Potential Areas of Professional Employment
Students in this concentration are preparing for a wide range of professional positions related to improving the understanding, planning, management and academic performance of higher education institutions and the systems in which they are organized. These include faculty or research positions within higher education programs or centers, as well as programs and centers focused more generally on social science research. Graduates interested in applied research careers work across the full spectrum of higher education institutions, in federal and state agencies of higher education, and in higher education associations. They work in a wide range of areas, including institutional research, academic and instructional affairs, institutional support and administration, evaluation and assessment, planning, President's and Chancellor's offices, student affairs and services, financial affairs and services, and institutional development and alumni affairs.
Organization of Courses in the Concentration
Courses in the concentration are grouped into four categories: 1) those that focus on the concentration of research; 2) those that focus on related research competencies; 3) those that focus on evaluation and assessment at the institutionallevel; and, 4) those that focus on evaluation and assessment at the state and national level. Students in this concentration are required to take two research concentration courses, and one course from each of the other three perspectives (i.e. Research Competencies, Institutional Level Courses, and State and National Level Courses). Note: Some courses address more than one perspective, so are listed accordingly below. However, students may not use the same course to fulfill the requirement for more than one perspective. Students are encouraged to select the best combination of courses to match their career goals and interests, in consultation with their advisor.
Gateway Courses
Research, Evaluation, and Assessment concentrators are required to choose two Gateway courses (described below) from Academic Affairs and Student Development, Organizational Behavior and Management, or Public Policy. These should be taken in the first year if possible. (There is no additional REA Gateway courses for this concentration.)
EDUC 690, Academic Affairs in Student Development in Postsecondary Education
This course focuses on colleges and universities as teaching-learning environments. Class sessions highlight critical issues in the field and introduce key concepts and theories that frame higher education research related to students, faculty, teaching and learning.
EDUC 761, Postsecondary Institutions as Complex Organizations
Examines colleges, universities, and other formal postsecondary educational institutions, as complex social organizations, through application of basic concepts of organization theory. Discussion focuses on individual, group, organizational, and interorganizational-level variables and approaches to analyzing colleges and universities as complex social organizations.
EDUC 764, Public Policy in Postsecondary Education
Focuses on legislative and executive policy formulation processes at the state, regional, and national levels. Considers theoretical and conceptual approaches to understanding public policy formation, including the role and function of the major organizational factors at each level and their modes of influence in determining policy for postsecondary education. Examines in depth selected current public policy issues that cut across political levels.
Research Concentration Courses (minimum of 6 credits)
These courses focus on issues related to the concentration of research. Two of the following three courses are required for students in the Research, Evaluation, and Assessment concentration:
EDUC 863, Planning, Analysis and Institutional Research
EDUC 865, Evaluation and Assessment
EDUC 881, Public Policy Research
Those interested in institutional level work should take ED 863 and ED 865. Those interested in state or external agencies should take ED 881.
Research Competencies (minimum of 6 credits)
These courses focus on research-related competencies. Types of courses that reflect this perspective include:
Survey Research Instrument Design, Sampling and Analysis, etc.
Information Systems Design and Management
Case Study or Advanced Program Review or Evaluation
Qualitative or Ethnographic Methods
Simulation and Modeling
Students are encouraged to take at least two courses from the types of research competencies suggested above. Those may be offered within the School of Education or within other areas in the university. The choice of these courses should be made in consultation with the student’s advisor.
Institutional Level Courses (minimum of 3 credits)
These courses focus on evaluation and assessment at the institutional level. Examples of courses that reflect this perspective include:
EDUC 762, Curriculum in Postsecondary Education
EDUC 769, Enhancing Learning Outcomes
EDUC 860, Technology in Higher Education
EDUC 864, The American College Student
EDUC 866, The College and University Professor
EDUC 873, Race, Ethnicity and Gender in Higher Education
EDUC 875, Managing Change and Quality in Higher Education Institutions
State and National Level Courses (minimum of 3 credits)
These courses focus on evaluation and assessment at the state and national level. Examples of courses that reflect this perspective include:
EDUC 768, Economics of Education
EDUC 871, National Economic and Financial Issues in Postsecondary Education
EDUC 872, State Government and Higher Education
Students planning to focus in this area should also take the following:
- ADDITIONAL CONCENTRATION AND ELECTIVE COURSES: These should be selected to be consistent with the student’s particular interest in the Research, Evaluation, and Assessment concentration, with approval of the student’s advisor.
- COGNATE COURSES: These should reflect the student’s interests and provide an in-depth focus on some aspect of research, evaluation and assessment in postsecondary education. Selection of cognate courses should be discussed with the student’s advisor early in his/her program.
- EDUC 767, RESEARCH PRACTICUM(S). Students whose concentration is Research, Evaluation and Assessment are required to take six (6) credits of EDUC 767—the equivalent of two terms. These should focus on a research project that is consistent with the student’s area of interest.
Graduates' Capabilities
Students completing the doctoral program in Research, Evaluation, and Assessment will have a strong capacity to conduct research and provide leadership in the area of research. Students who focus in this area will have the capability to do the following:
- Design and conduct a wide variety of academic or applied research projects in higher education.
- Utilize a variety of methods and techniques and apply them appropriately to the type of research undertaken.
- Guide the establishment of an academic or applied research program.
- Understand how to integrate research into useful academic, managerial or policy initiatives designed to improve the performance of higher education.
- Provide leadership in the professional arena of Research, Evaluation and Assessment in their career.
| Next: Research, Evaluation, and Assessment Ph.D. Concentration People >
