Overview of Graduate Programs

The Department of Educational Administration offers four graduate programs focusing on key educational issues for the improvement and effectiveness of organizations, communities, and government. Specific information about each program is accessible below.  

The Post Graduate Diploma (PGD) is intended for students interested in study at a level beyond that found in undergraduate course-work. The Master's course-based program (MEd) represents a relatively new initiative within the Department, and has attracted many practice-focused students for whom a graduate degree offers a credential supporting in-depth professional development through the study of research and theory, as well as greater understanding, appreciation of, and experience with action research in their own school-based domain. The Master's thesis program (MEd), in addition to professional growth through study, focuses on the mentorship and preparation of students in larger scale research projects and for future progress in academia. The doctoral program (PhD) focuses attention on the preparation of academics through a rigourous, philosophical, and intense research-based extension of the Master's thesis program.

Both the thesis and doctoral programs provide an opportunity for students to pursue knowledge through research related to an area of personal concern under the supervision of a member of the faculty, normally on a full-time basis. The course-based program offers students the opportunity to pursue depth of understanding in areas of personal concern where courses are scheduled to facilitate part-time study while students maintain their employment in schools. In these ways, the Department makes an important contribution through innovative programming that has enabled hundreds of working teachers in the province to pursue graduate education at the University of Saskatchewan. Recently, through a series of initiatives for which the Department is most proud, more than 100 students have been provided the opportunity to engage in graduate education in their own communities (including one First Nation), with their own school-division colleague cohorts, and tailored to the specific needs of their school communities.

The Department of Educational Administration is a welcoming and energetic environment, where faculty are available to meet with students; where faculty teach courses on Saturdays (both in Saskatoon and in communities around the province) to ensure access to graduate studies for students who work full-time, live outside of Saskatoon, or both; and where flexibility to address student needs runs parallel to scholarly rigour.

In recent years, graduate programmes in the Department of Educational Administration frequently engage and incorporate students whose field is not within our historical base of K-12 education (including nurses, physicians, those in policy studies, business administration, and higher education administration). Furthermore, the Department is increasingly home to international students, particularly from China, and has yearly offered international experience programming. In welcoming this diversity of background and knowledge-base, and by engaging international opportunities for our graduate students, the Department continues to grow through its commitments to innovation, internationalization, and inter-disciplinarity.

Programs Available

Graduate-Level Grading Policy

Though individual professors will base student performance on rubrics most appropriate to the design of their courses, evaluation of student performance in graduate-level writing is generally understood to follow the categories and criteria outlined below:

  • 90-100% (or equivalent): An exceptional paper in all respects, and in addition, contains original, creative thought that is of publication quality.
  • 85-89% (or equivalent): An excellent paper with respect to most or all criteria.
  • 80-84% (or equivalent): A very good paper that meets most of the criteria very well.
  • 75-79% (or equivalent): A good paper that meets some of the criteria very well, and remaining criteria adequately.
  • 70-74% (or equivalent): A satisfactory paper that meets all the criteria adequately--competent, though not outstanding.
  • 60-69% (or equivalent): A minimally acceptable paper that lacks originality (in that it imitates references too closely) or is deficient in three or more of the criteria.
  • < 60% (or equivalent): Not acceptable. Indicative of a paper that is deficient on most of the listed criteria. Does not meet the standards required for writing at a graduate level.

Criteria employed in the evaluation of written submissions are provided below:

  1. Research is evident, the student has reviewed literature that is relevant current and useful in understanding the topic. Not only books, but journals, monographs, research reports, and possibly non-print sources such as interviews, tapes, films, microfiche, and microfilm have been used.
  2. Sources of information are acknowledged in an acceptable manner (i.e., APA 6th Edition has been correctly employed). The names of authors consulted are used in the text of the paper.
  3. The paper says something substantive about the topic that is of value to the reader. The writer has been selective in the literature reviewed.
  4. The writer's own input is evident, the ideas taken from the literature are utilized to make observations, discuss implications, develop generalizations and draw conclusions.
  5. The paper is characterized by clarity simplicity, parsimony, and good English. It can be easily read and understood by a colleague.
  6. The paper has overall quality. The writer understands the topic and displays an ability to organize, to analyze, to synthesize, to evaluate ideas, and to express thoughts fluently.