Nov 24, 2024  
2022-2023 Academic Bulletin 
    
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HELP
2022-2023 Academic Bulletin [ARCHIVED CATALOG]

Leadership EdS

The Leadership program represents a new concept in graduate education. It is offered by the School of Education (College of Education & Internationaal Services) as an international and interdisciplinary collaborative graduate program. It is designed to meet the needs of mid-career leaders and to provide an innovative and highly flexible program allowing self-motivated learners the opportunity to pursue an EdS, EdD or PhD degree in the context of a learning community, without requiring a move of their families or a break in their careers. All work has to be completed within 7 years. The program:

  • Is established on the idea of developing expertise and demonstrating competency in several key areas.

  • Gives each participant the opportunity to design and carry out a Leadership and Learning Plan (LLP) in order to fulfill competency requirements.

  • Allows participants to demonstrate competence through the oral presentation of a portfolio, which includes a written synthesis paper.

  • Fosters collaboration and cooperation among its participants.

For more information about the Leadership programs, go to the Department of Leadership webpage at https://www.andrews.edu/sed/leadership_dept/leadership/index.html

Delivery: This program is offered only as an interactive online asynchronous program (see School of Distance Education  Definitions). The online courses follow fixed enrollment with semester start and end dates. Participants interact with each other and with instructor throughout all courses. They are also part of a learning group which meets regularly for mutual support and accountability, and to engage in significant sharing and evaluation of learning related to competency development. The program requires two week on-campus attendance in the first year; and three day on-campus attendance in subsequent years for the annual Leadership Conference and Roundtable and other planned learning events designed to support participants in specific areas of their program (e.g., research boot camps) organized in connection with the Annual Conference. Students are also encouraged to come to campus for graduation.

Total Credits - 36

Research

EdS are required to complete an EdS Research project under the supervision of a project committee.

Portfolio Requirement

The EdS in Leadership is earned through the development of at least 15 competencies which are developed by participant in their educational professional context and documented in a portfolio.  Participants develop their portfolio throughout the course of their program.  When the portfolio has been signed off by their Leadership & Learning Group the participant writes a synthesis paper, and present the portfolio in a formal presentation to a faculty panel.  This final process usually takes at least a full semester.

Additional Requirements

  • Participate in the on-campus program orientation.
  • Register for LEAD 600 every summer and participate in the on-campus conference and roundtable.
  • Register for LEAD 605 - Learning Group every semester and meet regularly with a Leadership and Learning Group for the primary purpose of sharing evidence of ongoing learning in connection with competency development and signing off competencies. 
  • Maintain employment throughout the program.

Maintaining Active Status

In order to maintain active status in the Leadership program the participant must:

  • Make appropriate progress in fulfilling the LLP.
  • Maintain contact with the advisor.
  • Register every semester.
  • Complete all credits within the seven years of regular program time.
  • Attend the annual Leadership Conference.
  • Meet financial obligations to the university.
  • Maintain employment throughout the program.
  • Show evidence of progress through regular competency evaluations by self, LLG and faculty.

Admission Requirements

Applicants should read the Graduate Admissions Requirements section of this bulletin.

Additional recommendations and interviews may be requested prior to formal admission to the program. Only a limited number of participants are admitted each year, so applicants should apply early.

Specific Admission Requirements:

  • Normally a completed master’s degree.
  • A sample of your best writing (e.g.: a research paper or a published article).
  • A successful interview with one or more members of the Leadership faculty.
  • A minimum of five years of professional work experience in a leadership setting for the doctorate or three years for the MA.
  • GRE scores are not required for admission. However, an applicant may choose to take the GRE test and submit scores to Andrews University for consideration in potential scholarship awards.
  • Full-time in a leadership position in which competencies can be demonstrated. This environment, which is the participant’s place of employment, provides the “laboratory” for developing and demonstrating expertise in the competency areas and for preparing the portfolio.

Applicants must commit to participate in:

  • The initial Leadership Orientation.
  • Regularly scheduled Leadership and Learning Group meetings, typically on a monthly basis but at least seven times a year.
  • The Annual Leadership Conference.
  • Regular online communication. The participant is responsible for keeping abreast of announcements and program updates presented by faculty and staff via e-mail and the Leadership website.

Student Learning Outcomes

The Leadership program is guided by a set of competencies that function as student learning outcomes, as follows:

The Competencies of the Program

Leadership requires theoretical knowledge and practical application in the following core competencies:

  • Leadership and the Self: This cluster of competencies focuses on the self-awareness and the personal and professional identity required when practicing leadership.
    • Philosophical foundations—Leaders function within the context of multiple perspectives and understands how their own worldview influences their practice.
    • Ethics, values, and spirituality—Leaders function from a set of principles and standards that guides their work and all their relationships with others.
    • Learning and human development—Leaders understand the principles of learning and are committed to and practices continuous personal, interpersonal and organizational learning.
  • Leadership with Others: This cluster of competencies focuses on the interpersonal aspects of leadership. Growth and development of others is an essential function of leadership.
    • Effective communication—Leaders foster effective communication in all internal and external interactions, to establish and maintain cooperative relationships.
    • Mentor/coach—Leaders promote relationships that are trust-centered, providing the kind of empowerment that results in personal and performance improvement toward satisfying mutual objectives.
    • Social responsibility—Leaders understand social systems and are accountable to others and endeavor to see that family, community, and environmental needs are met in local and, as appropriate, in global ways.
  • Leadership through Organizations: This cluster of competencies focuses on the organizational aspects of leadership. Leaders sets direction in ways that facilitate achievement of organizational goals.
    • Resource development, human and financial—Leaders appropriately allocate and manage human and financial resources for healthy and strategic outcomes.
    • Legal and policy issues—Leaders apply and understand the scope of legal and policy structures appropriate for their field.
    • Organizational behavior, development, and culture—Leaders understand personal, group, and inter-group behaviors, and how they impact organizational history, needs, and goals.
    • Implementing change—Leaders work with others in order to collaboratively shape the vision and strategy for change, and are capable of facilitating the change process.
    • Evaluation and assessment—Leaders use appropriate evaluation and assessment tools to make decisions about programs and plans.
  • Leadership and Research: This cluster of competencies focuses on the need to use data to communicate, persuade, and make decisions, and to contribute to the knowledge base for leadership. Competence in research needs to include qualitative and quantitative methods. Research skills are often necessary while engaging in organizational development, assessment, and evaluation, and other leadership projects. A research paper for publication in a peer-reviewed journal is required as part of the research competencies, documented by the decision letter from the editor of the journal.
    • Reading and evaluating research—Leaders critique the adequacy of research reports, conducts literature reviews using electronic sources, and relate research to the body of knowledge in their professional field.
    • Conducting research—Leaders understand the logic and processes of scientific inquiry, explain major research methodologies, formulate empirically driven research problems, select appropriate research designs, explain standards for data collection, and conduct basic data collection and analysis.
    • Reporting and publishing research—Leaders adequately communicate research findings and implement the findings in the workplace.
  • Individually Chosen Options: One required. Additional options may be chosen, if needed.