty may continue to serve on the committee either as a member or as chair, if approved by the Dissertation Committee Chair. The committee members' primary responsibility is to ensure that a scholarly product is the result of the dissertation process. Other responsibilities include, but are not limited to the following:
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Evaluate the candidate's research proposal.
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Provide written and/or oral feedback on various drafts of the candidate's dissertation chapters.
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Attend all meetings of the full dissertation committee.
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Attend the candidate's dissertation defense.
Prior to registering for dissertation credits, the Dissertation Committee Appointment Form must be completed and submitted to the Ph.D. Program Director.
Dissertation Credits
Students are not eligible to register for dissertation credits until the Qualifying Seminar and all required coursework (including SLAS 6012: Pre-Dissertation Seminar) have been successfully completed. The student must also have a signed " Dissertation Committee Appointment Form " on file with the Ph.D. Program Office.
Students are required to complete a minimum of 9 credits of doctoral dissertation. The typical registration is for credits in each of two adjacent academic semesters. However, the number of credits taken in each semester is flexible. Students are cautioned against registering for credits without completing the requisite level of work on the project to warrant a “Satisfactory” grade. Initial consultation with the Dissertation Committee Chair should include clarification of the expectations of progress on the project necessary to obtain a satisfactory grade. If the dissertation has not yet been defended after satisfactory completion of 9 dissertation credits, then a continuous registration of 1 dissertation credit per academic semester is required until successful defense.
Registration for Dissertation Credits
Registration for dissertation credits cannot occur until the student has secured a Marywood Faculty Dissertation Chair and committee along with the completed Dissertation Committee Appointment Form has been signed by all three committee members and is submitted to the Ph.D. Program Director. This process should be done in advance of the required registration during the semester preceding the start of the dissertation, typically during the Pre-Dissertation Seminar (SLAS 6012). When approaching a potential Dissertation chairperson, students should have a clear idea of their desired research topic. Faculty with similar interests should be contacted first. Students may consult with their course instructors and/or Program Director for assistance in seeking a dissertation mentor and committee membership.
Dissertation Committee Meetings during Data Collection
The use of a single survey as the sole measure of data outcomes is not acceptable. If a survey is being used to collect data, then some other objective measure to correlate with the survey is required. Another objective measure will further validate the survey data collection. During the period of data collection, the student should meet with their full dissertation committee as frequently as needed, however the student must meet their committee at least once between the time of the research proposal was accepted and the dissertation defense.
Dissertation Format
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APA Style as described in the most current Publication Manual of the American Psychological Association is to be followed.
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The Copyright Act of 1976 provides for statutory copyright protection for any work fixed in a tangible medium. Following the Dissertation title page, the following copyright notice should be affixed on a separate page: "© year - Author’s Name All rights reserved."
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The left margin must be 1 1/2", the right, bottom and top margins must be 1". These margins must be respected for graphs, charts, illustrations, etc. Use font size 10-12 using the same style of font or typeface throughout.
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Front matter may include acknowledgements, list of illustrations or tables, glossary of terms.
Dissertation Defense
Once the Dissertation Committee Chair has approved the final draft of the dissertation, a defense date and time is set by the student in consultation with all committee members, and then inform the Program Director.
Students are advised to be alert to the defense date deadlines within an academic session. Six (6) weeks prior to the defense date, students are to email the Program Director with their intent to defend.
The student is to provide an electronic format of their dissertation 3 weeks prior to the scheduled defense to the Program Director and committee members.
The Candidate and Dissertation Committee to select two Readers at least three weeks prior to the scheduled dissertation defense date. Readers are to ask questions and present their feedback to the Dissertation Committee. A Reader must hold a terminal degree from an accredited university and to be selected either from the faculty pool at Marywood University or from outside of the university.
The dissertation defense to be conducted via Zoom or Google Meeting and the defense should be no longer than 90 minutes (including questions and answers).
A majority vote of the Dissertation Committee members and at least one Reader is required to pass the defense. It is not unusual for students to be passed with the provision that the research mentor supervises the corrections or additions to the final draft of the dissertation.
The student is required to bring a minimum of two (2) copies of the Dissertation Title Page to the defense.
Final Dissertation Submission
The student has two (2) weeks to provide the Ph.D. Program Director with an electronic Word copy of the final dissertation. A student who does not complete this process in a timely manner will not be eligible for graduation. Students may also elect to order several bound dissertation copies by notifying the library. Bound copies are to be printed on acid free paper (ultimate white wove 24 lb. writing, 8.5 x 11 L 12M watermarked) and are at the cost of the student. The cost to bind each dissertation copy is approximately $20.20 and the check must be made payable to Marywood University.
Conference Presentation and Publication of Student Research
Students are strongly encouraged to present their research to regional, national, or international professional audiences. Research mentors typically are also willing to assist in the development of the student’s dissertation into a manuscript for publication. In these cases, the student is to have first authorship. If after two years the doctoral student does not publish his/her data, then the Dissertation Committee Chair gains ownership of the data and may publish the results as first author. Students can also publish their defended dissertations at the program’s flagship peer-review journal, The Journal of Applied Professional Studies (JAPS).
ABD Pathway
Students who have achieved all but their Dissertation (ABD), can find in the Ph.D. Program in Strategic Leadership and Administrative Studies at Marywood University offers a path for completing their doctoral program without retaking or repeating the courses that they have already taken either at Marywood University or any other accredited university, and regardless of when they have taken these courses. With all the time, money, and efforts students have dedicated to completing these courses, they can take just one last step with us and get their well-deserved doctoral degree.
Marywood University offers a fully online program with 9 credits and 9 online dissertation credits (a total of 18 credits). This pathway is specifically designed for career professionals who are seeking to complete their doctoral studies and earn their Ph.D. without taking time off from their careers.
In as little as two years of study, an ABD student can add a “Ph.D.” to her/his list of professional accomplishments.
Program of Study
SLAS 6002: Ethical Leadership (3 credits)
SLAS 6012: Pre-Dissertation Seminar (3 credits)
SLAS 6013: Qualifying Seminar (3 credits)
SLAS 7000: Dissertation (minimum of 9 credits)
Program Learning Outcomes
Program Goals
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Developing a cross-disciplinary understanding of the administrative and leadership roles that reflect the complexity of today’s business, education, health care, nonprofit, and social services organizations.
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Examining the ethical issues related to administrative and leadership roles.
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Engaging in interdisciplinary scientific inquiry and research to address the complex problems of today’s organizations.
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Advancing knowledge of ethical administrative and leadership practice.
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Demonstrating competence as a leader and the desire to provoke social change.
Learning Objectives
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Students will be able to select research topics and craft problem statements to write publishable-quality research papers based on answering related research questions, empirical data presentations and analysis and integrated review of the current literature, along with sound policy/ programing recommendations communicable to diverse audiences. This includes successfully writing sole-authored Qualifying Papers that examine emerging issues in administration and leadership and passing blind reviews by a panel of 3 faculty.
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Students will be able to evaluate programs using virtual learning models occurring in public, non-profit, and private organizations.
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Students will be able to discern distinctive characteristics in leadership and administrative studies through an in-depth engagement in evidence-based research.
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Students will be able to recognize changes and innovation in organizational settings through the lens of dynamic ethical leadership, diversity, equity, and applied administrative theories.
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Students will be able to complete a workshop/seminar in dissertation writing to help them write and successfully defend their dissertations.
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Students will be able to submit their research to peer-review journals for publication.
