Chairperson: Jody Jessup-Anger, Ph.D.
Educational Policy and Leadership website

Degree Offered

Doctor of Philosophy

Program Description

The EDPL doctoral program develops educational scholar-practitioners, researchers, and leaders who possess the commitment, perspective, and skills to implement strategies for greater equity in a variety of educational settings. Students inquire deeply into the foundational knowledge of education, exploring how the organization of schools, institutions of higher education, and society shape educational processes. Students gain theoretical knowledge in specific disciplinary/topical concentrations, enabling them to further examine educational practice in a chosen context. Finally, students acquire expertise in research methods which equip them to advance and enact educational knowledge. The program supports EDPL Ph.D. graduates to work actively to create a more just society.

CAREER SKILLS REQUIREMENT FOR PH.D. STUDENTS

Marquette University is committed to preparing our students to become exemplary leaders in their chosen academic and professional fields by preparing them for careers in which they find purpose and value by engaging in Ignatian pedagogical reflection and practice. The purpose of the career skills requirement is to ensure all doctoral students have the opportunity to reflect on their desired career and to acquire essential career-related skills needed for them to pursue their chosen path.

Students enrolled in Ph.D. programs in Fall 2024 and beyond at Marquette must complete three career skills requirements. Requirements are satisfied by one or more of approved courses, workshops, or practical experiences in each category, as approved by the Graduate School. Completion of each skill will be noted on the student’s transcript.

CAREER DISCERNMENT

Students will be able to identify and prepare for career pathways that are consistent with their values.

Objectives:

1. Understand realities of academic job market for your discipline, creating space for career imagination and understand potential career paths.
2. Exploration of, and defining student’s own identity/experiences/values/strengths/gifts and how the career pathway fits with those values.
3. Students will learn to identify and attain the skills and experiences necessary to obtain the career pathway they desire.

COMMUNICATION

Students will be able to communicate their ideas and scholarship effectively to audiences beyond those in their discipline.

Objectives:

1. Demonstrate the ability to communicate (e.g., research, expertise, experiences) effectively and ethically with disciplinary, cross-disciplinary, and nonacademic audiences.
2. Demonstrate the ability to communicate effectively and ethically within various contexts, formats, and media.
3. Demonstrate the ability to effectively deliver a presentation and facilitate discussion.

UNDERSTANDING DIVERSITY, EQUITY AND INCLUSION

Students will understand the importance of diversity, equity and inclusion and how issues of DEI are relevant to their career pathways.

Objectives:

1. Be aware of and able to identify how explicit and implicit bias impacts work life and understand possible strategies to address this bias.
2. Be able to articulate the value of universal design principles and ethical application to area of study.
3. Be able to work and interact effectively with persons from diverse backgrounds with varied values, ideas, and opinions.

Educational Policy and Leadership Doctorate

A Marquette doctoral student must complete a 57-credit program of study prepared in consultation with his or her adviser and outlined on an approved Doctoral Program Planning Form. The program must include an earned master’s degree of 30 credit hours, an additional 45 credit hours of course work, and 12 credit hours of dissertation course work.

Transferring Credits from master’s programs:

•   A maximum of 15 master’s credits can be considered for transfer from another institution.
•   Additional master’s credits may be considered for transfer from a closely related Marquette University master’s degree program.

In both cases, the transfer of credits is considered on a case-by-case basis by the student’s adviser and/or the Doctoral Program Committee based on the following factors:

1. EDPL courses listed as requirements or electives in the doctoral program description can be accepted for transfer given adequate student performance;
2. Level of theoretical course content for courses not listed in the program;
3. Student performance in transfer course.

In all cases, should the adviser and/or Doctoral Program Committee determine a student is not sufficiently prepared to begin dissertation research upon completion of course work, EDPL reserves the right to require the student to take appropriate course/s toward completion of the doctoral degree.

A doctoral program must contain the following elements:

Students interested in pursuing a focus in the area of K-12/higher education leadership may select from the following electives:

Students interested in pursuing a focus in the area of K-12/higher education teaching and learning may select from the following electives:

Students interested in pursuing a focus in the area of K-12/higher education policy analysis may select from the following electives:

Students may also create a customized set of electives with the approval of their adviser.

Normally, no second language is required, unless, at the discretion of the student’s adviser, proficiency in a second language is necessary in a student’s research.

The residency requirement for EDPL doctoral students is met when the student has completed three consecutive semesters with a minimum of three credits each semester. Summer can be, but is not required to be, included to meet the residency requirement. 

A doctoral student must pass all three parts of a written and oral qualifying exam prior to the advancement to candidacy. DQE Component 1: Critical Analysis and DQE Component 2: Foundations of Research are completed during course work. DQE Component 3: Proposal, both written and oral defense, is taken after the completion of course work. A student’s DQE Component 3 committee and the dissertation committee (typically the same members) should include at least two faculty from the EDPL department. The remaining members may be from outside the department with no more than one coming from outside the university. Students should select all committee members in consultation with their adviser. 

The doctoral dissertation must represent an original research contribution and show high attainment and clear ability to do independent research. Students must successfully defend both their dissertation proposal and the final dissertation.

University Policies

Graduate School Policies

Master's Programs

The goal of the master’s programs is to engage the professional educator in extended critical reflection on the principles, practices, and rationales of human-service leadership in contemporary society. Specifically, the programs seek to develop educational leaders in K-12 schools, colleges, universities and educational organizations with expertise in the historical, philosophical and sociological foundations of educational policy issues. The programs are designed to accommodate the working professional, and program content is composed to reflect student backgrounds, interests and professional objectives.

Certification Programs

The College of Education offers a variety of certification programs which prepare students to obtain state certification and licensure. Certification program requirements are in alignment with requirements for educational licensure through the Wisconsin Department of Public Instruction. Certificates are granted by the Wisconsin Department of Public Instruction. The university’s decisions on recommendations for certification are made by its licensing officer after appropriate consultations and requirement reviews.

Doctoral Program

The EDPL doctoral program develops educational scholar-practitioners, researchers, and leaders who possess the commitment, perspective, and skills to implement strategies for greater equity in a variety of educational settings. Students inquire deeply into the foundational knowledge of education, exploring how the organization of schools, institutions of higher education, and society shape educational processes. Students gain theoretical knowledge in specific disciplinary/topical concentrations, enabling them to further examine educational practice in a chosen context.  Finally, students acquire expertise in research methods which equip them to advance and enact educational knowledge. The program supports EDPL Ph.D. graduates to work actively to create a more just society.