College of Government and Social Sciences
Executive Ph.D. in Public Policy
Administrative Office
Location: Higgins 410 (4th Floor) | Dean’s Office
Email: [email protected]
Phone: 225.771.3092
College and Program Contacts
College Dean
Damien Ejigiri
Email: damien_ejig[email protected]
Phone: 225.771.3092
Executive Assistant to the Dean and
EPh.D. Program Administrative Support
Juliette Williams
Email: juliette_william[email protected]
Phone: 225.771.3092
Executive Ph.D. in Public Policy Program
Email: [email protected]
Phone: 225.771.3092
E. Ph.D. Program Director
Charmaine Williams
Email: [email protected] / [email protected]
Phone: 225.771.3092
Technical Support
Preston Gray
Email: preston.gray@sus.edu
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Faculty
Augustine Adu Frimpong
Email: [email protected]
Jocelyn Freeman
Email: [email protected]
Vanessa Greenslade
Email: vanessa.greensla[email protected]
Xavier Hoy
Email: [email protected]
Anthony Igiede
Email: [email protected]
Melanie Johnson
Email: melanie_johnson@subr.edu
Onyumbe Lukongo
Email: [email protected]
Robyn Merrick
Email: [email protected]
Kristie Perry
Email: [email protected]
Donovan Segura
Email: [email protected]
Katara Williams
Email: [email protected]
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Executive Ph.D. Student Handbook
Overview of the Executive PhD Program | 4
Executive Ph.D. Mission Statement | 4
Executive Ph.D. Cohort Model | 5
Dean of the Nelson Mandela College of Government and Social Sciences | 6
Executive Ph.D. Faculty | 7
General Program Information | 15
Program Policies | 19
Executive Ph.D. Curriculum by Year | 29
Executive Ph.D. Curriculum by Semester | 30
Course Descriptions | 31
The Dissertation Proposal | 34
The Dissertation | 37
The Dissertation Manual | 39
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PROGRAM OVERVIEW
The Executive Ph.D. in Public Policy is a NEW program that has been created to reach
a broader base clientele. The traditional program has been in existence since 1999.
This new Executive Ph.D. in Public Policy is built on the same framework. It offers the
same quality education in a rigorous, less time-consuming format to help the
consummate professional achieve their goals without sacrificing their career.
Everyone is impacted by policy. For every problem, there is a solution. How the solution
is devised, shared, interpreted, implemented, how it is paid for, who is impacted by it,
and the outcomes are all components of public policy. These two introductory
statements are the genesis of public policy and its multi-discipline genre. Whether an
individual works or aspires to work in education, transportation, healthcare, hospitality,
entertainment, for the government, in corporate America or for self, public policy is
essential to advancement and success. This is the only program that benefits a
multitude of professions. Whether the policies impact staff, the local community, a
population within the community, the state, the nation or the world, they must be
devised properly and intentionally using a systematic method to ensure the desired
outcomes are achieved and federal, state and sometimes local compliance is implicit
in the planning. To this end, no matter who you are, where you work or what you do,
public policy impacts you. Why not specialize in devising the solutions?
The Executive PhD in Public Policy offers practitioners who have worked for a minimum
of ten years the opportunity to earn their Doctor of Philosophy while maintaining their
professional posts. The weekend classes over a twenty-four-month time period and
affordable cost make the opportunity one that is not only real but attainable with an
investment of time, commitment, scholarly research and project management.
The program fees include course instruction, learning space, lodging and meals on in-
person weekends. The all-inclusive fees are not negotiable or adjustable. Regardless
of your domicile, lodging and meals are included for the weekends that classes are
scheduled. Fee exclusions include but are not limited to transportation, individual
computers, laptops, tablets, software, parking fees, travel costs, graduation fees and
textbooks.
MISSION
The mission of the Executive Ph.D. Program is to produce a cadre of well-trained
professionals whose dedication to the pursuit of equality for all genders, judicial
fairness, and clean environment for the masses are adamantine, unequivocally
resolute. Because this era is unlike any other before us in which events have brought
to the fore and to the consciousness of the nation and the world, the dire consequences
and costs of prejudice, inequality, and environmental decay. It is therefore imperative
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that good policies be designed to address these ills. Effective policies born out of these
many societal ills if properly implemented could have the power to redirect the course
of a nation’s history and destiny. As students of public policy, the burden of redirecting
the course of a nation’s destiny through policy formulation should not be taken lightly.
What is a cohort?
A cohort for the purposes of this program is an educational learning model where
synchronous instruction of small groups are used for learning, support and shared
resources. The group works together to advance through the program synchronously.
Using this model, students learn from instructors and their colleagues.
THE EPh.D. COHORT MODEL
A core group of executives from various professions that unite as a cohort to
synchronously matriculate through twenty-four months of rigorous, intense, research,
project based, policy-focused doctoral studies. The cohort is led by a cadre of
distinguished professors and practitioners with focused specializations who also unite
to lead academic learning.
The model is designed such that the cohort will require a commitment of time,
dedication to studies, research, discipline, application of theoretical concepts,
development and implementation of policy focused initiatives.
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DEAN OF
THE NELSON MANDELA COLLEGE OF GOVERNMENT AND SOCIAL SCIENCES
Dr. Damien D. Ejigiri
I made a commitment to serve the Public beginning with my
career as a primary school teacher which has progressed to
a profession in Higher Education as a Dean of the Nelson
Mandela College of Government and Social Sciences, and
former Dean of the Graduate School all at Southern
University A & M College. I have four role models: President
Emeritus Nelson Mandela, President Barak Obama, Sir Phillip
Sidney in the Sixteenth Century, England, and Dr. Martin
Luther King.
President Nelson Mandela:
“During my lifetime I have dedicated myself to this struggle of the African people. I
have fought against white domination and have fought against black domination. I
have cherished the ideal of a democratic and free society in which all persons live
together in harmony with equal opportunities. It is an ideal which I hope to live for and
achieve. But if needs be, it is an ideal for which I am prepared to die.” There can be no
greater service than for one to lay down his life in service of his people a strong
imitation of the Christ.
Dr. Martin Luther King:
“I have a dream that my four little children will one day live in a nation where they will
not be judged by the color of their skin, but by their character.”
President Barack Obama:
“The arc of the moral Universe may bend toward justice, but it doesn’t bend on its own.”
We are called up to help bend it in our daily service.
Sir Phillip Sidney:
“Sir Phillip Sidney in the Sixteenth Century, England who though himself dying on the
battlefield, and desperately thirsty from loss of blood, gave his water flask to a dying
solider with the words, “Thy necessity is yet greater than mine.” Serving those whose
needs are greater than mine is my motto in public service. This is a philosophy I have
since subscribed to.
Activities:
The two programs: the Ph.D. and the M.P.A. have produced a president of a University,
a Commissioner of Board of Regence, Five State Secretaries, Deputy Secretary, several
Vice Presidents and Faculty members serving in the academia. In support of the
programs, the Dean has received awards such as the 2012 National Forum of Black
Public Administrators Educator of the Year (NFBPA), National Teaching Excellence of
the year.
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EXECUTIVE Ph.D. FACULTY
Dr. Augustine Adu Frimpong
(Ph.D., Public Policy, Southern University and A&M College,
Baton Rouge, LA). Assistant Professor of Public
Administration/Policy who specializes in program design,
evaluation & implementation, public policy analysis,
economic policy analysis, microeconomics, healthcare
economics, econometrics, research methods, statistics,
modelling, monetary theory and practice, public policy,
project management, publication review and editorial
services, thesis & dissertation supervision, and coaching. He
teaches Program Evaluation, Program Implementation, and Research Methods.
Dr. Jocelyn Freeman
Dr. Jocelyn Freeman Bonvillian is a professor and Interim
Chair in the Department of Psychology at Southern University
and A&M College in Baton Rouge, Louisiana. She received
her Ph.D. in Developmental and Child Psychology with a
specialty area in statistics from the University of Kansas. Dr.
Bonvillian specializes in socio-cognitive development of
racial stereotyping and identity in children. And has
published in several journals, books, and book chapters, as
well as presented at numerous conferences and workshops
on topics ranging from substance use to identity
development. She has been a statistical analyst and program evaluator for over two
decades for several governmental, state, non-profit, and foundation organizations.
Dr. Bonvillian is a strong advocate of acquiring knowledge to make knowledge-based
decisions that will benefit a society. The two accomplishments she is most proud of
achieving in her leadership roles is strengthening the Department of Psychology
Online Degree Program and establishing the Louisiana Center for Prevention
Resources (LCPR) in the Department of Psychology which serves as a clearinghouse to
offer training, education, advocacy, technical assistance services to healthcare and
substance abuse prevention professionals at the state, regional, and community levels.
Dr. Bonvillian enjoys good mystery movies and shows especially British mystery shows
on LPB. Her hobbies include exercising, traveling, and exploring nature. Her students
always leave her with these words: “Dr. Freeman, I don’t like statistics, but I hope I have
the same passion and love for my job that you have for statistics”. She has been married
for 25 years to Gregory and has one son, Jaden.
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Dr. Vanessa Greenslade
Vanessa Greenslade recently joined the faculty at Southern
University full time as an Assistant Professor. She has taught at
Southern University as Adjunct Professor in both the Public
Administration and the Public Policy Departments since 2016.
In 2013, Vanessa graduated with her PhD in Public Policy, with
a concentration in Health Policy, from the Nelson Mandela
School of Social and Behavioral Sciences at Southern
University.
She has two master’s degrees from Clark Atlanta University in
Molecular Biology and Public Administration. Also, she has a Bachelor of Science
degree from Clark Atlanta University in Biology. Vanessa has taught classes at Clark
Atlanta University, Atlanta Technical College, Baton Rouge Community College, and
Dillard University. In addition to teaching, she has worked as a data analyst in the non-
profit sector over the past seven years.
Vanessa’s research interest include examining the effects of state health policies on
local children’s health, examining the impact that local financial policies on individuals
who are in poverty or are right above the poverty line; and investigating the impacts
that COVID-19 virus will have on future health and economic policies in Louisiana.
Dr. Xavier Hoy
Dr. Hoy has worked for multiple state and federal agencies in
several roles and continues to bring his wealth of knowledge and
experience to his alma mater, where he is currently an Assistant
Professor in the Nelson Mandela School of Government & Social
Sciences at Southern University and A&M College. His research
interests are grounded in his fields of expertise including:
Foreign Policy, International Relations, Security Studies, Global
Political Economy, International Development, Immigration
Policy, BOP, and Terrorism. He also has significant experience in
the areas of Human Rights, Social Justice Policy; as well as Public
Policy theory, design, construction, and analysis. Professional
affiliations of Dr. Hoy include Gilman Scholars, Critical Language Scholars, Young
Professionals in Foreign Policy (YPFP), Black Professionals in International Affairs (
BPIA), and McNair Scholar Mentors.
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Dr. Anthony Igiede
(Ph.D., Southern University and A&M College) Chair and
Professor in Sociology. Interests include: Ethnic Preference
Policy, Organizational Leadership, Social Theory, Social
Control, Social Institution, Social Change, Sustainable
Development, Law Enforcement, Criminal Justice and Crime
and Deviance.
Dr. Melanie Johnson
Dr. Melanie Smith Johnson, is an Associate Professor of
Political Science, Co-Activity Director for Title III program and
Principal Investigator for the Jewel Limar Prestage, Public
Policy, Polling and Research Center here at Southern
University and A&M College in Baton Rouge, LA. She teaches
courses that focus on civic engagement, political
participation, local, state, and national politics, quantitative
and qualitative research methods, educational policy,
diversity in curriculum in higher education, and public policy.
She has several years of administrative experience in higher
education and served as section leader committee member
(Section 10 – Educational Policies and Practices) for the Southern Association of
Colleges and Schools Commission on Colleges (SACSCOC) SACSCOC for Southern
University and A&M College. She also has over 25 years grant compliance, grant
writing/reviewing and policy development. Her research interests include black
politics, examining governance and leadership in higher education, particularly at
HBCU’s and public policy issues to develop strategies and techniques for effective
change. She is a graduate of Southern University and A&M College and earned my
Ph.D. from Louisiana State University. She is a strong advocate of students and serving
the underserved and underrepresented populations. Additionally, she is committed
to the physical, social, and economic well-being of the local community and the state
in which she lives. Dr. Johnson has 2 adult sons/daughter in law and a brand-new
grandbaby (Naomi Jean) who is the light of my life!
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Dr. Onyumbe Lukongo
Dr. Onyumbe Enumbe Ben Lukongo is an Associate Professor
of Public Policy at Nelson Mandela College of Government
and Social Sciences, Department of Public Policy Ph.D.
Program, Southern University, Baton Rouge, Louisiana, USA.
He is the Director of the Nelson Mandela Analytics Center and
the Coordinator of the Public Policy Ph.D. program. He holds
a Ph.D. in Economics from Mississippi State University with
areas of expertise in Econometrics, Spatial Econometrics,
GIS, and Remote Sensing applied in Social Sciences, and
Research Methods. He has been involved in the high-level
policy cycles for the State of Louisiana Senate. Dr. Lukongo teaches doctoral courses
including Research Methods, Dissertation Research, Quantitative Methods,
Microeconomics, Macroeconomics, Advanced Research and Critical Development
Theory. He is the doctoral dissertation chair. Dr. Lukongo has published in known
academic journals and has reviewed social sciences research methods textbooks for
SAGE Publications. Dr. Lukongo is a reviewer of academic journals. As of the last year,
Dr. Lukongo has been elevated to the rank of the Journal Article Editor. He designs
and implements his own coding for different journal articles and has been teaching
several econometrics and statistical packages including SPSS, STATA, SAS, LIMDEP,
NLOGIT, EVIEWS, GEODA, GEOSPACE, and ArcGIS. Dr. Lukongo is familiar with the
U.S. data system(Bureau of Economic Analysis, the U.S. Census, the Central Budget
Office, the Federal Reserve Board, the Bureau of Labor Statistics, the Conference Board
(the leading, coincident, or lagging indicators), The Penn World Tables, the World
Bank’s World Development Indicators, the OECD Statistics, the Eurostat…Recently, Dr.
Lukongo created and published with The American Economist a SAGE Publication
Journal, the loan accessibility index for the first time in the consumer finance literature.
Dr. Robyn Merrick
Robyn Merrick serves as Vice President for External Affairs for
the Southern University and A&M College System in Baton
Rouge. She leads a team that oversees alumni,
communications, state and local governmental relations, the
SU Museums of Art, and community relations.
At Southern, Robyn previously served as Executive Associate
to the President and provided leadership for the University’s
90,000 alumni serving as Director of Alumni Affairs and
Executive Director of the Southern University Alumni
Federation. Also, at Southern, Robyn hosted the University’s radio show, Inside the
Southern University System, and is the former co- editor of the Southern University
System Magazine. Through her career in higher education, she has held several
administrative positions including Director of Public Affairs and Policy Development
Coordinator.
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Robyn holds a Bachelor of Science degree in Business Administration, master’s in
public administration and a Ph.D. in Public Policy. She has conducted and published
research in the areas of women’s studies as it relates to women in government and
Historically Black Colleges and Universities.
In addition, Robyn has served as chair of the Board of Directors for Girl Scouts
Louisiana-East and chair of the Board of Directors for the Friends of Louisiana Public
Broadcasting. She has served on numerous boards and currently serves on the board
of directors for the Volunteers in Public Schools, WRKF Public Radio and the Arts
Council of Greater Baton Rouge.
Robyn is committed to public service and volunteerism with more than 35 years of
experience working with religious, civic, and nonprofit organizations including Delta
Sigma Theta Sorority, Incorporated and The Links, Incorporated.
Dr. Kristie Perry
Dr. Kristie Perry is Assistant Professor of Sociology and Director
of the Center for Social Research at Southern University and
A&M College where she graduated from in 2002 with a
bachelor’s degree in Sociology, and in 2004 with a Master of
Social Science. She holds a doctoral degree from Southern
Illinois University-Carbondale in Sociology. Since 2011, she
has been employed at Southern University. She has two
daughters, Christina and Jasmine.
Dr. Perry’s research has resulted in the expansion of existing knowledge in the
discipline. She has conducted research on several projects; perhaps, the most
significant of which is the Collective Healing Initiative. In the wake of Alton Sterling and
the Police Ambush in the city of Baton Rouge she helps identify funds to bridge the
gap between the community and the local police. The primary objective of the
Collective Healing Initiative was to foster meaningful dialogue and reconciliation
among law enforcement agencies and the communities of color they serve, to increase
the capacity of victim services programs, and to address officer health and wellness. As
a result of the expertise of Dr. Perry and others in conducting the community-based
research initiative, plans are underway to support officer wellness, survivors of crime,
and to reduce violent crime in Baton Rouge.
Dr. Perry has been successful in elevating her research at SUBR to levels of local, state,
and perhaps, national recognition. Dr. Perry is very influential throughout the
community. She has conducted community needs assessments to inform community-
university partnerships and to determine the effectiveness of the University in
understanding and addressing the best practices of regional development and
evaluating the economic and social outcomes of those processes. Much of her work
is on race, religion, and the family. She is currently the Chair of Racial and Ethnic
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Minority in the Mid-South Sociological Association. She also serves as Director of
United Excel Social Justice Institute. United Excel is a faith-based organization
dedicated to the education, advocacy, and empowerment of the Baton Rouge
community and surrounding areas using a MEDS (morally, economically, domestically
and socially) model while promoting peace and justice around the world. She sits on
the board for the Bridge Agency and the Coalition Against Domestic Violence. In this
capacity she provides research assistance and advice in the development of programs
and legislative policies for economic development and resources, services and
activities to low income and moderate families within crime hot spot areas and
debilitated neighborhoods and assist with partnerships to revitalize neighborhoods
while empowering families.
As Director of the Center for Social Research, Dr. Perry also works with the local
community agencies on identifying and securing funds to help support the agency
missions. She has over 3 million Dollars in funding for grant programming.
Dr. Donovan Segura
An articulate speaker, scholar, author, philanthropist, superb
organizer and outstanding team player, Donovan L. Segura,
Ph.D. has earned promotion within the academy of Higher
Education.
Donovan Segura serves as the Associate Vice Chancellor for
Equity, Diversity, Inclusion and Title IX and Professor of Public
Administration within the only Historically Black College
System in the Nation-Southern University Agricultural
Research and Extension Center and Southern University and
A&M College in Baton Rouge, Louisiana.
A native of Crowley Louisiana, Segura earned a Bachelor of Arts degree in political
science, a Master of Arts degree in social science, and a Doctor of Philosophy in public
policy administration (at age twenty-nine) all from Southern University and A&M
College in Baton Rouge, Louisiana.
Without question, he has increased awareness of Southern University’s institutional
brand and enhanced its recognition. In March (2022), Dr. Segura was appointed to
serve on the Board of Directors for the Louisiana Organization for Refugees and
Immigrants which is a global organization committed to promoting the socio-
economic and well-being of refugees and immigrants living in Louisiana, the United
States, and the world at-large. Concomitantly, Dr. Segura was elected to serve in
March (2022) as the Vice President for the Conference of Minority Public
Administrators (COMPA). COMPA is a national organization mission driven to serve
and assist public administrators, students and other professionals involved in public
service. Additionally, in January (2020), Dr. Segura was appointed as a Board
Member to Louisiana’s longest running AmeriCorps program, Serve Louisiana, which
engages young adults in public service work that helps the critical needs of the
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communities among the State of Louisiana. He is a member of the Southern University
Alumni Association and was selected as a member of the association’s Inaugural
Cohort of its Top 40 Under 40 Alumni. Dr. Segura holds active membership in Alpha
Phi Alpha Fraternity, Incorporated within the Beta Iota Lambda Chapter seated in
Baton Rouge, Louisiana.
Dr. Katara Williams
Dr. Katara A. Williams currently serves as the Vice-Chancellor
for Institutional Advancement and External Relations at the
Southern University Ag Center. She is formerly the Chief of
Staff for the Southern University System- the nation’s only
Historically Black College System. Williams was previously
appointed by Governor John Bel Edwards as the Executive
Director for the Louisiana Highway Safety Commission.
Williams is a skilled professional with an impressive track
record in the education, policy, and public affairs sectors.
Having worked for more than 20 years in both K-12 and higher
education, Dr. Williams has made her mark around the state and nation as an advocate
for education. Prior to returning to Southern University as a top administrator, Williams
served as the Associate Commissioner for Public Affairs and Advisor to the Council of
Student Body Presidents at the Louisiana Board of Regents. Williams has also worked
at the Louisiana Department of Education (LDOE), where she developed and executed
stakeholder engagement strategies statewide for Louisiana’s teacher evaluation
system.
Prior to her work in the state department, Williams served as the Director of Media
Relations for the Southern University System and Assistant to the Chancellor and Public
Relations Specialist at the Southern University Ag Center. Dr. Williams also has
extensive experience in broadcast journalism having been an air personality and public
affairs talk show host on Cumulus Radio Stations.
Williams remains actively engaged in the community and beyond by serving on the
Learn for Life National Advisory Board, the Higher Education Leadership Foundation,
a member of the Executive Board of the Louisiana Association of Diversity Officers in
Higher Education, and an evaluator for the Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC). Williams has also dedicated her time
and talent as a past board member for Louisiana Public Broadcasting (LPB), the North
Baton Rouge Women’s Help Center, the Baton Rouge Ballet Theater, and the YWCA of
Greater Baton Rouge to name a few. She is a member of Alpha Kappa Alpha Sorority,
Inc., and a lifetime member of the Southern University Alumni Federation and the 1880
Society.
Williams has been recognized nationally for her commitment to education and is a life-
long learner. She is a 2012 Graduate of the 2012 Baton Rouge Area Chamber’s
Leadership Baton Rouge Class, a 2014 Graduate of the Council for a Better Louisiana’s
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Leadership Louisiana Class, and a 2015 Graduate of the Higher Education
Foundation’s Leadership Institute, a 2015 member of the American Council of
Education’s (ACE) Aspiring Leaders cohort, a 2019-2020 American Association of State
Colleges and Universities (AASCU) Millennium Leadership Fellow, and is a 2023
Leadership Fellow with the Academic Leadership Institute (ALI).
In 2020, Williams was recognized by HBCU Campaign as one of Ten HBCU Alumni to
Watch, and in 2021 she was recognized for both her leadership ability and
commitment to students and was selected as a Southern University System Leading
Lady. Williams has also been acknowledged as a Power Alumna by HBCU Times in the
2022 Fall Edition, and most recently received the 2022 Community Advocacy Award
during the Celebration of Women ceremony.
Williams is a proud alumna of Southern University and A&M College where she holds
a B.A. in mass communications, a M.A. in public relations, and a Ph.D. in public policy
from the Nelson Mandela School of Public Policy. She is also an adjunct professor in
public policy where she teaches courses in political leadership, philanthropy, and
diversity, equity and inclusion. Williams also has more than 15 years of experience in
real estate where she is the licensed broker and owner of Compass Real Estate Group
of Louisiana, specializing in the sale and management of residential and commercial
properties.
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The Executive Ph.D.
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GRADUATE DEGREE OFFERED
Doctor of Philosophy (Ph.D.) in Public Policy
ADMISSION REQUIREMENTS
The Doctor of Philosophy is the highest degree offered by Southern University. Award
of the degree testifies to independent mastery of an established subject area,
successful acquisition of acceptable research skills, and a concentration of knowledge
in a specific field. Consequently, doctoral programs are more flexible and varied than
those leading to master’s degrees. The Graduate School does not specify what courses
will be required for the Ph.D. degree. The general requirement is that the program
should be unified in relation to a clear objective, that it should have the considered
approval of the student’s entire supervisory committee, and that it should include an
appropriate number of credit hours of doctoral research. The Executive Ph.D. program
requires applicants satisfy the following:
•
Have earned a relevant graduate or professional degree from an
accredited
university
•
A graduate grade point average (GPA) of 3.0 on a 4.0 scale
• Apply and be admitted to Southern University and A&M College Graduate
School.
• Complete the Executive Ph.D. Program application.
•
Evidence of experience, accomplishments, and potential to overcome any
deficiencies.
• Successfully completed a minimum of seven years as an executive level
supervisor or manager.
Recommendation by the program admission committee in as much as the study of public
policy can involve any number of academic disciplines, many master’s degrees, especially in
the natural sciences, can provide ideal foundations, as can a law degree. Applications to the
Executive Ph.D.
Program in Public Policy are accepted annually March 15th through May 15
th
for
the impending fall term.
PROGRAM MATRICULATION
Program matriculation is key to academic success. This program is accelerated pace and
requires a significant amount of independent study apart from the cohort learning sessions
on weekends. The amount of investment is key to the dividends the investment will yield. The
policies listed below are specifically related to program matriculation.
•
If a student earns two grades of “D” or less in any term, they will be dismissed from the
program.
• Each student’s academic journey is unique. This is an accelerated pace
program. If a student is unable to handle the academic pace of the program,
17 | Executive PhD in Public Policy | Spring 2023
they may be recommended for transition to the traditional program.
• Graduation in two years is dependent on student commitment and academic
success in the program. Lack in either area may delay timely program
completion.
• Because the program has a prescriptive curriculum failure to remain on track
with your cohort may delay your program advancement significantly. In these
cases, the program reserves the right to dismiss a student that does not remain
on track.
GRADUATION REQUIREMENTS
The minimum coursework requirement is 48 credit hours. This includes 12 hours of dissertation
research. Ten of the courses are
designated as “core,” including quantitative techniques, research
methods,
economics, program evaluation, program implementation, and policy studies. In
addition, each student must complete two courses or six hours of designated electives.
To remain in good standing, each student’s cumulative GPA must be a minimum of 3.0 or
better.
The dissertation process begins after the first 18 hours of course work is complete and continues
throughout the duration of the program. After successfully completing the final semester of
coursework c
andidates must complete and successfully defend a doctoral dissertation.
Graduate School rules and guidelines apply in all instances.
A full-time student may complete coursework
within two academic years (four semesters and
two summers).
The candidate’s dissertation committee will guide the preparation of a prospectus
and the dissertation. More details and policies are available in the Nelson
Mandela College of
Government and Social Sciences.
•
The Executive Ph.D. Program like other graduate programs at Southern University is
guided by the same rules and regulations that govern graduate programs.
•
The Executive Ph.D. Program is a rigorous 48 credit hours program that must be
satisfactorily completed including dissertation hours before a degree may be
awarded.
•
If for any reason a student is unable to complete the 48 credit hours and the
dissertation within two years, any additional semesters needed may be requested and
paid for by the student if approved to complete all requirements.
•
A student will not be allowed to graduate with more than two “C’s” or with an “F”
grade.
Programmatic Dissertation Proposal Policies
Students are required to successfully defend their dissertation proposals by the end of
their first summer of dissertation research. Failure to do so may result in program
dismissal.
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If your project is NOT APPROVED during proposal defense at the end of the first
summer of dissertation research. You will have one additional opportunity prior to the
start of the fall term to present your proposal. If you are not successful, you will not
advance to year two of the program.
Any additional semesters needed to continue/complete your research will be at your
expense. Because this is a cohort model, any additional research hours or courses
needed must be requested. Those hours or courses will be offered in the traditional
program.
Programmatic Dissertation Policies
If your project is NOT APPROVED for defense by the end of the second Spring term
the summer session will be used to continue your research and writing with your
committee. Any additional semesters needed to continue/complete your research will
be at your expense. Because this is a cohort model, any additional research hours or
courses needed must be requested. Those hours or courses will be offered in the
traditional program.
Persons approved by their committees to proceed with a defense will be required to
present their research orally utilizing visual aids (e.g. power point) to the faculty after
the written document has been shared and approved.
Post a successful defense, the student is required to have their project edited by a
university and program approved editor.
The student must print and provide one hardcover bound copy of their final approved
and edited project on 100% cotton bond paper to the Executive Ph.D. Program.
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The Executive Ph.D.
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COURSE REGISTRATION
Each semester students will be pre-registered for all courses by the EPh.D. program.
CURRICULUM ADVISEMENT
The program does not utilize advisors for curriculums. The program’s curriculum is
prescribed.
FINANCIAL AID
Due to the nature of this non-traditional academic program departmental aid is limited
and extremely competitive. Students admitted to the program are strongly
encouraged to pursue their financial aid options with the university’s Office of Financial
Aid.
TELEPHONES
The use of telephones is limited to breaks to minimize disruption of the academic
experience. Mobile devices should be placed on silent during all sessions and if they
must be used, please exit the learning space to do so.
LODGING
Lodging is provided for all students admitted in the program for in-person weekends
only. Accommodations will be arranged by the program. If you will not be in
attendance to a session, please inform the program via email or phone a minimum of
seven days prior to the session. All visits to the campus outside of the normal in-person
weekends are at the expense of the student. This includes early arrivals and late
departures. There is no refund for hotel days missed.
STUDENT CONDUCT
Graduate students are subject to the same rules of behavior that governs all students
at the university. Administrative regulations governing the conduct of students
enrolled at Southern University are contained in the Code of Student Conduct.
Included in that publication are rules and regulations governing student rights and
responsibilities, the University Judicial System, disciplinary sanctions, penalties,
violations, and types of offenses. A copy of the Code of Student Conduct may be
obtained from the Office for Students Affairs. Disruptions to the learning process will
not be tolerated.
Family Educational Rights and Privacy Act In accordance with the Family Educational
Rights and Privacy Act of 1974 (P.L. 93-380, Section 513, amending the General
Education Provisions Act, Section 438) students enrolled at Southern University are
hereby informed of their right of access to their official records as described in the Act.
For additional information, contact the Office of the Registrar.
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The Family Educational Rights and Privacy Act defines the term “directory information”
as the student’s name, address, telephone listing, date and place of birth, major field
of study, participation in officially recognized activities and sports, weight and height
of members of athletic teams, dates of attendance, degrees and awards received, and
the most recent previous educational institution attended. The University will make
public information about each student limited to these categories in ways such as those
described above. Information from all these categories, however, is not made public
in every listing.
Students who do not wish to have any or all such directory information made public
without prior consent must notify the Office of the Registrar in a signed and dated
statement specifying the information that they do not wish to be published. The notice
must be received by the Office of the Registrar by the end of the registration period of
the semester or summer term of first enrollments, or after an absence and re-
enrollment, and by the end of each fall registration period thereafter.
RECORDS OF STUDENTS
Final grades are electronically submitted and officially filed in the Office of the
Registrar. Grade reports are submitted to students. However, approximately 10 days
will be required to post grades and issue transcripts for students who have completed
courses and wish this work to be included on their transcripts.
Transcripts cannot be released until all debts to the University are paid in full.
Regulations Governing Student Records
Campuses comprising the Southern University System shall comply fully with
regulations of Section 438, Privacy Rights of Parents and Students, of the General
Education Provisions Act. This ensures students access to their educational records
maintained by the University and prohibits the release of personally identifiable
information except as specified by the law.
The Chancellor shall inform students of the rights accorded them by law.
• To gain access to their academic records, students must submit written requests or
present themselves to the Office of the Registrar.
• Personally, identifiable information from educational records cannot be released
without the student’s permission except:
• To Southern University personnel who have legitimate educational interest as
determined by the University
• To other educational institutions in which the student seeks to enroll, (the student
may obtain a copy of the record that was transferred)
• To public agencies as specified in the Act
• To agencies and offices requesting records in connection with the student’s
application for financial aid
• To accrediting agencies
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• To parents of students who are dependents for income tax purposes
• To courts of law in response to court orders or subpoenas Policies governing
disciplinary procedures for the University are included in the Code of Student Conduct
manual, available in the Office of the Vice Chancellor for Student Affairs.
Requests for access to educational records by any person other than the Graduate
Student shall be refused unless the student has submitted a written, dated, and signed
waiver to allow access to the records. The waiver must specify the records to be
released, the reasons for the release, and names of persons to whom records should
be released.
ACADEMIC STANDARDS
Graduate students at Southern University are governed by the following regulations
regarding scholarship standards:
• The minimum standard for graduate work is a letter grade of “B” applied to the plan
of study used to meet degree requirements.
• Earn a minimum cumulative Grade Point Average of 3.0 on all graduate course work,
and all course work applied specifically to the degree.
• Only two “C” grades are permissible towards a degree program. NO GRADE OF “D”
COUNTS TOWARDS A DEGREE PROGRAM.
Any graduate student may be denied further registration in a graduate program if the
cumulative grade point average falls below a 3.0. Disciplinary actions will be taken
against students with unsatisfactory scholarship. Such actions may include probation
or suspension. The following are the conditions for the respective disciplinary actions:
PROBATION
A student whose cumulative GPA, in either graduate or undergraduate course work
while enrolled in Graduate School, falls below 3.0 for the first time. Students on
academic probation are expected to take steps to improve their situation and raise
their GPA to 3.0 or above. The cumulative grade point average is computed as follows:
total quality points divided by total hours pursued (including transfer credits), except
for repeated courses.
• A graduate student will remain on probation until a cumulative grade point
average of 3.0 or above is achieved.
• Failure to earn a cumulative grade point average of 3.0 or above a semester or
summer term average of 3.0 while on probation will result in suspension (see
below).
• Graduate students with cumulative grade point averages between 2.51 and 2.99
will receive an academic warning that they are below the 3.0 minimum
cumulative GPA required for graduation.
• When a cumulative grade point average of 3.0 or above is achieved, the student
is in academic good standing.
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SUSPENSION
A graduate student who is placed on probation for two consecutive periods, will be
suspended if a cumulative GPA of 3.0 is not achieved at the end of the second
probationary period. Summer is excluded.
Academic Appeals Process for Suspension
A graduate student may appeal a suspension only if it is the first one for the student
and the student is able to provide strong supporting documentation as well as
compelling reasons for reconsideration.
All appeals should be directed to the Graduate School’s Appeal Committee and
submitted to the Graduate School by certified mail. The hearing schedule will be
determined by Graduate School’s Appeals Committee.
A student who is placed on suspension must remain out of school (and not
allowed to register) for the semester or summer session immediately following
such suspension, unless there is/are extenuating circumstance(s) that are
documentable. A suspended student shall follow the steps listed below:
a) The student submits a written appeal with supporting documentation to the
Graduate School by certified mail
b) If the student is successful with such appeal, the removal of suspension is
submitted to the Registrar for posting and the department is notified. If appeal
is not successful, the student may appeal to Academic Affairs.
EXPULSION
A student who fails to earn a cumulative 3.0 GPA after readmission following a
suspension will be expelled from the Graduate School. The student may submit an
appeal to the Office of Academic Affairs, if they have compelling reasons or
documentation to support extenuating circumstances that affected their academic
performance.
A student who is expelled from a program is ineligible for readmission to the
program from which they were expelled.
Plagiarism
Plagiarism is using someone else’s work without giving proper credit, a failure to cite
adequately. (Council of Writing Program Administrators, 2003) Citing sources allows
writers to give credit to their sources for the original author’s work and ideas; and,
provides a roadmap for readers who are interested in learning more about the topic.
In an academic environment, if you fail to cite your sources adequately, you are guilty
of plagiarism, which is taken very seriously. Plagiarism is considered academic
dishonesty. Academic dishonesty can result in a failing grade in the paper, failing grade
in the course, academic probation, expulsion from the university, or recreating the
research process. Any issue of plagiarism will be referred to the Dean.
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ACADEMIC GRIEVANCE PROCEDURE
A special conference between the teacher and the student should be arranged under
optimum conditions. If conditions do not allow for this to occur or the matter remains
unresolved the student can submit a grievance as outlined below:
1. The student shall submit a grievance, in writing, to the teacher’s department chair or
director where the incident occurred. The completed form, with all supporting
documents, shall be submitted within ten (10) working days after the occurrence of the
incident precipitating the grievance. Grievances must be filed at the departmental level
within the academic area where the incident occurred.
2. The department chair or director will acknowledge receipt of the grievance in
writing, within three (3) working days of receiving the grievance. The written
acknowledgement will be provided to the student in person or by mail or through the
official university email or through the student’s email.
3. The department chair or director will respond expeditiously, in writing, to the
grievance submitted, but no later than ten (10) working days after the acknowledgment
of receipt of the grievance. The department chair or director may appoint a committee
to review and submit recommendations regarding the grievance. The department
chair or director will review findings and make a ruling on the grievance. The response
to the grievance will be provided to the student in person. The student, upon receipt,
must state on the grievance form whether he/she is satisfied or unsatisfied with the
ruling. If the student is satisfied the matter is closed; but if the student is unsatisfied
with the ruling of the department, the student has three (3) working days to take the
grievance to the Dean of the College.
4. The Dean will respond expeditiously, in writing, to the grievance submitted, but no
later than (ten) 10 working days following receipt from department chair or director.
The Dean may appoint a committee to review the department chair or director’s ruling
or review the findings independently. The Dean will provide ruling to the student in
person or by mail or by official university email or the student’s email. If the student is
satisfied, the matter is closed, but if the student is unsatisfied with the ruling, the
student can file an appeal to the Dean of the Graduate School.
5. The Office of the Graduate School will respond expeditiously, in writing, to the
appeal submitted, but no later than ten (10) working days after acknowledgement of
receipt of the appeal. The Graduate School Dean may appoint a committee to review
the grievance or act independently. The Graduate School Dean will review the findings
and make a ruling on the appeal. The Graduate School Dean
will communicate the ruling to the student in person or by mail or by the student’s
email. If the student is satisfied the matter is closed. If the student is unsatisfied with the
ruling, the student can file an appeal to the office of the Vice Chancellor of Academic
Affairs.
6. The student must file the appeal to the Office of the Vice Chancellor of Academic
Affairs within three (3) working days of being notified of the Graduate School ruling.
The office of the Chancellor will acknowledge the receipt of the appeal, in writing,
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within three (3) working days of receiving the appeal. The written acknowledgement
will be provided to the student in person, by mail, through the official university email,
or the email provided by the student. The office of Academic Affairs has 7 working days
from the date of acknowledgement to render a decision. If the student is not satisfied,
the student may appeal with the Chancellor within 3 days.
7. The office of the Chancellor will respond expeditiously, in writing, to the appeal
submitted, but no later than seven (7) working days after receipt of the appeal. The
Chancellor will communicate the ruling to the student in person, by certified mail,
through the official university email, or the email provided by the student and the
Chancellor’s ruling is final.
GRADING SYSTEM
The Graduate School adheres to the quality point system of four points per semester
hour for an “A,” three points for a “B” two points for a “C”, one point for a “D” and 0
point for “F”. For example, 3.0 indicates a “B”.
The only grades accepted for graduate credits are “A,” “B,” “C”, and “P”. A grade of “D”
will not be accepted for graduate credit.
A grade of “P” is usually awarded only in the following courses: Supervised Research,
Supervised Clinical or Practicum, Master‘s Research, Special Project, Advanced
Research, Doctoral Research Thesis and Dissertation.
Additional courses for which a grade of “P” may apply are noted in the departmental
listings. No other courses—graduate or undergraduate— may be taken for a “P” grade.
Grade points are not designated for “P” grades; “P” grades are not used in calculating
the grade-point average.
GRADE OF N/C (NO CREDIT)
Students enrolled in thesis, dissertation, research, or special project who failed to
complete or make satisfactory progress within a given semester or term should receive
a grade of NC (non- credit). Since these courses are designated as having variable
credits (e.g., 1-15 credit hours), they may be repeated up to the maximum number of
credit hours required for the respective disciplines. If a student receives a grade of NC,
action cannot be reversed by a grade change. NC grade does not carry any quality
points and it does not affect the overall grade-point average. However, NC grade will
only be counted towards attempted credit hours. The student must register again for
the required credit hours and receive a passing grade in order to receive academic
credit. The Maximum number of NC grades is determined by the respective
department.
Students registering for thesis, dissertation and research project hours must be
registered in class sections assigned to the chair or supervisor of their
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thesis/dissertation/research committee. The chair/supervisor of the research
committee is responsible for determining the grade earned and must have the
responsibility, as the instructor of record, of assigning the grade.
NON-TRADITIONAL MODE OF DELIEVERING GRADUATE COURSES
A faculty member who proposes to teach a course using a nontraditional mode must
present the appropriate documents to the departmental chairperson and dean of the
college for approval. Examinations must be like those of regular classes and should be
given and graded according to the established course syllabus. Students are required
to complete all the requirements including projects and assignments as delineated in
the course syllabus. Nontraditional mode of course delivery is usually designed to fulfill
the needs of nontraditional students and people in the community.
INCOMPLETE GRADES
Work that is of passing quality but, because of extenuating circumstances, is not
completed by a student in each semester or term may be given an “I” (incomplete)
grade. Students must initiate an incomplete grade request through the course
instructor and obtain approval of the department head and the Dean of the Graduate
School. The instructor must submit the “Incomplete Grade Report” and file the form
with the Office of the Registrar by the deadline for submitting grades to the Registrar.
If a request is not received from the student prior to the issuing of a final grade, the
instructor should consider the delinquent work to be of failing quality and the student
should be given a failing (“F”) grade and not an “I” grade.
A grade of “I” received during a semester or term should be removed as soon as
possible, but no later than the end of the semester/term following the one in which
such grade was received (excluding Summer Sessions).
Incomplete grades are removed only by completion of the course work, not by
repeating the course. A grade of “I” becomes a grade of “F” if not removed by the end
of the semester/term following the semester/term in which the “I” grade was received.
A grade of “I” carries no quality points and does not lower the overall grade-point
average. All grades of “I” must be removed prior to the applying for graduation and
receiving a graduate degree.
CHANGE OF GRADES
Any change of grade must be initiated on the required form available in the Office of
the Registrar by the instructor who originally assigned the previous grade. Grades that
have been submitted to the Office of the Registrar can be changed only by submitting
the official Change of Grade Form certifying that an error was made in recording the
grade. Materials submitted by a student after the official completion of a course by
means of the final examination or otherwise may not be used as a means of continuing
the course and thus changing a previously submitted grade.
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A change of grade must be approved by the department head and the Dean of the
Graduate School before the Registrar will make changes on the student’s record. Any
grade change must be received in the Office of the Registrar no later than 60 calendar
days immediately following the beginning of classes in the semester following the one
in which the grade was given or omitted. For a Summer term, the changes are due in
the Office of the Registrar no later than 60 calendar days immediately following the
beginning of classes in the succeeding Fall semester. If a student is not enrolled the
following semester, then the grade change is due 60 calendar days following the
beginning of classes in the next semester in which the student is enrolled.
REQUIREMENTS FOR THE Ph.D. DEGREE
The Doctor of Philosophy is the highest degree offered by Southern University. Award
of the degree testifies to independent mastery of an established subject area,
successful acquisition of acceptable research skills, and a concentration of knowledge
in a specific field. Consequently, doctoral programs are more flexible and varied than
those leading to master’s degrees. The Graduate School does not specify what courses
will be required for the Ph.D. degree. The general requirement is that the program
should be unified in relation to a clear objective, that it should have the considered
approval of the student’s entire supervisory committee, and that it should include an
appropriate number of credit hours of doctoral research.
Supervisory Committee
Supervisory committees are nominated by the program director and appointed by the
dean of the college. The supervisory committee for a candidate for the doctoral degree
shall consist of no fewer than four members selected from the Graduate Faculty. At
least two members, including the chairperson, will be from the department
recommending the degree, and at least one member will be drawn from a different
educational discipline. `The committee should be appointed as soon as possible after
the student has begun doctoral work and in general no later than the end of the second
semester of equivalent full-time study. The dean of the college is an ex-officio member
of all supervisory committees.
Duties of the supervisory committee are as follows:
• To inform the student of all regulations governing the degree sought. It should be
noted, however, that this does not absolve the student from the responsibility of
informing himself/herself concerning these regulations.
• To meet immediately after appointment to review the qualifications of the student
and to discuss and approve a program of study.
• To meet to discuss and approve the proposed dissertation project and the plans for
carrying it out.
• To give the student a yearly letter of evaluation in addition to the Southern University
grades awarded for the research.
• The chair should write this letter after consultation with the supervisory committee.
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• To conduct the qualifying examination or, in those cases where the examination is
administered by the department, to take part in it. In either event, no fewer than five
faculty members shall be present with the student for the oral portion of the
examination. This examination must be given on campus.
• To meet when the work on the dissertation is at least one half completed to review
procedures, progress, and expected results and to make suggestions for completion
to meet on campus when the dissertation is completed and conduct the final oral
examination (defense) to assure that the dissertation is a piece of original research and
a contribution to knowledge. No fewer than five faculty members, including all
members of the supervisory committee shall be present with the candidate for this
examination. However, only members of the official supervisory committee may sign
the dissertation and they must approve the dissertation unanimously.
The Graduate School desires each supervisory committee to function as a University
committee, as contrasted with a departmental committee, in order to bring University-
wide standards to bear upon the various doctoral degrees.
A co-chairperson may be appointed to serve on a student committee and to serve as a
chair in the absence of the chairperson.
A student enrolled in the doctoral program must complete a minimum of a full year of
residency as a full-time student on the Baton Rouge campus of Southern University. A
student may satisfy the residency requirement by continuous enrollment for a total of
18 semester credit hours, during one academic year (including enrollment in the
summer sessions).
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Executive Ph.D. in Public Policy Program
Curriculum by Year
Total Credit Hours | 48.00
Academic Year I
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
700
Quantitative Methods
3
EPHD
706
Program Evaluation and Design
3
EPHD
714
Foundations of Public Policy
3
EPHD
704
Research Methods
3
EPHD
708
Policy Models
3
EPHD
716
Political Philosophy and Social Policy
3
EPHD
850-1
Dissertation Research
2
EPHD
850-2
Dissertation Research
2
EPHD
850-3
Dissertation Research
2
Academic Year I Total Credit Hours | 24
Academic Year II
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
710
Microeconomics
3
EPHD
718
Social and Political Institutions in Policy Making
3
EPHD
733
Philanthropy and the Nonprofit Sector
3
EPHD
711
Public Finance and Budgeting
3
EPHD
720
Policy Analysis
3
EPHD
735
Seminar on Issues of Race, Gender and Equity
3
EPHD
850-1
Dissertation Research
2
EPHD
850-2
Dissertation Research
2
EPHD
850-3
Dissertation Research
2
Academic Year II Total Credit Hours | 24
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Executive Ph.D. in Public Policy Program
Curriculum by Semester [Total Credit Hours | 48.00]
Semester I | Fall
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
704
Research Methods
3
EPHD
706
Program Evaluation and Design
3
EPHD
714
Foundations of Public Policy
3
Total Credit Hours Semester I | 9
Semester II | Spring
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
700
Quantitative Methods
3
EPHD
708
Policy Models
3
EPHD
716
Political Philosophy and Social Policy
3
Total Credit Hours Semester II | 9
Semester III | Summer
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
850-1
Dissertation Research
3
EPHD
850-2
Dissertation Research
3
Total Credit Hours Semester III | 6
Semester IV | Fall
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
710
Microeconomics
3
EPHD
720
Policy Analysis
3
EPHD
733
Philanthropy and the Nonprofit Sector
3
Total Credit Hours Semester IV | 9
Semester V | Spring
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
711
Public Finance and Budgeting
3
EPHD
718
Social and Political Institutions in Policy Making
3
EPHD
735
Seminar on Issues of Race, Gender and Equity
3
Total Credit Hours Semester V | 9
Semester VI | Summer
Course
Acronym
Course
#
Description
Credit
Hours
EPHD
850-1
Dissertation Research
3
EPHD
850-2
Dissertation Research
3
Total Credit Hours Semester VI | 6
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EPHD 700. QUANTITATIVE METHODS I. (Credit, 3 hours).
This
is the first part of two semester coverage of the science and art building
and using statistical
models. The course covers regression models and
related problems, application and computer
programs, and time series
models and polynomial regression, estimation, testing, and
predictions.
EPHD 704. RESEARCH METHODS. (Credit, 3 hours).
This
course examines the empirical methods of social research including
epistemology, theory
construction, and qualitative research. Emphasis
will be placed on data collection techniques,
methods for conducting
survey research, and analysis of limited dependent variables, such as
logit.
EPHD 706. PROGRAM EVALUATION AND DESIGN. (Credit,
3 hours).
Students are introduced to evaluation research and impact
analysis. Documentation, selection
of performance indicators, input and
output indicators of performance measurements, and a
general overview
of false measures. Emphasis is on audit performance techniques and
modeling. An advanced reading and research seminar on the formulation, design, and
evaluation of programs and policies will be conducted.
Methods of the policy analysis, such as
decision theory will be presented.
EPHD 708. POLICY MODELS. (Credit, 3 hours).
This course
addresses program implementation, applying modeling techniques
with built-in
performance indicators. Program implementation and
outcome assessments linked with
process management, and quality assurance measures will be examined. Spatial analysis using
Geographic
Information Systems. Emphasis will be on modeling implementation.
EPHD 710. MICROECONOMICS FOR PUBLIC POLICY. (Credit,
3 hours).
This advanced graduate level course examines the most
important concepts, principals, and
procedures of microeconomics and
its applicability and applications for public policy. Topics
covered include;
theories of demand, supply, production and cost; elasticities; markets
structures and market failures; competitive and monopolistic markets; markets for
resources,
especially labor markets; unions; government regulations;
microeconomic foundations of public
policy, and applications
microeconomic to public policy formation, implementation, and
evaluation.
EPHD 711. PUBLIC FINANCE. (Credit, 3 hours).
This course
covers selected special or topical issues and problems of public financing
including alternative revenue sources, revenue sharing, taxing of
individuals and corporation, flat
tax, public expenditures, and modern
practices of expenditure managements. Other topics of
interest to
participants will also be addressed.
(Prerequisites: PADM 530 or by
instructor’s
permission.)
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EPHD 714. FOUNDATIONS OF PUBLIC POLICY. (Credit,
3 hours).
An overview of the policy process with emphasis on the
policy-making apparatus. An
introduction to the major theories of
public policy together with the historical intellectual
development of the
discipline.
EPHD 716. POLITICAL PHILOSOPHY AND PUBLIC POLICY. (Credit, 3 hours).
This course examines broad aspects of political
philosophy of several countries at different
times. Various philosophies which have guided various forms of government are reviewed. Special
emphasis is placed on philosophy underpinning democratic and socialist
governments. The
policy making apparatus of each form of government
is fully explored noting their strengths
and weaknesses.
(Prerequisites:
None)
EPHD 718. SOCIAL & POLITICAL INSTITUTIONS IN PUBLIC POLICY MAKING.
(Credit, 3 hours).
This course examines social
institutions, political forces and factors that influence and shape
the development of public policy in the United States. Theories and
Paradigms that bear on
Public Policy formulation in the United States
and fully examined beginning with the evolution
of Public Policy in the
United States.
EPHD 720. POLICY ANALYSIS. (Credit, 3 hours).
Advanced
training in analytical policy research methods will contribute to the
strength and
significance of the student’s doctoral research and should
enhance opportunities for the
student upon graduation. The course
will cover advanced design issues, methods for exploring
data, and
advanced statistical techniques. Public policy researchers must be able
to understand,
appreciate, and use diverse research methods in order to
conduct ethical and accountable
research. The employment of a variety of qualitative and quantitative methods, along with the
use of computers
is now critical to the conduct of scientifically sound research. Therefore,
this
course integrates the foundations of advanced research methodology
with the use of computers
and appropriate statistical procedures in order
to prepare students to meet the increasing
demands for conducting
policy-relevant research.
EPHD 733. PHILANTHROPY AND THE NONPROFIT SECTOR. (Credit, 3 hours).
This course provides an overview of America’s tradition of philanthropy and its
relevance for today’s fundraisers. The course explores changes in donor markets which
impact the practice of philanthropy in the 21st century. Additionally, the course
examines expectations for ethical behavior and accountability. This course also
discusses the theoretical basis and goals of fundraising activities and reviews the
framework for establishing a comprehensive development program.
It further examines the theoretical, philosophical, practical and ethical perspectives
related to the effective management and leadership of nonprofit organizations in the
twenty-first century. Upon completion of the course, the student will possess an
understanding of the historical development of the nonprofit sector; the multiple
rationales for the existence of the nonprofit sector; the distinctive characteristics of
nonprofit organizations; the structures, processes and complexities of organizational
33 | Executive PhD in Public Policy | Spring 2023
governance shared by volunteer board members and professional staff; the dynamic
environment of the contemporary nonprofit organization; and the current issues of
importance to nonprofit decision makers.
EPHD 735. SEMINAR ON ISSUES OF RACE, GENDER AND EQUITY. (Credit, 3
hours).
This course is to present an overview of the historical impact women have endured in
leadership roles in America, comparing the male and female role and of the
challenge’s women face in attaining and successfully embodying leadership roles. The
course examines the issues facing women in leadership positions and offers strategies
for handling them. The course explores social norms and expectations regarding
women of color in leadership positions and discusses practical strategies for operating
effectively within the workplace.
Specifically, the course tackles “gender bias” and the “double-blind” dilemma – a
common phenomena frequently faced by minority women leaders - If they’re strong,
assertive leaders, they’re viewed as domineering and abrasive, encountering
resistance as a result; if they aren’t assertive enough, they’re viewed as weak and a
pushover, making it hard to get support within the organization. In this course, we will
examine that very common “double bind” and identify strategies to deal with it.
EPHD 850. DISSERTATION RESEARCH.
(Credit, 0-12 hours).
This course is designed for the student to apply the skills attained throughout the
matriculation in the program to a policy based supervised scholarly research report.
The student is expected to outline, introduce and research their policy-based topic
before developing a theoretical framework and conducting a study under the
supervision of a faculty mentor. Finally, the student will report the findings and the
implications of the policy as it relates to the work.
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The Dissertation Proposal
The dissertation proposal is a plan for a research problem you wish to investigate.
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Parts of the Research Proposal
• Genesis of the problem
• Statement of the problem
• Purpose of the study
• Research questions / hypothesis
• Logic model
• Rationale
• Review of related literature
• Theoretical Frameworks
• Overview of methodology
The Parts Explained
The genesis of the problem. In this section discuss all the dimensions of the problem and
toward the end of the page or pages settle on one dimension of the problem to investigate.
The identification of the aspect of the problem that has not been addressed and needs
to be addressed or partially addressed is called identifying the Research Gap. It's the
identification of a problem that needs to be addressed. And that's how a statement of the
problem can be formulated or derived.
The statement of the problem clearly summarizes “why” the study should be done – the
reason for conducting the research. What is the purpose?
Clearly explains to the reader the importance of the problem.
It also shows the problem in the larger field,
provides a narrow/focused frame of reference and
gives the reader a perspective of the problem to be investigated.
The research questions must relate to the problem, and be focused, concise and must be
amenable to testing. There must be data to test the questions (see examples below. Any
research question that can be answered with one or two sentences is not a good research
question. Again, research questions must be clear and focused; the research questions must
be amenable to data collection for evaluation or analysis, must be amenable to empirical
testing.
A hypothesis is a statement or a proportion that expresses a relation between two or
more variable that are measurable or capable of being operationalized.
The logic model is a visual model that shows the relationships between
the problem under
investigation/situation and the processes or activities required to achieve the
desired
outcomes.
As you conduct the review of the related literature start with the most recent data. Look for
current periodicals or
articles.
Review summaries of recent publications. Vary the
Sources. Do
not use only one source. At the end of the lit review, provide a summary of the lit review. Present
36 | Executive PhD in Public Policy | Spring 2023
a summary of the literature – indicate the main pros, cons, neutral aspects of key authorities.
Also indicate the overall position found in the literature.
The problem statement, research questions, and review of related literature are the
foundation of the theoretical framework. Here, the researcher uses theories that supports
the research. This shows the research is grounded on established
ideas.
The methodology
must
address the research
questions
or hypothesis. The methodology ties
together the thread that began with the problem statement
,
the purpose of the study, the
research questions or hypothesis together. They must be connected.
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The Dissertation
The dissertation is designed to cultivate critical thinking and scholarly reporting. It
serves as a culminating academic project. In this program, the project is a policy based
five or six chapter, (depending on model used), academic research investigation. The
student will pursue independent research on a question or problem approved by the
supervising faculty and engage in scholarly discussions regarding the study. Under the
supervision of a faculty member the student will also produce a substantial paper that
reflects a deep understanding of the topic
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The Dissertation Defined
The dissertation shall consist of the components below.
Chapter I: Introduction (minimum 25 – 30 pages)
Genesis of the Problem (8-10 pages)
Statement of the Problem
Purpose of the Study
Research Questions / Hypotheses
Significance of the Study
Logic Model
Organization of the Study
Chapter II: Theoretical Framework (minimum 15 pages)
Theoretical Framework
Chapter III: The Literature Review (minimum 40 pages)
Literature Review
Chapter IV: Methodology (minimum12 pages)
Rationale for Methodology
Population
Sample
Instrumentation (Reliability and Validity)
Data Collection and Procedures
Data Analysis Procedures
Chapter V: Analysis & Findings (minimum 15 pages)
Description of Population
Description of Sample
Statistical Analysis
Chapter VI: Summary, Recommendations and Conclusions (minimum 15 pages)
Discussion of Findings (Confirm or Refute its linkage to the literature)
Recommendations based on study
Recommendations for future research
Implications for Policy and Practice
Conclusion
References
Use APA Format
Appendix
Discuss in the order they appear in the document.
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Chapter I: The Introduction
•
Genesis of the Problem
History of the problem
Origin of the problem
Past and Current Standing Conditions
This section discusses the history of the problem, the origin of the
problem, its past and current standing or conditions . Successes and
failures recorded in addressing the problem. What is the current
standing of the problem to be investigated? Citations are required to
support the factual presentation of the problem and issues surrounding
the problem. Based on the successes or failure of the problem as
presented, the researcher indicates what aspect of the problem the
researcher plans to address or investigate. This paragraph leads to the
statement of the problem. Usually, ten pages or less or more should
suffice to discuss the origin of the problem depending on the nature of
the problem. The genesis must relate to the topic of the paper.
•
Statement of the Problem
Research Gap
Identify with clarity the problem being investigated.
Which should include the gap in research after discussing the status of
the problem in the genesis. This should lead to the statement of the
problem. This paragraph must identify with clarity what the problem is
that is being investigated. The statement of the problem must be stated
with clarity so that anybody reading the paper must understand what is
the problem that is being investigated – with no ambiguity. It could be
a sentence or a paragraph- whatever it takes to bring out the clarity.
•
Purpose of the Study
Must bring clarity.
What is the aim of the study?
Like the statement of the problem, must bring clarity in declaring the
purpose/s of the study. What are/is the aim of the study? State with
clarity and preciseness the purpose – for example, the purpose of the
study is to investigate, to analyze, to compare, to synthesize, to evaluate,
to explain a phenomenon, etc. The purpose must be amenable to
analysis with data.
•
Research Questions & Hypothesis
Must relate to the problem, be focused, concise and testable
Includes the Hypothesis
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The research questions must relate to the problem, and be focused,
concise and must be amenable to testing. There must be data to test the
questions (see examples below. Any research question that can be
answered with one or two sentences is not a good research question.
Again, research questions must be clear and focused; the research
questions must be amenable to data collection for evaluation or analysis,
must be amenable to empirical testing. See examples:
EXAMPLES:
Research Questions:
Why was Government Street overrun by chickens for the second time last
year? This question is not focused or precise and can be easily answered
in one or two sentences.
Revised:
What are some of the environmental factors in Baton Rouge in 2019 that
might have caused the chickens to cross Government Street in Baton
Rouge? It is precise, focused and can be analyzed using environmental
data
Research Questions:
Why are social net networking sites harmful? This question is unfocused,
not precise. It also has taken the position that net workings are harmful.
Revised:
How are online users experiencing or addressing privacy issues on such
social networking sites as Facebook and Twitter?
Hypothesis:
H
O
: {Null]. Users of the networking sites such as Facebook and Twitter
are more likely to support regulation of the networking sites to safeguard
privacy, abuses, false harmful propaganda to harm users and individuals
and the public.
H
I
: [ Alternative]. Users of the networking sites such as Facebook and
Twitter are not likely to support regulation of the networking sites to
safeguard privacy, abuses, false harmful propaganda to harm users and
individuals and the public.
Research Questions:
Are females smatter than males? This is not a good research question;
how will intelligence be measured? It is not focused or precise.
Revised:
Do females aged 17-34 score higher than males aged 17-34 on the
WAIS? [WAIS is a standardized intelligence test]. It is precise and
amenable to date collection.
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A Hypothesis is a statement or a proportion that expresses a relation
between two or more variable that are measurable or capable of being
operationalized.
Hypothesis:
H
O
: [Null]. Are males aged 25-40 more likely to be promoted to
managerial positions than females aged 25-40 because of intelligence,
education, skills, and gender roles.
H
I
: [Alternative]. There will be no difference amongst males and females
aged 25-40 in promotion to managerial positions based on intelligence,
education, skills, and gender roles.
Finally, as you consider the kind of questions/problems you wish to
address or research on, it should aim to accomplish one of these four
goals:
a)
Define or measure a fact or gather facts about a specific phenomenon
b)
Match facts and theory
c)
Evaluate and compare two theories, models, or hypothesis/ programs or
policies
d)
Affirm that a certain method is more effective than other methods
•
Significance of the Study
Includes the definition of terms.
Importance of the study
Make contributions to the literature.
The significance of the study and definition of terms if any. What is the
importance of the study? Will it make any contributions to the literature?
Sometimes the significance may be stated after the study has been
completed.
•
Logic Model
Graphically and Schematically summarize the problem.
Demonstrates the knowledge and understanding the researcher possesses in
addressing the problem
- The Logic Model is simply a clean graphic presentation tool that
provides the reader with a clean picture – graphically/schematically -
summary of the problem, events, variables and order of sequence,
relationships that will be considered in addressing the problem. The
variables, events, steps, input, related to the problem and the expected
outcome. Construct the logic model to reflect a clean summary of what
you plan to do. Build your model to fit the problem. A good logic model
demonstrates the knowledge and understanding the researcher
possesses in addressing the problem.
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•
Organization of the Study
Indicates the remainder of the chapters.
•
Definition of Terms
Define terms as they relate to this project.
Simply indicates what the rest of the chapters will address or contain, for
example, chapter one is the introduction, chapter two deals with the – theoretical
framework if it stands alone, chapter three deals with the literature review,
chapter four is about the methodology, data, and analysis, and chapter five deals
with the summary, findings, and conclusion. The organization heading indicates
how the paper will be organized and marks the end of chapter one.
Chapter II: Theoretical Framework
The steps are focused on using theory-driven and emphasizing on the relation
of a theory to a selected topic. You are advised to explore theories being used
in completed dissertations, doctoral studies, encyclopedias, other literatures,
and handbooks. This chapter may stand alone or combined with the literature
review. Apply the steps below.
The steps are as follows:
1.
Identify your key concepts and the key terms from your problem statement and
research questions. Policy frameworks that have been used.
2.
List the constructs and variables that might be relevant to your study.
3.
Have a list of theories and take notes on how and where they were used.
4.
Review past related literature to find theories related to your research work.
5.
Select a theory.
6.
Test whether the theory fits your study.
7.
Search out good seminal works related to those theories to learn how they were
been used.
8.
Show how your research fits in the selected theory.
9.
You may combine different theories in a new and unique way, evaluating and
explaining its relevance.
10.
Use the theory as a basis for interpreting your research results.
11.
Identify and learn more about relevant theories.
Chapter III: The Review of the Literature
Note the term related/relevant literature. The review must be related to the
problem being investigated. This section addresses the historical, past, the
current issues, theories related to the problem being investigated. It may
begin broadly – may include international, national perspectives before
zeroing in or narrowing the narrative to the specific problem. Past and present
methodologies related t to the study and gaps in the literature may be
reviewed and critiqued. Again, note the emphasis on related and relevant
literature. It must relate to the topic or problem being investigated. The issues
43 | Executive PhD in Public Policy | Spring 2023
and the gaps discussed usually provide rich fodder for developing or
improving the hypothesis in relation to the problem identified in the statement
of the problem. It’s very important that applicants demonstrate a thorough
knowledge of the literature. The literature review is expected to be detailed
and extensive. While there are no minimum number of pages required, a ten-
page literature review at the doctoral level is however unacceptable!
Chapter IV: The Methodology
Usually, it’s after the literature review that the hypothesis is developed, and the
variables identified. It may however be developed in chapter one.
Here, you are expected to discuss
fully the steps
to be taken to answer the
questions and hypothesis posed. It may be necessary to restate the
questions/hypothesis. In this chapter, the method and the explanation of the
model that may be used are stated. Depending on the method, if an
equation/model is involved, the model is clearly stated followed with the
model specification, and the operationalization of the variable in the
hypothesis clearly stated. The method and the steps that will be involved must
be clearly presented. If a survey is used, the instrument is attached as an
appendix. [ You are expected to research deeply on different research
methodologies].
Chapter V: Analysis, results and discussions
This Section may include the following:
a.
Purpose of the study restated
b.
Hypotheses restated, the research questions must be answered
c.
Discussion of findings to support or refute the hypotheses/questions
including tables and figures
Chapter VI: Summary, conclusion and Policy implications
This section may include the following:
a.
Significance of the study and limitations. Now that the study has been
conducted and analyzed this is the proper place to state contributions of
the study.
b.
Finally summarize, discuss the implications of the findings, and provide
suggestions for future research
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The Dissertation Sequence
•
Title Page
•
Copyright Page (optional)
•
Abstract
•
Dedication
•
Acknowledgements
•
Table of Contents
•
List of Tables
•
Chapter I | Introduction
•
Chapter II | Theoretical Framework
•
Chapter III | The Relevant and Related Literature
•
Chapter IV | The Methodology
•
Chapter V | Analysis, Results and Discussions
•
Chapter VI | Summary, Conclusions and Policy Implications
•
Appendix
•
Vita
