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Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies Doctorate in International Family and Community Studies 2 - Doctorate in International Family and Community Studies Doctorate in International Family and Community Studies Modern complex societies increasingly expect leaders to hold advanced degrees in order to bring so- phisticated research-informed analysis to bear on pressing issues in the public, private and civil society sectors. The PhD in International Family and Community Studies is being offered in the Balkans since 2012. By bringing a first-rate American doctoral program directly to the region, we hope to mobilize knowledge so as to increase the regional capacity for addressing important social issues and to do so at a highly competitive price and with minimal risk of “brain drain”. www.clemson.edu - 3 TABLE OF CONTENTS • Welcome Address • Program Overview • Why a Doctoral Program in the Balkans? • Why Choose this Doctoral Program? • Who is offering this Doctoral Degree? • Description of the Program • Curriculum • Course Descriptions • Faculty & Staff • Principal Faculty of IFNL • Adjunct Faculty of IFNL • Staff of IFNL • Admission Criteria • Application for Admission • Degree Requirements and Potential Waiver of Courses for Master’s Degree Students • Cost of Studies • Quality Assurance 4 - Doctorate in International Family and Community Studies WELCOME ADDRESS “Understanding family and community life is an important first step in improving social conditions. Consider continuing your journey with a doctorate in international family and commu- nity studies. Because a doctorate degree provides the necessary knowledge and skills to make lasting and meaningful change, you will be positioned to make a difference on those issues which are most passionate to you” Mark Small Professor and Graduate Studies Coordinator of the Institute on Family & Neighborhood Life (IFNL) www.clemson.edu - 5 Program Overview The doctoral program in International Family and Community Studies is designed to educate profession- als to generate, diffuse, and apply knowledge needed to strengthen communities’ capacity for family support, meaningful participation, and strong relationships, including mutual assistance. The program prepares graduates as (a) scholars in interdisciplinary institutes or academic departments on child and family studies, social policy studies, international studies, or community development or (b) research- ers, planners, or administrators in domestic or international governmental or non-governmental agen- cies concerned with children, families, and/or communities. With its focus on family and community life, the program touches on the most fundamental aspects of people’s everyday lives. Blending the humanities, the social sciences, and various professional disci- plines, the program may be unique in its integration of normative analysis (i.e., philosophical, legal, and religious studies), empirical research, and community development. With a foundation in the study of human rights as applied to children and families around the world, the program builds a comparative understanding of U.S., foreign, and international law and policy on child and family issues and of the sig- nificance of democracy for the well-being of individuals, families, and communities. Students acquire an appreciation of the role of civil society (e.g., voluntary associations and nonprofit organizations) and primary community institutions (e.g., schools) in promoting and maintaining democracy. Such studies provide the foundation for an understanding of the principles and practices of community develop- ment and transformation, humanitarian assistance, and responsive human services. The important role and features of effective informal mutual assistance mechanisms in community life and their meaning for children and families are also explored. 6 - Doctorate in International Family and Community Studies social work) was present rarely, if at all, in Bal- Why a Doctoral kan societies. However, interest in these areas Program in the Balkans? is rapidly increasing. • The development of the capacity for extensive child, family and community research in the Although the Balkan countries differ in their Balkans is a problem of human resources (e.g., wealth and stability, they face similar opportuni- the lack of intellectual “stars” who are widely ties and challenges in generating, diffusing, and recognized as advancing particular areas of applying knowledge about children, family and study; the small number of doctoral-level so- community: cial scientists) and infrastructure (e.g., poorly developed data systems; lack of adequate band width for Internet-based communica- tion). • Children comprise a large proportion of the population. A high proportion of children in the region live in poverty or near-poverty. The program has strategic significance for the • Other major social problems (e.g., non-enrol- whole Balkan region because of its capacity build- ment in school; school and classroom over- ing potential to develop and mobilise research crowding; child labor; trafficking) are serious based knowledge and to enhance the pool of issues in most countries in the region. doctoral level professionals in the field. Over time, it also has the ability to help build capacity in the • The region has long been troubled by ethnic region for policy interventions and evaluations in and national conflict, which re-emerged in this area of nation building. armed conflict in some countries in the 1990s. In part as a result, trauma is an overriding is- The program has the potential to make Albania a sue in child development and family life in the centre of excellence in policy research and social region. practice at the interface between education and the care and protection sectors. • Most of the countries in the region are in tran- sition not only from Communism per se but also a regime long led by a single authoritar- ian leader. Therefore, with little history of community participation, there are particular challenges in relation to democratic socializa- tion. • The region faces not only the general problem of transition but also the specific needs to de- velop institutions to deal with children’s issues (e.g., foster care; juvenile justice; pediatric health and mental health care) and to reform education in a manner consistent with demo- cratic norms. • The academy itself is facing dramatic change. Until the fall of Communism, social scientific study of childhood was largely absent from universities and research institutes, and for- mal education in key related professions (e.g., www.clemson.edu - 7 Why Choose this Doctoral Program? • This program offers an interdisciplinary synthesis between in- ternational human rights, development issues, health policies and research. • The program is offered by a highly reputable American insti- tution of higher education, Clemson University, regarded as a leader in the field of education in social sciences. • It is the first program of its kind offered in the Ballkans, based in Tirana, an international city. • Courses will be taught by CU-IFNL faculty. • CU faculty will also supervise students’ research. • All academic staff are highly qualified and internationally expe- rienced, in family and comunity studies. • At Clemson University students will have access to an online li- brary and an online teaching system. • The PhD degree will be issued by Clemson University. • Substantially reduced tuition rates will apply. • Using a blended course format, the program generally allows you to maintain current employment. 8 - Doctorate in International Family and Community Studies Who is Offering this Doctoral Degree? Clemson University - Institute on Family & Neighborhood Life will provide academic and research components of the program and will issue the doctoral degree. Clemson University (South Carolina, USA) was founded in 1889 as a “high seminary of learning” and first accredited in 1927. It is a well-known and highly regarded institution of higher education in the United States with many notable alumni. The University’s vision is to become one of the nation’s “Top 20” public universities. The university is committed to providing talent for the global economy by recruiting and graduating outstanding students: retaining faculty and staff nationally recognized in their discipline; offering exceptional educational experiences grounded in student engage- ment; driving innovation through research and service that solves problems, stimulates economic growth and creates jobs; and serv- ing the public good by focusing on the great challenges of the 21st century. Clemson University offers countless oppor- tunities for students, faculty and community members to participate in decades of tra- dition, improve quality of life for their sur- rounding communities and pursue academic challenges. Ranked as the 21th best national public university by U.S. News and World Re- port, Clemson is a vibrant student-centered community that thrives on leadership, collab- oration and a winning spirit – in academics, athletics and life. To become one of the country’s top-tier re- search universities, Clemson University has combined the scientific and technological horsepower of a major research university with the academic and social environment of a small college. The university’s students and faculty impact lives daily with their research, scholarship and service. www.clemson.edu - 9 Institute on Family & Neighborhood Life at Clemson University The Institute on Family and Neighborhood Life is has expanded its
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