Doctor of Philosophy in Education

Outcome goals and graduates' proficiency levels

Each doctoral program and specialization is designed around expected learning outcomes (see Expected Program Outcomes below). End of program performance is determined during the comprehensive exam and dissertation process. Because the work is unique to each learner's dissertation or research topic and the criteria for evaluation are aligned to that work, we do not collect data on proficiency levels for doctoral programs.

Doctor of Philosophy (PhD) in Education

Higher education and training specializations

• Leadership for Higher Education
  
• Nursing Education

P–12 education specializations

• Leadership in Educational Administration¹

Quality and Professional Relevance

• Capella University's Educator Preparation Provider (EPP) is accredited based on the Council for the Accreditation of Educator Preparation (CAEP) Standards through 2024. CAEP is the only recognized national accreditor for educator preparation.
  
• The CAEP Annual Report is available. This report includes impact and outcomes measures for each of offering in Capella’s CAEP-accredited EPP.
• More than 600 organizations—including corporations, health care organizations, and community colleges—invest in their employees by partnering with Capella to offer discounted education programs.
• The National League for Nursing recognizes that Capella’s PhD specialization in Nursing Education aligns with the Core Competencies for Nurse Educators©, using competencies that are integral to the Certified Nurse Educator® (CNE) exam.
• Capella’s Leadership in Educational Administration and Special Education Leadership specializations are state-approved and may lead to licensure endorsement
• Capella’s PhD specialization in Leadership in Educational Administration is recognized by the Education Leadership Constituent Council.

Expected Program Outcomes for All Specializations

Higher education and training specializations

1. Evaluate best practices in higher education.
2. Demonstrate professional and ethical leadership.
3. Demonstrate professional competence.
4. Evaluate, Analyze and conduct relevant research in higher education.

P–12 education specializations

1. Subject Matter: Possess a deep understanding of subject matter, its place within the discipline, and its connection to other disciplines.
2. Diverse Learners: Utilize multiple models, resources, and management strategies to meet the needs of and engage diverse populations.
3. Equitable, Inclusive Learning Environments: Apply knowledge, skills, and attributes equitably and inclusively to ensure the people they serve have the opportunity and encouragement to reach their potential.
4. Curriculum and Instruction: Develop assessment-driven, standards-based instruction or training.
5. Current Research and Theory: Work as scholar-practitioners by applying current research and theory to lead the development of the profession.
6. Field-Based research: Conduct research as scholar-practitioners to lead the evolution of practice in professional settings.
7. Data Informed Strategies: Inform thinking and planning for organizational strategies with appropriate data.
8. Ethical Leadership and Management: Consistently apply standards of ethical leadership and management.
9. Systems Thinking: Understand the attributes and skills necessary to lead and manage professional organizations as complex and adaptive systems.
10. Reflective Practice: Engage in reflective practice for continuous professional growth and improvement.
11. Communicate Effectively: Write clearly and communicate effectively with constituents in a variety of ways appropriate to purpose and context.
12. Critical Thinking: Engage in thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporates sound reasoning, and strives for equity and fairness.
13. Technology: Use technology effectively to improve learning, productivity, and professional practice.
14. Collaboration: Initiate and participate in communities of practice and other collaborations with professionals and community members to mobilize resources to best meet learner needs and to enhance professional growth.
15. Vision: Adapt to and provide vision and direction in a changing world.

¹Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure and salary benefits. It is the learner's responsibility to understand and comply with requirements for their states. Where applicable, teachers are advised to contact their individual school districts as to whether a program may qualify for salary advancement. For more information on licensure, see: http://www.capella.edu/education-degrees/licensure/.