Interdisciplinary Phd in Leadership Studies

Interdisciplinary PhD in Leadership Studies

Student Handbook 2018-2019

Table of Contents

Description of the Program 4 UCA Vision, Mission, and Values 4 Program Vision 4 Program Mission 4 Program Significance 4 Overview of the Program 4 Program Objectives 5 Learner Outcomes 5 Academic Expectations 5 Student Composition and Disposition 6 Format for Working Professionals 6 Beyond the Course of Study 6 Timeline 6 Program of Study 7 Advising 7 Types of Courses 7 End in Mind 7 Leadership 7 Research 8 Cognate Courses 8 Dissertation 8 Program Rotation 9 Affliated Faculty Information 10 LEAD Course Descriptions 12 Leadership Course Descriptions 12 Research Course Descriptions 13 Dissertation Description 14 On Demand Leadership Cognate Courses 14 Dissertation Prospectus 16 Beginning the Dissertation Process 16 1 LEAD 8308, Major Area of Research, Qualifying Paper 16 Who is involved 16

How to work with an advisor/chair 17 Candidacy 18 Dissertation Hours 18 Enrollment Status 18 Dissertation Overview 18 Dissertation Process Overview 19 Dissertation Rigor 19 Dissertation Proposal 19 Dissertation Proposal Defense 20 Points to Remember 21 Proposal Components 21 Steps to Dissertation Completion 22 When to Seek IRB Approval 22 Considerations for Remaining Chapters 23 Dissertation Distribution 24 Dissertation Defense 24 Voting Process 25 Points to Consider Regarding Dissertation Work and Process 25 Research Authorship 25 Bound Dissertation Copy Distribution 26 IRB Compliance 26 Graduation Application 26 Changing Dissertation Membership 26 Various Policies 27 Continuity in the program 27 Criteria for transfer credit 27 Academic integrity 27 Academic and disciplinary appeals 28 Appendix 29

PhD in Leadership Studies Leaders Engaged in Arkansans’ Development (LEAD)

Description of the Program In this section, the program vision, objectives, outcomes, and other pertinent details are provided.

The University of Central Arkansas The PhD in Leadership program aligns with the vision, mission, and core values of UCA. UCA is committed to excellence in undergraduate and graduate education, scholarly and creative endeavors, and engagement with local, national, and global communities. The university recognizes the needs of those it serves and “dedicates itself to academic vitality, integrity, and diversity” (UCA, website).

Program Vision The University of Central Arkansas interdisciplinary PhD in Leadership Studies (LEAD) prepares active professionals from education, healthcare, government, and nonprofit settings to contribute to the body of knowledge in leadership studies and to enhance human and community development through their research and service.

Mission The Doctor of Philosophy in interdisciplinary Leadership Studies prepares students for academic positions and for leadership roles in complex organizations found in public and nonprofit sectors. Graduates will understand their roles in conserving, expanding, and transforming the discipline of leadership studies, research methodologies, and leading toward an improved quality of life for all.

Overview of the Program LEAD is the only degree program of its kind in Arkansas and is unique to this region of the United States. The program, taught by faculty from a variety of academic disciplines, offers a broad-based, interdisciplinary curriculum using scholarly skills and research for preparing active professionals from education and community development/nonprofit settings for contemporary leadership research and for organizational leadership roles.

Students enter the program in designated cohorts and complete core courses in leadership and research. In addition, students choose and pursue individual interests in cognate areas. Cognates range according to students’ interests. Previous dissertation topics have included nonprofit leadership, organizational commitment and satisfaction, university and community development partnerships, cross-sector collaboration, and followership. These aspects of leadership were examined within and among various contexts: P12 education, higher education, public health, community faith-based organizations, community arts, and community development. Cognate courses should strengthen the dissertation topic or methodological knowledge. After completing coursework and successfully defending a qualifying paper, students gain PhD candidacy and then work toward dissertation requirements.

Program Objectives The interdisciplinary PhD in Leadership Studies is designed to provide an interdisciplinary intensive preparation for evolving community leaders who have a willingness to address social challenges. Within the program, students will examine considerations such as ● Leadership as an evolving field of study; ● Leadership for public and the collective good; ● Leadership as an integrative effort across various public arenas; ● Research skills necessary to consume, generate, and communicate existing and new knowledge in the field of leadership studies; ● Leadership as an action that requires research, networking, and ethical and moral imperatives.

Learner Outcomes Upon completion of the program, LEAD graduates should be able to ● Articulate the complexities associated with leadership, the conditions under which leadership occurs and emerges, and the approaches to leadership research ranging from traditional to more contemporary theories; ● Analyze communicative and change concepts, theories, and models required by leaders in the 21st century to advance organizational success and foster organizational growth; ● Recognize and assess the relationships between and among leadership, community and human capabilities, and quality of life; ● Conduct scholarly research that contributes to the field and practice of leadership; ● Adhere to ethical standards in scholarship and leadership practice that foster collaboration, higher levels of organizational and individual performance, and social justice.

Academic Expectations Students in a PhD program are required to grasp complex intellectual issues in addition to the highly technical standards necessary for research and scholarship. PhD graduates have the ability to make significant contributions to scholarship in their disciplines. The doctoral graduate becomes a leader by looking for connections, bridging theory and practice, considering implications of research, and fitting research into all professional roles.

PhD degree program graduates will demonstrate ● Skill in the conduct of original leadership research, providing evidence of an understanding of research designs and the ability to formulate hypotheses, plan methodologies, gather data (quantitatively and qualitatively), draw conclusions, and effectively communicate research findings; ● Commitment to engage in leadership scholarship after graduation and to discover new knowledge and develop theoretical principles that advance the understanding of their chosen disciplines; ● Breadth of knowledge of their disciplines and research literature; ● Leadership traits that guide their professions in identifying and resolving important questions and problems.

LEAD Student Composition and Disposition Typically, the program will accept around 10 students annually, with emphasis on attracting current nonprofit, community development, public health, and educational leaders. Students have professional backgrounds in leading education (P12 and postsecondary), health, civil, nonprofit, community, and civic offices. The majority of LEAD students are working professionals.

Further, enrollment in the interdisciplinary PhD in Leadership Studies program should be considered an honor. The program, as does the university, “reserves the right to deny further attendance” or enrollment “to a student who lacks the personal qualities, professional characteristics, or scholastic attainment essential for success. If the dismissed student wishes to re-apply, he or she will supply the LEAD program with evidence that the difficulties have been corrected” (UCA, Graduate Bulletin). Review of the student’s request will be reviewed by the LEAD Leadership Team.

Program Format for Working Professionals The diversity of organizations represented by doctoral students allows for a rich exchange of ideas. The program provides opportunities for practicing professionals to benefit from scholarly endeavors while those preparing for academia (research and administration) gain understanding of the importance of the world of practice. With the recognition that many of the students in the program are mid-career professionals with full-time job responsibilities, courses are offered in the evenings and on Saturdays to accommodate students’ schedules. Some courses are supplemented with online components.

Beyond the Course of Study Students will be encouraged to participate in a variety of leadership activities throughout the Little Rock and Conway area. These events are planned in hopes that students will identify potential programs and organizations as models for their own work. Students will have an opportunity to expand their network resources with the people they will meet. Field-based research projects will serve the community and deepen their own understanding of leadership in action.

Further, LEAD students are encouraged to attend and present at key research conferences and meetings. These conferences include the International Leadership Association (ILA), Human Development and Capabilities Association (HDCA), American Educational Research Association (AERA), Arkansas Public Health Association (ArPHA), American Public Health Association (APHA), and other conferences identified and indicated by cognate faculty.

Timeline For approximately the first three years, students enroll in and complete successfully all LEAD core leadership and research classes and cognate hours, saving LEAD 8308 Major Area of Research: Qualifying Paper for the last semester of coursework. In LEAD 8308 students will complete and present to the dissertation committee a dissertation prospectus. Once the student's prospectus has approval from all committee members, then the student applies for candidacy and enrolls in dissertation hours (a 12 credit-hour requirement).

Program of Study

In this section, an overview of courses and potential plans of study are presented.

Advising All course advising and registration will be coordinated between the student and the program director.

Types of Courses Three types of courses make up the program’s 60 credit hours: leadership core, research core, and cognates. All three of these course types should contribute to the broadening and deepening of the student’s knowledge in and conducting of leadership research. Core courses are typically offered at night or on Saturdays. Cognates and dissertation hours have scheduling flexibility. In addition to these courses, students are also required to complete successfully 12 dissertation hours—through the writing and public defense of a dissertation.

Courses may have varying grading systems. Beyond the standard grading system of A, B, C, D, and F, is the continuous enrollment grading system—often found in our cognate and always used in dissertation hours. What is the continuous grading system? The continuous enrollment grade mode is used for certain kinds of courses (typically thesis, dissertation, or other multi-term courses) where continuous enrollment is required; this grade mode uses the grades PR (Progress - Credit), CR (Credit), and NC (No Credit) as needed. A PR grade indicates that a student has made satisfactory progress in the course/project but has not completed it; a CR grade is used in this context to indicate that the course/project has been successfully completed. Both PR and CR result in earned credit hours but do not carry quality points (and thus are not included in GPA calculations); an NC grade signifies in this context unsatisfactory progress or failure to complete the course/project—and so, of course, earns neither credit nor quality points. Note that the continuous enrollment grade mode is not intended to be used as a substitute for Deferred Credit (that is, an incomplete grade) in a course not requiring continuous enrollment for more than one term

The End in Mind Directly said, as students make progress through the coursework, they should “keep the end in mind”—the dissertation. Understandably, new students may not know the topics of their dissertations. So, as they progress through coursework, if something piques their interest, they may want to follow up with faculty to discuss, take a class in the topic, and/or conduct more research about the topic. If students identify an area of interest that might work as a dissertation topic, they may want to use various classroom assignments as ways to examine the topic from a variety of points of view. The dissertation will be much easier to complete if students have used their programs to develop a workable topic and background knowledge about that topic. Students will also want to target methodological rigor expected in dissertation research. For quantitative inquiries, dissertation committee members expect inferential statistical analysis. For qualitative dissertations, members want to see how data summaries and interpretation have been validated through other sources (e.g., member-checking, expert panels, and/or software analysis) and data

7 sources and perspectives triangulated. All committee members encourage students to compose research questions that generate such rigorous study.

In the leadership core, students should expect “seat time” as well as opportunities to meet, shadow, and interview community and state leaders; to travel to organizations within Arkansas and observe their various programs and projects; and to undertake and coordinate research and service programs. All dissertations and coursework should contribute to the field of leadership studies.

Leadership—18 Hours LEAD 8305 Foundations in Leadership Theory LEAD 8334 Leadership and Change LEAD 7303 Leadership and Complex Organizations LEAD 6302 Leadership Communication in Organizations LEAD 7304 Leadership and Ethics LEAD 8308 Major Area of Research, Qualifying Paper

Research—15 hours* In the research core, students will explore and master quantitative and qualitative methodologies and their various methods. Students will learn to frame studies around the various questions they have about particular problems/issues in the field or cognate topics. The research core should prepare students to conduct their own original research—required in qualifying paper and dissertation work.

LEAD 8309 Seminar in Leadership Inquiry *PSYC 6331 Research Design *PSYC 6330 Advanced Psychological Statistics LEAD 8302 Advanced Qualitative Research

From the following, students may choose at least one: PSYC 7320 Regression and Multivariate Analysis (3 hours) LEAD Field-based Research projects (often identified as LEAD 7300, 8311, 8336, 8338)

*Currently, program requirements are under review. If approved, students will be required to take a multivariate/regression class—one comparable to PSYC 7320.

Cognate Courses—15 hours Cognate courses should develop students’ knowledge of dissertation content and methodology. Therefore, students should be purposeful when selecting these courses and faculty, choosing ones relevant to their dissertation topic or methodology of study. Cognates are not electives. Students may identify potential cognate courses and petition the director for approval to take them. The instructor of record should also be consulted. Courses should be scheduled five weeks before the end of the semester.

P12 Education Higher Education

Public Health Nonprofit/Community Development Specializations within the above cognates may include P12 School Leadership P12 District Leadership Various Public Health Administration Foci Nonprofit/Community Program Development and Evaluation Spirituality and Faith-based Leadership Leadership of the Arts Environmental Leadership and Sustainability Policy Development in a Variety of Fields

Dissertation—12 hours Besides core coursework and cognates, students will be responsible for successfully completing and defending an approved dissertation. The dissertation is described in detail below.

Cohort 2018 Program Rotation

Below, a tentative rotation for full-time enrollment is provided.

Tentative Course Rotation for Enrollment

Fall 2018 LEAD 8209 Seminar in Leadership Inquiry LEAD 8305 Foundations in Leadership Theory LEAD 7304 Leadership and Ethics

Spring 2019 PSYC 6331 Research Design LEAD 8302 Advanced Qualitative Research LEAD 7303 Leadership and Complex Organizations

Summer 2019 LEAD 6302 Leadership Communication in Organizations Cognate 1 (e.g., Higher Education Administration)

Fall 2019 PSYC 6330 Advanced Statistics Cognate 2 (e.g., Coding and presenting qualitative research)

Spring 2020 LEAD 8334 Leadership and Change LEAD 7320 Regression and Multivariate

Analysis LEAD 8109 Seminar in Leadership Inquiry

Summer 2020 Cognate 3 (e.g., organizational development) Cognate 4 Cognate 5

Fall 2020 LEAD 8308 Major Area of Research: Qualifying Paper

Spring 2021 Dissertation

Summer 2021 Dissertation

Affiliated Faculty Information

College of Natural Sciences and Mathematics Geography and GIS Stephen O’Connell [email protected] (501) 450-3280

Environmental Science Ben Cash [email protected] (501) 892-0968

Physics and Astronomy William Slaton [email protected] (501) 450-5905

College of Business Business Administration Michael Rubach [email protected] (501) 450-5316

Marketing and Management Alexander Chen [email protected] (501) 852-0752 Ron Duggins [email protected] (501) 852-0691 David McCalman [email protected] (501) 450-5342

Management Information Systems Kaye McKinzie [email protected] (501) 450-5328

College of Communications and Fine Arts School of Communication Amy Hawkins [email protected] (501) 450-5602

Art

Gayle Seymour [email protected] (501) 450-3295

College of Education Office of the Dean Victoria Groves-Scott [email protected] (501) 450-3175

Early Childhood Education Candace Barnes [email protected] (501) 450-5461

Special Education Janet Filer [email protected] (501) 450-5462 Patty Kohler-Evans [email protected] (501) 450-3171

K12 Educational Administration Shelly Albritton [email protected] (501) 450-5206

Higher Education—Student Affairs Susan Barclay [email protected] (501) 450-5303

Teaching and Learning Tammy Benson [email protected] (501) 852-5151 Nancy Gallavan [email protected] (501) 450-5497 Rachelle Miller [email protected] (501) 852-0030 Michael Mills [email protected] (501) 852-2965 Donna Wake [email protected] (501) 450-5403 Jeffrey Whittingham [email protected] (501) 450-5445

Gifted and Talented Deborah Dailey [email protected] (501) 852-0920

Instructional Technology Stephanie Huffman [email protected] (501) 450-5430

College of Health and Behavioral Science Health Sciences Denise Demers [email protected] (501) 852-2654 Duston Morris [email protected] (501) 450-5513 Jacquie Rainey [email protected] (501) 450-5504 Anita Sego [email protected] (501) 852-1234

Psychology and Counseling Shawn Charlton [email protected] (501) 450-5415 Kevin Rowell [email protected] (501) 450-5423 Michael Scoles [email protected] (501) 450-5418 Femina Varghese [email protected] (501) 450-5421

Occupational Therapy Jennifer Moore [email protected] (501) 450-5017

Communication Sciences and Disorders Brent Gregg [email protected] (501) 852-2823

College of Liberal Arts Sociology Rifat Akhter [email protected] (501) 450-5640 Ed Powers [email protected] (501) 450-5694 John Toth [email protected] (501) 450-5665

Philosophy and Religions Nicholas Brasovan [email protected] (501) 852-2642 Taine Duncan [email protected] (501) 852-2641 Jacob Held [email protected] (501) 450-5307 Peter Mehl [email protected] (501) 450-5282

Political Science Clay Arnold [email protected] (501) 450-3412

Anthropology and Cultural Studies Adam Frank [email protected] (501) 450-3486

Honors College Patricia Smith [email protected] (501) 450-5295

Institutional Diversity and Inclusion Angela Webster [email protected] (501) 450-3135

Outreach and Community Engagement Service-Learning Lesley Graybeal [email protected] (501) 852-7416

LEAD Course Descriptions

Below are descriptions of the various core courses in the program.

Leadership Course Descriptions

LEAD 6302 LEADERSHIP COMMUNICATION IN ORGANIZATIONS This course explores the intersection between the practices of leadership and communication within the organizational context. The course challenges students to

assess and improve their own communication competencies in light of common organizational leadership opportunities and challenges.

LEAD 7303 LEADERSHIP AND COMPLEX ORGANIZATIONS This course examines organizational cultures; leadership principles; and the management of human, financial, material, and information resources as they occur in an environment of change. Students investigate constructs from research to explain behaviors and events in an organizational setting. Students should gain a well-rounded understanding of the factors that influence the leadership skills and motivation levels of themselves and of employees in complex organizations. Lecture, case studies, and panels support discussion of course materials.

LEAD 7304 LEADERSHIP AND ETHICS This course emphasizes ethics, morality, and values as it examines their relationship to leadership in a variety of organizations. Ethical dilemmas are analyzed. Personal ethics, leadership ethics, and ethical decision-making are explored. Lecture, discussion, presentation.

LEAD 8305 FOUNDATIONS IN LEADERSHIP THEORY This course explores leadership through examining metaphors of the leader as community servant, organizational architect, social architect, and moral educator. Beliefs and values, political, and spiritual dimensions of leadership will be juxtaposed against stereotypical political, anthropological, psychological, sociological, and social interactionist understandings of leadership. Integrates historical and ethical dimensions explored in earlier core courses with these new and broader perspectives to cement a coherent foundation upon which the student may build the ensuing courses in the Leadership Studies program. Combines the use of lecture, readings, article reviews, and discussion.

LEAD 8334 LEADERSHIP AND CHANGE This course provides multiple approaches to theories of leadership, organizations, and change. The primary goal of this course is to present students with ways of thinking about leadership in organizations in order to successfully negotiate change. A secondary goal is to acquaint students with the interdisciplinary underpinnings about leadership theory, change theory, and organizational theory, literature, and research methods. Students will apply various theories to case studies in order to develop insights for organizational change. At completion of the course, students will apply theory to analyze and describe organizational leadership and change initiatives from multiple theoretical perspectives. Students will identify leadership strategies to promote intended change.

LEAD 8308 MAJOR AREA OF RESEARCH In this course, the student prepares a manuscript-length paper reflecting original research on a significant topic related to the student's area of emphasis and the field of leadership studies. The paper includes a preliminary review of the literature and a research design created by the student that can be used to conduct a study. The topic will be selected by the student in agreement with the advisor. [The student will complete and present a dissertation prospectus in

this class. This course is to be taken the last semester of coursework and in coordination with a dissertation chair.]

Research Course Descriptions (15 hours)

PSYC 6330 ADVANCED PSYCHOLOGICAL STATISTICS This course provides an overview of statistics, focusing on how to conduct and interpret various statistical tests. Descriptive and inferential statistics are covered.

PSYC 6331 RESEARCH DESIGN This course covers the design and analysis of educational and psychological research.

PSYC 7320 REGRESSION AND MULTIVARIATE ANALYSIS The course covers multiple regression and related multivariate analyses commonly used in the behavioral sciences.

LEAD 8302 ADVANCED QUALITATIVE RESEARCH This course explores qualitative methods used in social science research, focusing primarily on methods used in educational research. Theoretical and ethical aspects of methods will be examined. Readings on specific research methods will contribute to the formulation of a research project to be carried out during the semester.

LEAD 8109-8309 SEMINAR IN LEADERSHIP INQUIRY This course is designed to provide a forum for synthesizing the various forms of knowledge and skills necessary to become stewards of leadership. Students demonstrate understanding and ability in the area of leadership studies through discussions of timely topics and presentation of researched issues. The seminar enables students to move from holders of knowledge to communicators of knowledge to potential agents of change. Group discussions, oral and written presentations, guest speakers.

Dissertation Description (12 semester hours)

LEAD 9110-9910 DISSERTATION IN LEADERSHIP STUDIES Candidates conduct an original and substantial research project in their emphasis area with the approval of their advisor and dissertation committee. Candidates must maintain continued enrollment in the course until the course is successfully completed (a minimum of 12 credit hours is required).

On Demand Leadership Cognate Courses These program-approved courses may be taken as a cognate. If students have an interest in a particular course, they should contact the program director for scheduling. If students wish to take an independent study with a faculty researcher who has disciplinary expertise related to the student’s dissertation, one of the following classes can be directed toward that course and scheduled with the instructor. The class title should reflect the content of the independent study. Learning objectives and forms of assessment must be submitted to the program director before the scheduling of the class.

6311 LEADERSHIP AND DECISION MAKING In this course, students take holistic approaches to leading organizations, solving organizational problems with cross- functional ramifications, and making sound decisions. The areas covered are applicable to all kinds of organizations, but prime emphasis will be given to higher education and public sector organizations. Case analysis involving individual and group learning will apply strategic thinking.

7300 THE RESEARCH ENDEAVOR This course addresses issues surrounding the generation and validation of human knowledge. Students will be encouraged to view the research endeavor as arising from an individual's worldview and epistemology that, while it is ultimately singular, can be grouped with other similar approaches. Students will deepen their understanding of the research endeavor from a primarily methodological perspective in at least two areas of personal interest. An even-handed approach to the quantitative and qualitative paradigms will be maintained.

7302 LEADERSHIP AND PHILOSOPHY This course provides an understanding of the role of philosophy inherent within the doctor of philosophy degrees. Reviews historical and contemporary philosophies in light of their impact on the structure and practice of the discipline of leadership. Explores the discipline of leadership as a framework for responding to the problems and issues of modern organizations. Introduces students to their responsibility as future stewards and scholars who will contribute to formal knowledge and understanding of the discipline and its practice.

7330 ACADEMIC LEADERSHIP IN HIGHER EDUCATION This course critically examines the technical core of institutions of higher education and the segment of the organization that leads its academic programs, departments, schools, and colleges - academic affairs. Issues and challenges of curriculum, student learning and development, changing demographics, instruction, faculty development, faculty personnel policies, assessment and accountability, and productivity are explored. Focus on the impact of these challenges on institutional priorities, strategies, and activities.

7331 ADMINISTRATIVE LEADERSHIP IN HIGHER EDUCATION Examines executive leadership and administrative practices in institutions of higher education. It includes consideration of roles, responsibilities, styles, and differences in more than one organizational context. Focus is on standard conceptual tenets of administration from the literature with the purpose of facilitating thinking about new paradigms that address administrative challenges.

8311 LEADERSHIP INTERNSHIP Provides doctoral students with experience in an appropriate organizational setting and under the supervision of faculty partnered from leadership studies and nonprofit organizations, healthcare, government, or education.

LEAD 8332 LEADERSHIP IN THE GLOBAL SOCIETY This course examines systems, structures, and organizational issues across the globe and outside of the traditional American system from an international and comparative perspective. The aim

is to prepare students as global leaders with the intercultural facility necessary to lead and manage in a variety of organizations (educational, health related, nonprofit). The course aims to help students develop awareness of cross-cultural skills and provide an understanding of critical issues in the management of multinational or transnational organizations. Topics covered include international leadership skills, cross-cultural negotiations, conflict resolution, ethical dilemmas in cross-cultural environments, global human resource management, and designing and managing global organizations.

8338 INDEPENDENT READINGS AND RESEARCH IN LEADERSHIP This course provides the opportunity for students to conduct independent readings and/or research in a selected area of leadership studies. The student must arrange for a graduate faculty member to direct the study and must provide permission of the department chairperson.

Dissertation Prospectus (LEAD 8v08)

Beginning the Dissertation Process The semester before registering for LEAD 8308, students should complete a program of study review form and verify all coursework has been completed through the University Degree Works system. The student’s program of study, including transfer and substitution courses must be approved by the Graduate School. At least one semester before enrollment in the course, students should approach a UCA graduate faculty member about serving as dissertation chair and must notify the LEAD Director.

LEAD 8308, Major Area of Research, Qualifying Paper The dissertation prospectus will also be referred to as the qualifying paper. The prospectus will be written and presented during the enrollment in LEAD 8308. Before enrolling in the course, students will identify their dissertation advisor and will arrange regular meeting times with that advisor. Students will request to have LEAD 8308 scheduled with their dissertation advisor as instructor for a course. Students also will meet during the scheduled LEAD 8308 class with other students enrolled in 8308 and an instructor of record for that class. Hence, the class will require students to attend a scheduled class with the LEAD 8308 instructor as well as to consult regularly with dissertation chairs—until the prospectus is ready to be presented to the dissertation committee (as approved by chair and LEAD 8308 instructor).

During LEAD 8308, the student, with the assistance of the LEAD 8308 instructor and the dissertation advisor, will complete a dissertation prospectus, a paper that will conceptualize the rationale, significance, and purpose of the study. It will include a fairly extensive literature review, problem, purpose, research questions, theoretical framework for the study, a description of the data collection, and plan for data analysis—all relevant to the conceptualization and research design of the dissertation. It will also provide a tentative timeline for dissertation proposal construction and defense and the dissertation overall.

The student with the advice of the LEAD 8308 instructor and the dissertation advisor will identify members of their dissertation committee (completing and submitting the required Graduate School Dissertation Committee Form). See below for a description of dissertation committee membership criteria and responsibilities. The dissertation committee will meet to discuss the proposed study when the prospectus is completed and has been approved by the chair and instructor of LEAD 8308. The student will present the prospectus and receive feedback from the dissertation committee.

Who is involved? Chair. Every graduate student writing a dissertation does so under the direction of a committee of graduate faculty from the University of Central Arkansas. Students should choose their advisor/chair carefully. The student should investigate the research interests and abilities of faculty and their ability to assist in the particular project which the student hopes to pursue. The chair must be a graduate faculty member of UCA, have a published record in the content and/or methodology of the proposed dissertation, and have previous dissertation committee experience. For the interdisciplinary PhD in Leadership Studies, UCA faculty should secure graduate faculty status through meeting the requirements of their home departments. If the student chooses, an experienced advisor/chair may co-chair with a graduate faculty member who has no or little dissertation advising experience, has an expertise relevant to the dissertation, and agrees to work closely with the experienced advisor/co-chair. Throughout the dissertation process, the advisor/chair is responsible for overseeing the writing of the prospectus, proposal, and dissertation, ensuring the level of rigor and quality of the student’s research and writing. It is the responsibility of all committee members, and predominantly that of the chair, that the dissertation targets new knowledge in leadership research, theory, and practice. The chair may also suggest faculty who could be appropriate proposal/dissertation committee members.

Committee. The qualifying paper committee consisting of the chair and three other UCA graduate faculty, a minimum of four UCA graduate faculty, should serve as the dissertation committee. Membership may also include those who are outside of the university but hold expertise in the student's dissertation topic. External membership should be no more than two. If the student has chosen co-chairs, then the co-chair may count as one of the other three UCA committee members. If the candidate chooses external members, then the committee could contain chair (and co-chair), two or three other UCA committee members (depending on the selection of co-chair), and external member(s).

For committee membership approval, students will complete and submit the Dissertation Selection Form along with current CVs of all committee members to the LEAD office. The Dissertation Committee Selection Form can be found here: (http://uca.edu/graduateschool/files/2016/08/THESIS-OR-DISSERTATION-COMMITTEE- SELECTION-FORM.ext_.pdf).

Once the committee has been appointed, the Dissertation Committee Selection Form must then be submitted to the Graduate School.

External Members. If students choose to include external members, they must request that external members apply for and receive UCA Graduate Faculty Status. Applicants will complete

17 the Graduate Faculty Application and submit materials to the PhD program director who will route paperwork onto the Department of Leadership Studies. The application will be reviewed by the Department and Graduate School for approval. The application can be found here: (http://uca.edu/graduateschool/files/2016/09/Graduate_Faculty_Application.ext_.pdf).

How to work with an advisor/chair? Students should take care when selecting and working with their dissertation advisor/chair and should continue to cultivate a professional relationship with him or her. The dissertation advisor/chair serves as a guide for the student through the process of dissertation writing, so constant contact and dissertation meetings are encouraged. The advisor/chair should not/will not approve the student to engage in either the proposal or the dissertation hearing until the advisor believes that both are defendable and of high quality. Believing so will encourage the advisor/chair to be an advocate during the student’s proposal and dissertation defenses.

To lessen the number of drafts, it is in the student’s best interest to ensure that each draft and chapter is proofread before submission to the advisor/chair. Introductory paragraphs and transition sentences must be in place. Students must follow standard grammar and mechanics and the American Psychological Association’s (APA) Publication Manual (most current edition). Students are encouraged to buy an English grammar/mechanics handbook, an APA Style Manual, a writing-the-literature-review guide, constructing-data-collection-tools books, and a dissertation-how-to book. Advisors/Chairs are encouraged to reject a draft if more than five errors are found. The best way to ruin a strong relationship with a chair/advisor is to overwork one. Students are responsible for cultivating a positive experience with their advisors/chairs. Before engaging other committee members in the reading and feedback of drafts, chairs should be consulted.

When meeting with chairs or committee members about drafts, students should go prepared to listen and note what changes need to be addressed. Some students have found it helpful to set up Google Drive folders for sharing drafts. Others acquire permission to record sessions with the advisor/chair and committee members so they can more accurately capture feedback.

The student must continue in LEAD 8308 until the prospectus receives an approval from the committee. In LEAD 8308, students will receive a “PR” grade for making progress, “NC” if no credit has been earned, or a “CR” for completing credit and earning an approval from the qualifying paper/dissertation committee. Once the student's prospectus has approval from all committee members and the LEAD Director, then the student applies for candidacy and enrolls in dissertation hours (a 12 credit-hour requirement).

Candidacy

Candidacy indicates that the student has received approval from the dissertation committee to enroll in dissertation hours and that all course requirements have been met. To assist students on reviewing program progress, we offer a plan of study fill-in form (see appendix) that can also be found on the LEAD website under “resources for students”. Completion of all degree requirements receives final approval from the Graduate School through Degree Works. Some

18 courses may require submitting paperwork to the Graduate School for the approval of all cognates, substitutions, and transfers.

Dissertation Hours

In this section, the dissertation process is discussed.

Enrollment Status Doctoral students must register for a least one hour of dissertation credit each semester (fall, spring, and summer) following approval of dissertation proposal until the work is completed, whether the student is in residence or away from campus.

Dissertation Overview Earning a doctoral degree requires the student, in collaboration with a faculty research advisor and dissertation committee, to design and conduct an original research project. The process of designing, writing, and completing the dissertation affords the student an opportunity to draw upon and consolidate knowledge obtained from classroom lectures, research projects, teachings, and other experiences. However, the dissertation should be viewed as learning the research process of the student’s scholarly work, not its culmination. Dissertation research should provide the student with hands-on, directed experience in primary leadership research methods and prepare the student for research and scholarship that will be expected after receipt of the degree. The objective of all LEAD dissertations is to produce an article worthy of publication within a leadership studies journal.

Dissertation Process Overview After students officially complete all coursework and successfully present a dissertation prospectus to their committees, students are now considered doctoral candidates and may enter dissertation hours. Dissertation hours are scheduled through LEAD and in coordination with dissertation chairs who oversee the students’ studies. Within initial dissertation hours, students will write and defend a dissertation proposal, what is to be considered the first three chapters of their dissertation. The dissertation should be original research on a topic of leadership.

The full dissertation committee must approve the dissertation proposal before seeking IRB approval and collecting data. The LEAD director will be invited to all dissertation proposal defenses, and the LEAD office will be notified of the dissertation proposal defense.

Once the committee approves the proposal, then the student can begin pursuing IRB application and approval. Once IRB approves the application, the student may begin collecting data. Once the manuscript is completed and approved by the advisor, the student will defend the dissertation in a public forum to the dissertation committee. The committee must vote to approve the dissertation. The student should also consult the Graduate School calendar and meet deadlines indicated by the Graduate School.

Dissertation Rigor Students will also want to target methodological rigor expected in dissertation research. For quantitative inquiries, dissertation committee members expect inferential statistical analysis. For

19 qualitative dissertations, members want to see how data summaries and interpretation have been validated through other sources (e.g., member-checking, expert panels, and/or software analysis) and data sources and perspectives triangulated. All committee members should encourage students to compose research questions that generate such rigorous study.

The paper should include the previous and should be framed with introductions, transitions, and summaries/conclusions to sections. A strong, clear qualifying paper/dissertation proposal will make the defense and the dissertation process continue smoothly. The manuscript should be reflective of doctoral-level work.

Dissertation Proposal At an initial meeting of chair and student, the two will want to establish an agreed upon schedule and timeframe for circulating drafts and completing sections of the paper. A CONTRACT is included in the LEAD 8308 syllabus and could be used as a model. Chairs and students are encouraged to note objectives and deadlines for the semester and do so on the contract. If students are unable to meet objectives as set forth on the contract, chairs can determine how to warrant a grade for missed deadlines.

At a dissertation proposal meeting near the beginning of the semester, the advisor and student may want to spend time revisiting comments regarding the dissertation prospectus presentation and the committee members’ feedback. Given the engagement of members during that presentation, the chair and student may want to involve some committee members more throughout the process than they do with others. The student and chair should work throughout the semester to complete the dissertation proposal. The chair and student may want to schedule monthly meetings with the committee. The chair must approve the dissertation proposal before the student may distribute copies to the committee members for defense.

After the dissertation chair gives approval to distribute the manuscript, the student will provide the dissertation proposal defense draft to the dissertation committee members and the LEAD director at least two weeks (10 working days) before the date of the defense. It is the student’s responsibility to provide electronic and/or hard copies to all committee members. After the members receive the proposal copy, they are to read the copy as soon as possible. If the members feel that the proposal is not strong enough for defense, then the chair may be notified and the meeting canceled. The dissertation proposal defense is a closed meeting, attended by the student and the committee only. Scheduling of meeting space should be arranged through the LEAD office. The chair and student may provide location preferences. Typically, the defense lasts a couple of hours.

Dissertation Proposal Defense At the proposal defense, the student should provide a brief (around 20 minutes) presentation regarding the study. After the presentation, the committee will pose questions and discuss recommendations for the direction and revisions of the proposed study. Once questions and comments are exhausted, the student will be excused and a vote taken. The vote may include: (a) pass as is, (b) pass with revisions for chair review, (c) pass with chair and partial committee review, or (d) revise with full committee review and re-scheduled defense. The student and chair are responsible for capturing and reiterating the agreed upon changes. The student is expected to

20 address these recommendations in the dissertation. The approved proposal (and noted recommendations) should be considered a “contract” between committee and student. The dissertation will complete the proposed study, reflect all revisions required, and be its own cohesive document.

The committee must approve the proposal before IRB application and data collection.

If students are unable to complete the draft or receive approval from the committee, they must continue making revisions and defending proposal drafts until approval is awarded.

Copies of the revised proposal are to be distributed to the dissertation advisor/chair and program director. Other committee members may request a revised copy as well. Any modifications to the proposal after the submission of the approved proposal require the approval of the student’s committee. The student’s responsibility is to ensure that the proposal/dissertation meets Graduate School guidelines, which can be found at http://uca.edu/graduateschool/thesisdissertation.

The deadline dates for each semester are published in the Graduate School Calendar (found in guidelines; see link above). Students should be familiar with the current calendar. Please note, the Graduate School needs to receive the defense copy five (5) weeks before graduation. The final approved dissertation manuscript must be received no later than three (3) weeks from graduation.

Points to Remember Main points to remember about the dissertation proposal process: ● Students select dissertation committee members and advisor/chair. ● In consultation with the advisor/chair, the student conceptualizes and composes the dissertation proposal. ● Once given approval from the advisor/chair, the student may contact other committee members and the LEAD Director, circulate hard and electronic copies, and arrange for a proposal defense. ● No IRB application can be processed or data collected until the proposal is approved by the committee. ● As noted above, students should carefully proofread pages before submitting to advisor/chair. Introductory paragraphs and transition sentences must be in place. Students must follow standard grammar and mechanics and the American Psychological Association’s (APA) Publication Manual (most current edition). Students are encouraged to buy an English grammar/mechanics handbook, an APA Style Manual, a writing-the- literature-review guide, constructing-data-collection-tools books, and a dissertation-how- to book. Advisors/Chairs are encouraged to reject a draft if more than five errors are found. Students may want to consider hiring a dissertation editor.

Proposal Components Granted, no two proposals are alike. Most committees expect to see components of the first three chapters and instruments. Formatting according to the Graduate School dissertation guidelines is a wise move. Although dedicated to qualitative dissertations, Bloomberg and Volpe

(2012) provide excellent checklists and reminders about the dissertation. In essence, all proposals are expected to contain the following components:

Title Page—Follow Graduate School Guidelines Chapter One—Introduction 1. Overview of Situation 2. Pertinent Literature leading to Problem Statement 3. Theoretical Framework/Orienting Framework 4. Purpose of the Study 5. Research Questions/Hypotheses 6. Overview of the Methodology 7. Research Design 8. Rationale and Significance 9. Role of the Researcher 10. Researcher Assumptions 11. Definition of Terms (optional—but often very helpful) 12. Limitations and Delimitations of the study (optional) 13. Conclusion

Chapter Two—Literature Review 1. Introduction 2. Review of Literature 3. Conceptual Framework (both conceptual and empirical review) 4. Conclusion

Chapter Three—Methodology 1. Introduction (noticing how each chapter has an introduction and conclusion?) 2. Methodology and Approach 3. Rationale for Methodology and approach 4. Research Setting/Context 5. Research Sample and Data Sources 6. Data Collection Methods 7. Data Analysis Methods 8. Issues of Reliability/Validity or Trustworthiness and Generalizability 9. Limitations and Delimitations 10. Conclusion

References Appendices (e.g., instruments, other protocols, important information)

Steps to Dissertation Completion Information about choosing the chair and committee members, working with the chair, undertaking writing, and completing dissertation review procedures are discussed in this section.

When to seek Institutional Review Board (IRB) approval?

After the student’s proposal has received full approval from the dissertation committee and before any invitations to participate in the study have been distributed, students must secure IRB approval for their studies. All research activities involving human subjects conducted by faculty, staff, or students of the University of Central Arkansas must be reviewed and approved by the Institutional Review Board before engaging in research. This includes research development, preliminary investigation, pilot studies, testing and evaluation, interviews, observation and surveys designed to contribute to generalizable knowledge, and that involve interactions with human subjects or data from human subjects.

In addition, all research involving the University of Central Arkansas's students, faculty, or staff conducted by an outside party must be reviewed and approved by UCA’s IRB. It is the responsibility of the principal investigator to submit his/her proposed research for approval in a timely manner and before recruiting subjects or collecting data.

The IRB has the responsibility and authority to 1. Approve, disapprove, or modify the research protocol as it pertains to human subjects, 2. Conduct continuing review of research, 3. Observe/verify changes, and 4. Suspend or terminate approval.

The main function of the IRB review is to assure that 1. Risks are minimized and are reasonable in relation to anticipated benefits; 2. There is informed consent that contains all elements of informed consent based on federal guidelines; 3. Rights and welfare of subjects are maintained, and 4. Research complies with federal and state laws and requirements.

Considerations for the Remaining Chapters

Here are a few comments to consider when working on the remaining chapters.

Chapters 1-3 Although the dissertation committee has approved Chapters 1-3, the full manuscript must remain cohesive and coherent. Given required revisions during the proposal defense and the often natural shifting of the foci, questions, and design, the committee will expect the entire manuscript to reflect rigor and quality. Students should remember that the dissertation is a living document. Therefore, chapters should remain current and coherent—despite time between proposal defense and dissertation defense copies.

For remaining chapters, every dissertation will have its own need for specific information, analysis, and interpretation. So no roadmap should be prescribed. You might consider, though, that readers typically have these expectations.

Chapters 4-6 The writer should present the results of findings of data collection and analysis. The chapters may be divided into the various methodological approaches or stages within the data collection

23 and analysis. Research questions and hypotheses should be addressed. The focus here is to convey in Chapter 4, ● What took place when petitioning participation, securing data sources, and conducting research; ● What was found when analyzing the data--especially as the data pertain or not to addressing research questions and hypotheses.

In Chapter 5, often the final chapter, the research conveys what is meaningful and significant about the findings. The length of this chapter may vary given the attention paid to the data collection and analysis. In general, this chapter should focus on ● Discussion—what do the data mean to your argument; what do we know about the context of your study given your findings; how do the findings inform your theoretical frame and vice versa? ● Implications—the findings should contribute meaning to research, theory, policy (perhaps) and practice (leadership). ● Recommendations—given the findings, there should be recommendations about next steps (in research, theory, and practice). ● Conclusion—recap the entire study: Given the background and problem, what did we need to know. Given this purpose and questions, what was done and how was it done. Given what was done and how it was done, what do we now know. Given what we know how is this important to our understanding of research, theory, and practice. Given this new knowledge how might the problem be addressed?

Chapter 6 may be necessary to reiterate general conclusions, discussion, and recommendations given the study’s findings.

Dissertation Distribution When the dissertation has been completed, each committee member must be provided a copy with adequate time to read it and provide feedback to the student (10 working days). When all committee members have had time to read the dissertation and approved it in substance, an oral examination of the candidate will be held.

Candidates must allow 10 working days from distributing copies for committee members to review the document. When approval from all members has been attained, then the student may schedule the defense. OR Candidates must allow 10 working days from distributing copies for committee members to review the document and communicate with the chair regarding the readiness of the document to move forward. The candidate may schedule a tentative defense date no sooner than five days after the 10 review days.

Dissertation Defense When students receive approval from the chair (and other committee members as requested by the chair) to proceed with convening a dissertation defense, the student should communicate with the LEAD office about the scheduling of the dissertation defense. The student will coordinate the scheduled defense with committee members. A room will be scheduled by the LEAD office. The dissertation chair may have preference for the particular room and should communicate these preferences to the LEAD office. The dissertation defense is open to the public. The Graduate

Dean should be invited to attend the defense. LEAD will post of the defense. The defense must be completed successfully in time for the FINAL dissertation to be in the office of the Graduate Dean at least THREE weeks prior to the date of graduation.

Before the committee meets for the dissertation defense, all members must receive a copy of the dissertation manuscript to be presented at the hearing—at least 10 working days before meeting. No work on the draft should take place once copies have been distributed. Members may correspond with the advisor/chair if they believe that the dissertation needs extensive revisions and is not ready for defense. If notified as such, the advisor may postpone the meeting within three days of its convening.

The dissertation defense should be considered a time for the student to present the study and for the committee members to make further recommendations and converse about the study. Following the same protocol as set during the dissertation proposal defense, the student will present the study and the committee will discuss required and suggested revisions. The student and chair are responsible for capturing and reiterating the agreed upon changes.

Voting Process At the defense, the student should provide a brief (around 20 minutes) presentation regarding the study. After the presentation, the committee will pose questions and discuss recommendations for the direction and revisions of the proposed study. The public will then have an opportunity to ask questions of the researcher. Once questions and comments are exhausted, the student and guests will be excused and a vote taken. The vote may include: (a) pass as is, (b) pass with revisions for chair review, (c) pass with chair and partial committee review, or (d) revise with full committee review and re-scheduled defense. The student and chair are responsible for capturing and reiterating the agreed upon changes. The student will be invited back into the room to discuss the decision.

If “approved with revisions” is given by the committee, the members can elect to see or not to see the revisions. The members may recommend either full committee or chair only review. In either case, the student must meet the Graduate School deadlines for the submission of final drafts. If the deadline cannot be met, then the student must enroll in additional hour(s) of dissertation the following semester and meet the deadlines for that semester. All voting dissertation committee members must sign approval of the dissertation for the student to apply for graduation (see Graduate School Thesis/Dissertation Preparation Guideline, address below).

If the dissertation does not receive a pass/approval by committee members, then two options are available: upon the consent of the committee, the student may revise the dissertation draft and resubmit for committee approval for another opportunity to defend or, the committee may vote to fail and dismiss the student.

The defense must be completed successfully in time for the FINAL thesis or dissertation to be in the office of the Graduate Dean at least THREE weeks prior to the date of graduation. The dissertation defense is open to the public. The Graduate Dean should be invited to attend the defense. A public notice will be posted of the defense. A room will be scheduled by

25 the LEAD office. The dissertation chair may have preference for the particular room and should communicate these preferences to the LEAD office.

Following the same format as the dissertation proposal hearing, the dissertation defense should allow the student to present the overall study and findings (no longer than 30 minutes). Then, there should be a period of questions and answers and/or conversation. Please circulate a revised version with the approved routing form to the indicated parties, including the department chair and the program director.

Points to Consider regarding Dissertation Work and the Process

Research Authorship When you pursue and produce scholarship, you may be doing so through the mentoring of UCA faculty. Accordingly, their assistance should be noted and recorded on IRB applications, presentations, reports, and publications--this includes any productivity coming from dissertation. Do so by listing them as co-author and research advisor. Talk with them about the order of the authorship. Make sure you give credit to other people who have worked on or assisted with the project. This is important as it demonstrates collaborative effort and allows other contributors to receive credit for a portion of the work. Of course, if you have done the majority of the work then you are listed as first author, but you should always include faculty contributors.

Bound Dissertation Copy Distribution Students will need to circulate their final version in electronic and hard copy form to a variety of parties. Along with the copies, the student will provide the approval routing form and the signed dissertation committee membership signature page (to be included in your final dissertation draft). Please circulate a revised version with the approved routing form to the indicated parties, including the department chair and the program director. Please note, the LEAD office will receive a hard bound copy and an electronic copy for recruitment and support of students.

Verification of successful completion of the defense of the dissertation must be submitted to the Graduate School office three weeks prior to the date of graduation. The student must supply three hard copies. One copy will be submitted to the program director and two final copies of the dissertation must be submitted to the Graduate School. The students should also submit an electronic copy to Proquest. These submissions must be completed before the degree can be awarded. For all dissertation formatting, procedural, and submission guidelines, students should consult The Graduate School Thesis and Dissertation Preparation Guide found at http://uca.edu/graduateschool/files/2016/12/Thesis-Dissertation-Guide-2016.pdf.

IRB Compliance To be consistent with IRB application and approval, all cleaned data and consent forms must be filed in the LEAD office. Students must bring electronic copies of materials on a flash drive and in an envelope. The envelope should note: Student name and year of destruction.

Graduate Application Application for Graduation is a separate step from filing the Petition for Admission to Candidacy and must be completed by the deadline set for the term in which the dissertation is expected to be completed. (This is typically very early in the term and includes payment of a graduation fee at the Business Office or the Graduate Office.) The Application for Graduation specifies the title of the student’s dissertation.

Changing Dissertation Membership If the student chooses to replace any committee members, approval must be granted by the new member, the advisor/chair, the departing member, and the director. Students should have a one- on-one conversation with the departing committee member. The departing member must agree to the change. The student must also hold a one-on-one conversation with the director as well. The director must approve the change. All new committee names must be submitted in writing to the program director for approval and filing (Committee Selection Form). It is in the best interest of the incoming member and the student that the new member familiarizes himself/herself with the approved proposal if existing or the student’s ideas about the study if not yet written and approved

Various Policies

Continuity in the Program Because of the importance of maintaining momentum in the doctoral program, and the learning experiences and emotional support that accrue from studying in a cohort, students are expected to enroll each semester in the courses designated for LEAD doctoral students. Attendance at every class meeting is extremely important; activities and assignments will take place. If students wish to acquire an “I” or “Incomplete” in a course because of health or emergency reasons, they must provide documentation as to why the coursework could not be completed. Approval must be awarded by the program and university. If students are considering taking an “I,” they should consult university policy regarding such cases.

Choosing to enroll in a doctoral program is a lifestyle change and requires careful planning and prioritizing. Attending class and various educational activities, working on assignments, expanding knowledge, and contributing to the field are time- and thought-consuming activities. Doing them well requires commitment. If students choose to stop taking courses with the cohort members, they are removed from the program. If they later wish to regain entry into the program, students may re-apply. Re-admission is not guaranteed.

Criteria for Transfer Credits Students with graduate hours from other accredited institutions may be given credit for courses that match the LEAD program requirements. Students will indicate through Degree Works and the “Request for Transfer Coursework Approval” form. All transfer credits must be approved by the program director and the Graduate School Dean. No more than nine hours will be transferred from other universities. All coursework must be completed with the 10-year program limit.

Academic Integrity Integrity in scholarship and research is an essential characteristic of our academic life and structure in the university. Any activity that compromises the pursuit of truth and the advancement of knowledge besmirches the intellectual effort and may undermine confidence in the academic enterprise. The Graduate School expects students to conduct their academic endeavors with honesty and integrity. The definition of academic misconduct and appeal procedures for graduate students who are accused of academic misconduct are specified in the Student Handbook. UCA's Policy for responding to allegations of research misconduct is on the web at https://uca.edu/researchcompliance/research-misconduct-2/.

Plagiarism, as noted in UCA’s student handbook, is that particular kind of cheating that involves using someone else's words, ideas, or other intellectual property as if they (the words, ideas, or other intellectual property) were one's own original work. Some common kinds of plagiarism are listed here: ● Because the richly varied resources of the Internet make copying the work of others easy, a particularly common kind of plagiarism occurs when someone reproduces or closely imitates one or more documents from the Internet and claims that the resulting essay or research paper is the copier's own work. ● Similar issues of dishonesty are raised by term paper sites or custom term paper writing services where one can purchase a term paper, research paper, or essay. ● Submitting as one's own an assignment prepared by another student is an obvious form of plagiarism. ● At other times, plagiarism occurs because a student does not understand the necessity or the mechanisms for acknowledging the words, ideas, or other intellectual property of others. Any academic work involving sources requires careful judgment on the part of the student, and many instructors will provide specific guidance about the use and acknowledgement of sources. In any case, the student should be prepared to ask questions about this issue before submitting papers rather than to plead ignorance afterwards.

If any LEAD student is caught submitting work lifted from another source without correctly citing or referencing the source, the work will immediately be rejected. The faculty member may then choose to have the student (a) complete the assignment again, correcting any inappropriately used materials, (b) take a zero on the assignment, or (c) fail the course. The incident should be written and submitted to the program director with the student’s acknowledgement of the document. After such incidents, the program director may pursue having the student dismissed from the program.

Academic and Disciplinary Appeals

A student found responsible for a student conduct or disciplinary violation may file an appeal with the Academic Integrity and Discipline Committee. Appeal forms are available in the Office of Student Services located in 210 Student Health Center. A disciplinary appeal must be filed in writing within three (3) working days after a disciplinary decision is rendered. It must be delivered to the vice president for student services located in 210 Student Health Center.

Please Note: There are different timelines, quorum requirements and procedures for addressing academic misconduct appeals. The Academic Integrity Policy is located in the ACADEMIC POLICIES section of the student handbook: http://uca.edu/board/files/2010/11/709.pdf.

Title IX Disclosure If a student discloses an act of sexual harassment, discrimination, assault, or other sexual misconduct to a faculty member (as it relates to “student-on-student” or “employee-on-student”), the faculty member cannot maintain complete confidentiality and is required to report the act and may be required to reveal the names of the parties involved. Any allegations made by a student may or may not trigger an investigation. Each situation differs, and the obligation to conduct an investigation will depend on the specific set of circumstances. The determination to conduct an investigation will be made by the Title IX Coordinator. For further information, please visit: https://uca.edu/titleix. *Disclosure of sexual misconduct by a third party who is not a student and/or employee is also required if the misconduct occurs when the third party is a participant in a university-sponsored program, event, or activity.

Appendix

Program of Study Fill-in

Leadership core— (18 hours)

Course Tentatively Taken Offered

LEAD 8305 Foundations in Leadership Theory Fall

LEAD 7304 Leadership and Ethics Fall

LEAD 7303 Leadership and Complex Organizations Summer

LEAD 8334 Leadership and Change Spring

LEAD 6302 Leadership Communication in Summer Organizations

LEAD 8308 Major Area of Leadership Research After all coursework (Qualifying Paper) completed; approved by advisor

Research Core (15 hours)

LEAD 8309 Leadership Inquiry (3 hours) Fall/Spring

*PSYC 6331/LEAD/MATH Research Design Spring

*PSYC 6330/LEAD/ASTL Advanced Statistics Fall

LEAD 8302 Advanced Qualitative Research Spring

*PSYC 7320/MATH XXXX Regression and/or Spring Multivariate Analysis OR Field-based Research Project

OPTIONAL Advanced Qualitative Coding and Summer Presentation

Cognate (15 hours) Could Change to 12 hours if Research Change Occurs and is Chosen

Cognate Area—develop/deepen dissertation study Arranged with Director— throughout Dissertation Topic Area: ______program

Cognate 1: ______1. ___

Cognate 2: ______2. ___

Cognate 3: ______3. ___

Cognate 4: ______4. ___

Cognate 5: ______5. ___

LEAD 9110-9910: Dissertation (12 hours) Arranged with Dissertation Advisor