Academic Track Structure 9 courses = 36 credit hours,
practical training = 18 credit hours
Ph. D. thesis = 36 credit hours
ABOUT THE ACADEMIC TRACK
The academic track seeks to prepare educational cadres in the twenty-first century, in which we are witnessing the accumulation of knowledge and the technological acceleration, which makes it a measure of modernity. The academic track offers, with a wealth of informed tools for rigorous research, that enables graduates to build knowledge and refine skills that lead to real impact in the policy-making, practice-oriented world of education. Our graduates can assume positions and sensitive leadership roles, and be educational policy makers. They can also be distinguished educators and university lecturers, and are able to occupy academic research positions and leaders in educational institutions.
Vision.
Preparing academic and professional cadres in the field of educational and educational administration and preparing scientific research locally and regionally related to the doctoral track in the field of educational administration and comparative education.
Mission.
Produce students who possess scientific and pedagogical knowledge, and skills specific to specific areas of educational research projects, and apply them in the context of a learning organization. Design, implementation, and evaluation of educational experiences and practices as well as managerial skills and informed educational interventions. Empowerment in leadership, managing developmental visions in education, and leading educational change in educational organizations. Develop teaching and learning practices through creative, reflective and critical thinking, and professional practice. Understand education and learning systems, policies, and related outcomes in traditional and non-traditional contexts.
Objectives
- The academic track aims to provide students with a theoretical structure for modern theories in educational administration, as well as skills that make them able to keep abreast of developments in the field of educational administration. The academic track also aims to build a researcher.
The First Stage
- The student studies nine courses, distributed as follows:
- √ Six compulsory courses.
- √Three elective courses from among the courses offered by the faculty for Ph.D. students.
- The study is conducted through research seminars in each course, and the research seminar relies on multiple references and is in accordance with the scientific research methodology and standards.
- The study of each of the eight courses takes four credit hours for a minimum of four weeks, and it may be more than that according to the abilities of each student, after which the student’s competency and knowledge test is held in the course he finished, then he starts in another course in the same way, and so on.
- Courses studied in the first year, the student has the right to extend the study for a period not exceeding a second year.
- If a specialization track is chosen within the general program, elective courses will have to be studied from the courses designated for the chosen specialization.
The Second Stage
● The student is assigned a virtual two course that the faculty chooses from among the courses that the student studied at the bachelor’s level. This is a practical training for the student, with ten credit hours. The student must divide this course into twelve to fourteen abbreviated lectures. The student presents each lecture in the form of a written summary of its topic in Word format, accompanied by a video recording of it in the student’s voice using the Power Point program. Its duration is not less than ten minutes and not more than twenty minutes.
The Thrid Stage
Requirements for registering a thesis topic for a Ph. D. degree in Education and Social Sciences
- Requirements for registering a thesis topic for a Ph.d degree in Education and Social Sciences The student must pass the prescribed academic courses with at least 70%.
- The student obtains a TOEFL certificate with a score of at least 450, or its equivalent, or obtains a corresponding certificate in the French language, with the exception of those who obtained a first university degree in one of the two languages, or in one of the two languages.
- The student submits a request to the university administration to register a Ph. D. thesis with a suggested topic in one of the sub-specialized tracks.
- If the initial approval of the subject title is achieved, the Faculty Council shall specify a supervisor to guide the student and follow him up in preparing the plan.
- The research plan includes the importance of the subject and a critical presentation of the previous studies in it, and a specification of the research problem, then defining the methodology of the study and its main hypotheses or the questions that you want to answer, and the division of the study and its sources.
- The student presents his proposed plan in a scientific seminar. The plan discusses a topic and methodology.
- The student amends his plan based on the notes of the professors in the seminar if he is asked to amend it.
- The plan is presented after the seminar to the Faculty Council to take its decision regarding the registration of the subject.
- In the event of approval, the decision of the Faculty Council is presented to the University Council to approve the registration, and the date of registration is calculated from the date of approval by the University Council.
Jury discussion and degree awarding
- The minimum period for preparing a Ph. D. thesis is 16 months, starting from the date of approval of the University Council to register the subject, and the maximum is 7 years, which can be extended for a third exceptional year upon the recommendation of the supervisor and The approval of the Faculty Council, provided that the total period of the student’s enrollment in the degree does not exceed four years.
- The supervisor submits a semi-annual report that includes what has been accomplished, and what is required in the remaining period.
- After the student completes the thesis and the supervisor reviews it, the supervisor submits to the university administration a report stating that it is valid for discussion, including an evaluation of the student’s performance during the thesis preparation period of 140 degrees, along with submission a full A copy of the thesis signed by him, and a letter with the names of the jury proposed by the professors of the discipline, for presentation to the council the faculty.
- It is required that before the student’s discussion, at least fifteen days have passed from the date of approval of the jury committee from the faculty.
- The jury committee formed to discuss the thesis is six months, which may be renewed for a similar period based on a report from the supervisor and the approval of the Faculty Council.
- The period of validity of the committee formed to discuss thesis is six months. It may be renewed for a similar period based on a report from the supervisor and the approval of the Faculty Council.
- Each member of the jury writes a detailed scientific report on the validity of the thesis for discussion, and evaluates the thesis out of 100 grade, and the average of the three degrees is taken.
- The student may not be discussed unless he obtains at least 70% of the supervisor’s evaluation of his performance and the jury members’ evaluation of the thesis in the individual reports.
- Submit a post-dissertation group report signed by all members of the jury evaluating the thesis discussion out of 100.
- The thesis is approved after public discussion by the jury with one of the grades shown in the following table:
Definition Point Grade Excellent 4.00 A+ Excellent 3.75 A Very Good 3.50 B+ Very Good 3.00 B Good 2.50 C+ Average 2.00 C Pass on probation 1.50 D+ Pass on probation 1.00 D Fail 0.00 F
- The following grades are not taken into account for the semester or cumulative GPA.
Thesis or project in progress : DP Incomplete : I In progress : IP Registration has been suspended : L The grade has not been decided : NGR Did not take the final exam. : NP Transferred course. : T Withdraw from the course. : W The course covers two semesters, the degree is given at the end of the spring or summer semester. : YR There are no credit hours. : NC One credit hour taken as a private student. The credit hours and the degree do not count towards the degree : ND Re-submitted course, only the last grade is used in calculating the GPA. : R Credit taken as a special student. Credit hours and grade counted towards a degree. : S Credits
Before the 2016-2017 fall semester 1 credit point is equivalent to 1 semester lecture hour. In the 2016 – 2017 fall semester the University introduced the ECTS – European Credit Transfer System.Academic Calendar
International Suleiman University calendar is based on the semester system. Each semester has a duration of 15 weeks including the week of the final exam. The summer semester is 10 weeks long, including the final exam.
Core Courses for General Track
Advanced Studies in Scientific Research Methodology
Course code: DESS101
Course name: Advanced Studies in Scientific Research Methodology
Credit hours: 4.00
This course includes a general review of research methods and their components. It also includes the various research designs that are used in experimental studies conducted in the educational, psychological and social fields. It also introduces the characteristics, uses, and factors threatening their validity. This course deals with the use of well-known statistical software in analyzing educational data, such as SAS, SPSS, AMOS software. This course focuses on data entry and organization, and the use of software to examine and analyze data using advanced descriptive, inferential and correlational statistical methods such as ANOVA in its various forms, one-way and factorial. repeated measures, and analysis of variance (ANCOVA). The course also deals with the main correlational designs, such as simple and multiple regression analysis, and paths analysis.
Organizational Behavior in Educational Management
Course code: DEEM101
Course name: Organizational Behavior in Educational Management
Credit hours: 4.00
It seeks to define behavior in general and administrative and organizational behavior in particular, and addresses related topics, including: personality and self-building, attitudes, motivation, perception of values, communication, leadership and its theories, learning, the group and its impact on the individual, in addition to presenting some selected topics related to organizational behavior within institutions. Teaching and learning Course vocabulary: personality and self-building, attitudes – motivation, perception – values, communication, learning – leadership and its theories, group and its impact on the individual – organizational health, organizational identity, work pressures – organizational silence, organizational culture, organizational climate – organizational symmetry, Organizational conflict, organizational structure – organizational citizenship behavior, organizational creativity – human relations, organizational change and development – organizational trust, organizational affiliation, leadership behavior – organizational loyalty, organizational creativity, job satisfaction – organizational commitment, organizational justice, organizational decline and deterioration, emotional intelligence and sentimental.
Recent Trends in Educational Management
Course code: DEEM102
Course Name: Recent Trends in Educational Management
Credit hours: 4.00
It provides students with modern and contemporary trends in educational management, and acquaints them with contemporary administrative performance methods such as strategic management, participatory management, the Kaison methodology, change management, and the like, to achieve quality and effectiveness in reaching the desired goals of educational administrative work. Course vocabulary: 1- Introducing the course in terms of its objectives, content, methods of implementation and evaluation of its outputs. 2- Modern trends: their concept, origin, development, importance and reasons for adopting them in the current era. 3- Strategic management: concepts – importance – goals – principles – levels – processes – application requirements – models and experiences for application – obstacles. 4- Strategic leadership, concepts, importance, goals, principles, levels, processes, application requirements, models and experiences for application, obstacles. 5- Ethical leadership: concepts – importance – goals – principles – levels – processes – application requirements – models and experiences for application – obstacles. 6- Knowledge management and knowledge economy: concepts – importance – goals – principles – levels – processes – application requirements – models and experiences for application – obstacles. 7- Total Quality Management and Academic Accreditation: Concepts – Importance – Objectives – Principles – Levels – Operations – Application Requirements – Models and Application Experiences – Obstacles. 8- Change Management and Re-engineering Management (Engineering): Concepts – Importance – Objectives – Principles – Levels – Operations – Application Requirements – Application Models and Experiences – Obstacles. 9- Participatory management: concepts – importance – goals – principles – levels – processes – application requirements – models and experiences for application – obstacles. 10- Six Sigma and the Kaizen methodology: concepts, importance, goals, principles, levels, processes, application requirements, models and experiments for application, obstacles. 11- Team management and performance management: concepts – importance – goals – principles – levels – processes – application requirements – models and experiments for application – obstacles
Qualitative Research in Educational Management
Course code: DEEM103
Course name: Qualitative Research in Educational Management
Credit hours: 4.00
This course deals with qualitative research, its concepts and types, its approach, its design, validity and reliability in qualitative research, and preparing the final report of qualitative research. Challenges and directions required for the development of educational research 3- The second unit: Introduction to qualitative research in educational administration – The concept and philosophical premises of qualitative research – Characteristics and steps of qualitative research – Ethical and legal considerations in qualitative research – Forms and determinants of qualitative research – Rules for documenting sources, reference citation and citation. 4- The third unit: qualitative research designs – formulating an introduction, goals and questions of the study in qualitative research – collecting and recording data in qualitative research. – Data analysis and interpretation – Introduction to qualitative research methods and strategies – Ethnograplay – Document analysis method – Case study – Grounded theory – Action research Qualitative 6-Unit Five: Information gathering and the role of the researcher in qualitative research – observation and participation (observation) – individual interviews. – Collecting information from the Focus Group – Documents Analysis – Daily notes – Intentional sample and its types 7 – Unit 6: Qualitative data analysis and interpretation – Definition of qualitative data – Objectives of analysis – Theories, methods and stages of qualitative data analysis – Presentation of qualitative data 8 – Unit 8 Seventh: honesty and reliability in qualitative research – methods of verifying the credibility of data – objective and subjective discipline in qualitative research. 9- Preparing the final qualitative research report 10- Qualitative research evaluation 11- Practical applications – Preparing a qualitative research plan 12- Final research
Evaluation and Development of Educational Institutions
Course code: DEEM104
Course name: Evaluation and Development of Educational Institutions
Credit hours: 4.00
The course deals with evaluating educational institutions in terms of types and fields and their relationship to change and development. It also includes the conceptual framework for development, its basic principles, management, models and strategies, in addition to planned change as an introduction to development in terms of its sources, types, constituents, models and strategies. It also includes contemporary approaches to the development of educational institutions. Course vocabulary: Unit 1: Evaluation in educational institutions Evaluation: concepts / importance / justifications / fields and types. Evaluation and its relationship to change and development in educational institutions Methods and models for evaluating education programs and institutions. The second unit: the development of educational institutions, the conceptual framework for development / historical development. The basic principles of development / principles and characteristics / justifications and challenges. development requirements and models. Development management and strategies. Stages and processes of organizational development. The third unit: change and development in educational institutions. Change: concepts, types, motives, sources, dimensions of change / fields / patterns / elements of success of change. Stages of planned change for the development of educational institutions. Planned change models and strategies. Unit Four: Entrances to the development of educational institutions. Institutional development interventions/types and methods of implementation. Quality and accreditation/international classifications/engineering of the renewable/producing organization/learning organization of building partnerships and alliances/privatization.
Education Financing and Budgets
Course code: DEEM106
Course name: Education Financing and Budgets
Credit hours: 4.00
Education financing and budgets
The course raises the most important issues of financing education and preparing a budget and applications. Course vocabulary: – Sources of spending on education. Funding, sufficiency and interest in education. Strategies about the relationship between financing and justice in the distribution of educational services and return from education. Contemporary international experiences from OECD countries. Contemporary international experiences from Latin American countries. Contemporary international experiences from Asian countries. Contemporary international experiences from African countries. The roles of NGOs in rationalizing spending. Additional sources of spending on education. Rationalizing spending through self-financing for schools. The role of the waqf in financing education. – The state’s general budget: objectives and foundations – budget types and methods – education sector budgets. Practical models from the budget of the education sector and its various institutions. Community partnership and management of additional resources. Effective distribution of financial and human resources. Reducing waste in educational spending.
Quantitative Methods in Educational Management
Course code: DEEM107
Course name: Quantitative Methods in Educational Management
Credit hours: 4.00
The course deals with the most important aspects of quantitative methods in educational administration, then the practical applications on the use of computers in educational administration research. Course vocabulary: – Distinctive approaches: interactive system – simulation – structural equation – optimization and modeling .. – the use of multiple regression analysis models through the computer In operations research:? Steps for using multiple regression analysis models in operations research. – Processes for building multiple regression analysis models in educational administration research. – The use of the track program in operations research in the field of educational administration: – Steps to build the track program PLS. Using the partial least squares model in operations research. Using the track program in educational administration development research. Difficulties in using the track program in operations research, and how to confront them in the field of educational administration??? – The most important difficulties and a discussion of how to identify them. – The track in operations research in the field of PLS – Proposals to address the difficulties of using the Educational Management Program: Determine the proposals in the light of building multiple regression analysis models. Practical applications on the use of computers in educational administration research.
Elective Courses for General Track
The Islamic Rooting of Management Science
Course code: DEEM151
Course name: The Islamic Rooting of Management Science
Credit hours: 4.00
This course deals with the general concepts of rooting, rooting the science of public administration, educational administration, and the purposes of legislation in relation to administrative transactions. It also deals with conducting applied research to root the science of administration. Course vocabulary: 1- The concepts of rooting and its objectives 2- The basics of rooting and Islamic guidance for science 3- The foundations upon which management in Islam is based 4- The purposes of Sharia as an introduction to rooting. 5- The purposes of general legislation. 6 – the purposes of special legislation (transactions) 7 – jurisprudential rules as an introduction to rooting. 8 – Applied research to establish management.
Contemporary Educational Policies
Course code: DEEM152
Course name: Contemporary Educational Policies
Credit hours: 4.00
Contemporary educational policies
This course deals with recent trends in educational policies, their importance, the most important challenges facing educational systems, analysis of the education document and its comparison with educational policies in the field of education, and the most important educational innovations in educational policies. Course vocabulary: 1- A conceptual introduction to educational policy and its importance. 2- The most important trends and principles on which educational policies are based. 3- Contemporary global changes and their implications for educational policies. 4- Challenges facing educational systems locally and internationally. 5- Analysis of educational policy in the Middle East 6- Comparison of educational policy in the Middle East with educational policies in Europe. 7- The most prominent educational innovations in educational systems at the level of programs and institutions locally and internationally. 8- Educational innovations in educational policy in the Turkish Republic.
Educational management studies in English
Course code: DEEM153
Course Name: Educational management studies in English
Credit hours: 4.00
This course is one of the elective requirements for the PhD program in Educational Administration and Planning. It aims to provide the student with the basic concepts in the field of educational administration and planning in English, during which some selected topics in the field of educational management and planning are reviewed and summaries of some research conducted in the field are read in English. Course vocabulary: 1- Leadership. 2- Delegation. 3- Delegating and developing administrative skills. 4- Motivation. 5- Organizational culture. Organizational climate. 7- Morale. 8- Organizational commitment. 9- Organizational development. 10- Knowledge economy. 11- Administrative Empowerment. 12- Job rotation. 13- Human Resources Department.
Education Policies and Systems
Course code: DEKC154
Course name: Education Policies and Systems
Credit hours: 4.00
The course deals with the definition of public policies, education policies, theories of policy making, methods of analyzing policies, the difficulties facing their implementation, and the most prominent issues around which public policies for education revolve, presenting and criticizing the internal policies of higher education institutions and public policies for education in the light of international experiences. Course vocabulary: – Definition of public policies and education policies and their importance. Policy making theories. Policy analysis and research. The role of governments in facilitating or hindering the implementation of policies. Difficulties in implementing policies and strategies to avoid falling into pitfalls. The most prominent issues around which public policies for education revolve, with examples in the following areas: Of the skilled workforce – political: national development and general trends of the state, independence, academic freedom, diversification of education, and public education versus private. – Internal policies of higher education institutions with examples in the following areas: – Policies related to students – Policies related to faculty. Personnel policies – teaching, research, community service and educational institution management policies. Program building and development policies. Quality, evaluation and accreditation policies. – Policies of academic independence and freedom – Performance management policies – Financial policies Presentation and criticism of public education policies in the light of scientific and international experiences. Presentation of the reality of internal education policies and their criticism in the light of scientific and international experiences.
Student Affairs Management
Course code: DEEM155
Course Name: Student Affairs Management
Credit hours: 4.00
Student affairs management
The course deals with student affairs topics, concepts, administrative structure, methods used in providing student services in various educational institutions, student affairs issues, and the reality of student affairs in educational institutions. Course vocabulary: 1. An introduction to the subject and its requirements 2. Linking students’ learning process inside and outside the classroom 3. Theories and research directed at student affairs 4. The role of research, measurement and evaluation in student affairs 5. The essence of student affairs work: its components, organizational structure and competencies required to be developed. 6. Services provided to students (admission and registration, academic support, health care, …..etc) 7. International experiences in the field of student services. 8. The foundations on which student activity is based (social, psychological, promotional, etc.). 9. Administrative frameworks for student affairs. 10. The role of student affairs in building society, promoting peace, tolerance, coexistence, respect, and achieving social justice. 11. Issues of resources in student affairs: budget, human resources, and facilities. 12. Technical and legal issues in student affairs 13. Management of issues and critical events in student affairs 14. Ethical rules, professional standards, and values in student affairs 15. The reality of student affairs in educational institutions.
Studies in English in General Curricula
Course code: DEEM156
Course Name: Computer Data Analysis
Credit hours: 4.00
Will be available soon..
Welcome to Institute of Postgraduate Studies
Degree: Ph. D. DegreeTrack code: PHD106ESStudy method: Distance LearningCredit hour: 90How long it takes: Full time: 3 years Part time: 6 years Limit time: 10 years