Impact and Goals
Through flexible learning activities (intensive face-to-face, independent and online), this innovative Ph.D. program focused on managerial leadership in the information professions (MLIP) accommodates those individuals who are already employed in full-time managerial roles and do not want to leave their positions to earn a degree. The scholar's home organization will reap the first benefits by having exceptionally qualified professionals to move the organization forward into the future.
A portion of the MLIP program is self-directed, giving each student the opportunity to customize their studies and research to address the unique environment and needs of an organization and the community it serves. Simultaneously, students gain a broad perspective by interacting with leaders throughout the professional community. Wide dissemination of the research generated by students and faculty benefits multiple institutions. In the case of this doctoral program specialty, all of the research focuses on managerial leadership in the information professions.
The cohesive program concentrates on:
- a set of courses all centered on managerial leadership in library and information services;
- a comprehensive understanding of diverse issues;
- a strong foundation in critical thinking, problem solving, practice-based research, and effective writing, learning, and oral presentation;
- the knowledge and skills necessary for those who would be change agents in an increasingly digital world; and
- a supportive and nurturing environment of individualized study that combines technological applications, research methods, and political realities with management and leadership theory and practice.
The goals of the program are to:
- prepare individuals for careers as change agents and leaders in managing libraries, media centers, and other information-related organizations in an environment of globalization and convergence of disciplines;
- create a leading environment in which inquiry and critical questioning are valued and individual strengths are enhanced;
- engender in students an ability to engage in analytical thinking and problem solving;
- establish a culture that nurtures the advancement and dissemination of new knowledge related to managing libraries as complex organizations;
- provide students with a conceptual understanding of organizations and behavior within them;
- guide students in developing competencies in 25 areas of leadership; and
- foster an understanding of the role of technology in the management of change.
The goals are accomplished through a program consisting of courses and modules that include case study and scenario plan development, presentations to different stakeholder groups, the composition of research and analytical papers of publishable quality, and the development of practical planning documents related to activities such as strategic planning, project management and capital campaign development in library and information services settings. In addition to independent work, cohorts of students engage with each other, faculty, and professors of practice in collaborative projects. Activities are designed to enhance teamwork skills and to stimulate and nurture the intellectual exchange that is a fundamental characteristic of the doctoral experience.
Learning Activities 
The Ph.D. focused on managerial leadership in the information professions (MLIP) is a 36-credit program, based on a year-round schedule of three terms, beginning with the summer term. Learning activities include a variety of methods of course delivery, including intensive instruction (both on-site and in remote locations), online instruction, and self-directed or team-based work conducted independently with advisors and peers.
The curriculum and the content of the courses are all focused on managerial leadership and designed to help students strengthen the 25 competencies in the leadership model and their capacity for conducting high quality original research.
For more information on the program curriculum and courses please visit the following pages:
Program at a Glance
Foundation courses in leadership and management
Foundation courses related to original research
Modules applying knowledge gained in foundation courses
Elective courses (2)
Capstone course
Dissertation
Outcomes Assessment
The MLIP program incorporates an extensive assessment protocol designed to provide exceptional evaluation and guidance for the achievement of student learning outcomes and program-level leadership outcomes.
Student Assessment
Students receive traditional grades for coursework and complete a written dissertation, defended orally before the Committee on Doctoral Studies at the end of the third year. In addition, students participate in four forms of reflective assessment and review during the program. These activities are designed to guide students and evaluate their progress towards learning outcomes articulated in the leadership model.
- Personal Leadership Competency Assessment (P-LCA): At three points during their program (during orientation and at the completion of the first and second years), students evaluate their own competency levels in 95 leadership skills and characteristics based on the leadership model, providing quantitative rankings and notes.
- Course-Level Leadership Competency Assessment (CL-LCA): At the end of each term, all faculty that have engaged with students evaluate each student's competency levels in leadership skills and characteristics based on the leadership model (relevant for that course as outlined in each syllabus), providing quantitative rankings and brief narrative descriptions.
- Annual Review: At the end of the first and second years, students participate in an annual review. In addition to completing their personal LCAs, students present orally to the Coordinator of Doctoral Studies and faculty about their progress over the previous year, using their e-portfolio to highlight courses and assignments that have contributed to learning. Faculty review all LCAs and e-portfolios. They write summaries of student progress and make recommendations for student direction, which are discussed with the students during the annual meeting in early summer at Simmons College. The annual review culminates in a pass, fail, or probationary evaluation. Students who fail the annual review are not registered for further coursework. Students awarded probation will be given clear goals and a time frame in which to achieve those goals in order to remain in the program.
- Qualifying Examinations: After the capstone course, in the fall of the third year, students engage in qualifying examinations. The assessment includes a series of written examinations that must be passed in order to achieve candidacy for the Ph.D. To finalize their candidacy, each student must present their dissertation proposal to the Committee on Doctoral Studies and obtain approval to proceed with their dissertation.
Program Assessment
A Program Assessment Committee, made up of external observers who are respected leaders in the field, regularly assess the full MLIP program by a number of measures designed to evaluate the program's success in achieving its stated outcomes related to students, Simmons College, and the field of library and information science as a whole.
In addition to awarding doctoral degrees to students who have demonstrated competency and mastery in the leadership areas outlined in the leadership model, the MLIP program intends to be recognized as a national leader in this field.
Each summer, the Program Assessment Committee reviews a sample of material related to the program, including: student demographic data, student papers and work products, student research proposals, student online discussions, annual review summaries, student assessment summaries (at both the course level and LCAs), and program documentation. Faculty, students, staff and board members are available for interviews, if the assessors choose.
Each member of the committee prepares their own independent analysis, answering the following questions:
- How are we doing in achieving student learning outcomes?
- How are we doing in achieving national leadership outcomes?
- What needs improvement to achieve better outcomes?
- What are the strongest parts of the program?
- What areas need the most improvement?
- What potential do the students have?
- How can we adjust the program to better support student potential?
The committee then discusses their findings directly with program staff in person (or virtually).
Indicates link will open in a new browser window