Spring 2014
Take-Home Doctoral Qualifying Exam Guidelines
Adult and Higher Education
Students enrolled in the doctoral program in Adult and Higher Education must pass a qualifying examination. The
objective of the qualifying examination is to provide a progress check for newly admitted doctoral students early
in their course work in the program.
Eligibility. In order to be eligible to take the Take-Home Qualifying Exam, doctoral students in Adult and Higher
Education must meet all of the following requirements:
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Must be enrolled for at least one credit in the term in which a Qualifying Examination is taken.
Must be in good academic standing, and must have approval of his/her committee chair, to be eligible to take
the Qualifying Examination.
Have an approved Program of Courses on-file with the Program.
Have completed at least 15-credit hours but not more than 24-credit hours (not including deficiency courses).
After 24 credit hours have been completed, the student must consult with his/her advisor regarding taking the
qualifying exam.
Registration. Students should complete the AHE Qualifying Registration Form and submit it to the CAHE Office
by the deadline established for the semester in which the exam will be taken. The Registration Form and schedule
for deadlines and the criteria by which the exam is evaluated can be obtained from the CAHE webpage, under
Resources & Forms.
Duration a n d Sc he dul e . Students have t wo -weeks i n w h i c h to c o mp l e te t h e e xa m. Actual d a t e s o f e ach
semester’s exam will be announced by the department each year. Exams turned in beyond the deadline will be
considered void. Students may write the examination at any location.
Preparation. Students prepare for the Take-Home Qualifying Examination by successfully completing approved
courses in the doctoral program in Adult and Higher Education, outside readings, and professional experiences.
Students may form study groups prior to the examination, or may prepare individually.
Materials Permitted. During the exam period, all work must be done individually. Students are permitted to use
any materials in writing their essay. Students will be required to sign a statement certifying they had no assistance
(content or editing) during the exam period. Exams must adhere to the highest standards of academic honesty.
Exam Questions. The Take-Home Qualifying Examination is in two parts.
• In Part A, exam takers will be required to choose and answer two essay questions from a list of questions.
These questions will focus broadly on the history, philosophy, theoretical foundation, research/assessment
or social-cultural aspects of adult and/or higher education.
• In Part B, students will select and answer one question from a list of questions. These questions will focus
more specifically in the student’s area of study in the program (generalist in adult education, community
popular education, human resource development, student affairs, etc.)
Format and Length. Each essay should be 10-12 double-spaced pages, using one-inch margins and a 12 point
traditional font, not including references (total of no more than 36 pages, excluding references). Students should
begin their essays by identifying the specific question answered. The bibliography should reflect only those
references cited in the examination. Generally, 10-15 citations are appropriate for essays of this length. Essays
should adhere to strict guidelines in the latest edition of the APA Manual of Style.
Submission. Students should deliver the following materials to the Department of Counseling, Adult and
Higher Education, Gabel Hall 200, by the established deadline:
• A completed and signed Doctoral Qualifying Exam Cover Page Form.
• Four complete printed copies of the examination. The student’s name or other identifying information
should not appear on the exam. Faculty readers are not told the names of exam writers.
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An electronic copy of the examination must be submitted via Blackboard.
Evaluation. Exams will be graded by a minimum of three readers and evaluated based on the following seven
dimensions:
• Discussed the question/statement with sufficient depth.
• Answered the question with an understanding of the breadth of theories, concepts, and philosophies of
adult and/or higher education.
• Demonstrated knowledge of particular aspects of literature in adult and/or higher education.
• Provided appropriate and sufficient citations and references.
• Provided appropriate and concise examples from the literature to explain the narrative.
• Organized a logical presentation.
• Used appropriate APA Style.
Results. For fall and spring semesters, students will be notified of the results of their exam in writing about 6-8
weeks after the exam is submitted. Students completing the exam in the summer semester will be notified of the
results in early October. Students who do not pass the doctoral qualifying exam on the first try must retake the
exam in its entirety in a subsequent semester. A student who fails this examination a second time will not be
permitted to continue work toward the doctoral degree in that program, and admission to that program will be
terminated.
Sample Essay Questions for Qualifying Examination
• A perennial question for our field concerns the definition of adult education and the parameters of
the field. One way to note the difference in definitions is to view the field from the academic
disciplines. Define the field of adult education from three subject areas: philosophy, sociology, and
psychology. In your response indicate how your definition may differ within each academic field,
depending on your political and economic orientations. Give an example in each case as to educational
practice, which the definitions include and exclude. (Cite references.)
• What is the difference between the phrases “organizational learning” and the “learning organization”?
How might the learning strategies of an organization contribute to its survival? Provide examples in your
discussion. (Cite references.)
• Make a case for why adult educators should become more aware of the policies, both formal and
informal, which influence their professional practice. In your response, be sure you address the concerns
of a broad range of practicing adult educators, such as those engaged in human resource development or
continuing professional education, those engaged in graduate education, and those engaged in grassroots
community development.
–Passed by AHE Faculty, October 11, 2012