Clemson’s Ph.D. program in educational leadership is designed primarily for working professionals to provide a strong background in five domains: leadership, research, policy, ethics and diversity. Two concentrations, P-12 and Higher Education, are offered for candidates pursuing the Ph.D. in educational leadership.
The Ph.D. prepares students to discover, integrate and apply knowledge as leaders in schools and postsecondary educational institutions and agencies. This is accomplished through close association with, and apprenticeship to, faculty members experienced in research, teaching and leadership. Doctoral students in educational leadership work closely with faculty on shared interests focused on leadership issues from the point of admission through their dissertation defense. Alumni of the Ph.D. program serve P-20 schools, community and state agencies, and institutions of higher education as ethical leaders providing research-based educational policies and services for increasingly diverse students and societies. Alumni also serve in leadership roles as faculty in schools and higher education; as college deans, directors and presidents; or as principals, district office leaders and superintendents.
This program will consider applicants for conditional letters of admission (CLA’s) pending successful completion of ELS Language Center’s level 112 English as a Second Language (ESL) program. More information can be found on the ELS Conditional Admission page or by visiting the ELS Language Center website.
More information can be found in this graduate handbook.
Clemson’s Ph.D. program in educational leadership in higher education focuses on developing professionals’ knowledge and research abilities in this applied multi- and interdisciplinary field. Because many of the higher education Ph.D. students in this field remain connected to their professional roles, this program is paced to accommodate each student’s timeframe while ensuring steady progress to degree completion.
Doctoral students collaborate with their advising committees to plan an individualized program within program requirements including courses and non-course milestones culminating with the dissertation. The overall design requires a minimum of 58 graduate-level course credits beyond the master’s degree and completion of an 18-hour dissertation project. The categories of courses include a preliminary core, concentration courses, research courses, cognates, an internship, a post-comps core and research hours.
The preliminary core consists of a minimum of nine credits completed within the first two years of enrollment, concluding with the preliminary exam, a non-course requirement. The doctoral advisory committee in consultation with the student uses the results of the preliminary examination to establish an individualized program of study, including a minimum of 18 credits of courses in the chosen concentration (P-12 or higher education), research courses and a minimum of 12 credits through internship and cognates.The internship experience focuses on a research-based approach to the common dilemmas of knowledge and practice in the applied field of educational leadership. Cognates are courses selected from academic fields supporting each Ph.D. student’s research agenda. Upon completion of a program of studies course work, students qualify as doctoral candidates by successfully completing the comprehensive exam. Doctoral candidates then complete nine credits of post-comps core in preparation for their proposal defense and then move to 18 hours of dissertation studies before defending their dissertation research. The timeframe for completing this program is controlled by Ph.D. students with support from their doctoral advising committees.
To be considered for admission, you will need a complete Graduate School application, a competitive GRE composite score, transcripts from baccalaureate and master’s degree programs, three letters of recommendation, a two-page letter discussing your reasons for pursuing this degree (especially focused on the field of educational leadership, higher education) and a résumé/curriculum vita listing educational background, work experiences, professional service and other related experiences. Applications should be received by October 1 for spring admission and by March 1 for summer or fall admission. Every required item in support of your application must be on file by the deadline date for consideration.
The School of Education has a variety of graduate assistantships offered and it is a competitive process. Assistantships are not rewarded in conjunction with our admission process but based on the accepted applicant pool. If you are interested in a particular assistantship we would encourage you to apply as early as possible to be considered for all assistantships offered.
These positions are offered in the form of stipends and the additional benefit of tuition remission. Students must be enrolled in a minimum of 9 credit hours per semester to qualify for a graduate assistantship and must work a minimum of 10 hours a week as a teaching or research assistant or perform other tasks assigned by the position supervisor.