Specialization Qualifying Examination (HED)

SQE and Issues Seminar Request Form

SQE Topic Approval Form

Advancement to Candidacy for the Doctorate in Educational Administration requires approval by the Educational Administration Graduate Studies Committee and the Graduate School that the following requirements have been satisfied:

• Completion of an approved course of study (the "program of work")
• Nomination of a Dissertation Committee (a description of the structure of dissertation committees is available from the Graduate Coordinator)
• Approval by the Dissertation Committee of a dissertation proposal containing a Statement of the Problem, Literature Review, Research Design, etc. (This is often referred to as the "first three chapters".)
• A score of Pass or High Pass on the Departmental Core Examination
• A score of Pass or High Pass on Specialization Qualifying Examination
  

The purpose of this document is to describe the Specialization Qualifying Examination (SQE) for the Higher Education (HED) doctoral program. Historically, the SQE in Higher Education has consisted of two parts:

A proposed question is submitted to the Higher Education Administration faculty, describing the issue to be addressed and the significance of those issues, giving a brief review of the relevant literature, and outlining the anticipated approach. The proposal is reviewed by the faculty. The faculty reviewers may recommend or require revisions to enhance the question and the ultimate response. Upon approval of the proposed question, the candidate has thirty days to write a response to the question.

The response is usually 20-30 pages in length, plus bibliography and relevant appendices. Upon submission to the faculty, a score of Pass, High Pass or No Pass is given. If the paper is not passed, a new or substantially revised question must be submitted.

The above format will prevail for students admitted to the HED program prior to Summer 1999 and for whom no Issues Seminar requirement exists unless they voluntarily elect the new format designed for admittees effective Summer 1999. For students admitted effective Summer 1999 a "capstone" (Issues) seminar requirement was added as a specialization requirement. Effective Spring 2001, this seminar is being revised using an interactive technology based format that will incorporate the SQE as an integral part of the interactive Seminar format (See Revised December 18, 2001 memo to Higher Education [HED] doctoral Students for a more complete explanation). Whether completing the SQE under the earlier format or the revised seminar format, the purpose is as originally outlined in December 1998. The 1998 "Purpose" language is repeated with only minor edits.

The Purpose of the SQE is different from other papers and examinations. A term paper usually involves a review of literature giving various views of an issue and the writer's conclusion based on the evidence available. The Departmental Core Examination ("comps") is designed to measure the candidate's grasp of six core areas using a case or question format. The dissertation requires original research grounded in theory or expanding upon earlier research. Term papers, the Core Examination, and the dissertation can all be described as requiring depth of understanding of relatively narrow areas of knowledge. In the SQE, on the other hand, the student is expected demonstrate a breadth of understanding about Higher Education, to describe how areas interrelate, and to synthesize materials learned from a variety of disciplines and viewpoints.

To illustrate, a quite acceptable term paper might be written on the subject of higher education for students with physical or learning disabilities, and a dissertation on the subject might delve into student or faculty attitudes on the subject. But a Specialization Qualification Examination on the same subject would look for such issues as the cost of making facilities accessible; the financial tradeoffs between making facilities and programs accessible as compared with spending the money on libraries or computers; the political and legal implications of various actions or inactions; the demographic, social, and psychological characteristics of university students with disabilities as compared to other students; the philosophical question of how far American society is to go in giving maximum educational opportunity to its citizens.

The key words are synthesis, context, relationship, power, influence, and exigencies of the moment. The classical novel or drama shows the tension between good and evil, good and good, and bad and bad; then it proceeds to attempt to resolve the tension. So also, a High Pass SQE response exposes a problem and attempts to resolve it using the knowledge learned in the Higher Education program along with, one would hope, a certain measure of common sense and human sensitivity.

Students often ask whether their SQE topic can be in the same area as their dissertation topic. Although it is not the intent that the student's SQE and dissertation topic be directly related, the answer to this question is a qualified, yes. As explained above, however, the purposes of an SQE and a dissertation (or dissertation proposal) are very different. As long as the student is able to demonstrate a breadth of understanding about Higher Education to the faculty, it may be possible for an SQE question to be similar to a proposed dissertation topic.

A student should not attempt the SQE until he/she has completed the higher education coursework in his/her program of study. Students typically have not prepared the SQE until after they have completed the Departmental Core Examination, although the order of these two examinations is not prescribed.

The newly formatted Issues Seminar will be offered only during the Spring Semester. Thus, advanced planning will be required to complete all required Specialization courses in advance of scheduling the SQE via this newly formatted Issues Seminar, and, therefore, be eligible for advancement to candidacy in accordance with Department and Graduate Studies requirements. [Not more than one (1) required Specialization course may be taken concurrent with the Issues Seminar and then only with advance concurrence of faculty advisor and Seminar Instructor]

For students completing the SQE requirement under the "pre-Summer 1999" format, there are no seasonal rules concerning when a student may prepare an SQE question. That may be done at any time during the year. However, once the question is approved by the faculty, the 30-day response period and a specific deadline are established.

Students should consult with their advisor or with the Director of the Higher Education Program concerning any other question they may have concerning the Specialization Qualifying Examination.

Please note: In order to ensure that students have a sufficient understanding of the purpose of the SQE, the following statement should be included with the eligibility for SQE certification: "I have reviewed the Specialization Qualifying Examination description, dated December 1998 and revised October 2000, and I understand the difference between the examination and other requirements of theHigher Education Administration doctoral program." This statement is to be included in the certification form and should be signed by the student.

Originally Issued December 1998
Revised October, 2000