Presents a design for doctoral programs that recognizes the unique needs of the full-time leader/part-time learner with multiple priorities of a demanding leadership position and the equally demanding expectations of a doctoral program.
Presents a design for doctoral programs that recognizes the unique needs of the full-time leader/part-time learner with multiple priorities of a demanding leadership position and the equally demanding expectations of a doctoral program.
Joanne L. Erickson directs doctoral studies in Educational Leadership at Montana State University. She is currently the Project Director for the Wallace Foundation funded Montana State Action for Education Leadership project. Richard D. Howard directs doctoral studies in Educational Leadership at Montana State University. Kenneth W. Borland serves as associate provost for Academic Affairs at East Stroudsburg University. Larry J. Baker serves as associate dean for Student Success at Montana State University.
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Chapter 1 Preface Chapter 2 Introduction Chapter 3 1. Restructured Delivery, Curriculum, and Student Learning Chapter 4 2. Reforming Roles and Structures Chapter 5 3. The Faculty Role Chapter 6 4. Student Considerations and Implications Chapter 7 5. Professional Expectations Chapter 8 Conclusion Chapter 9 Appendix A: Dissertation Template Chapter 10 Appendix B: Basic Elements of a Doctoral Student Tracking System Chapter 11 References Chapter 12 Index Chapter 13 About the Authors
