Social Welfare, PhD
Dr. Liliane Windsor, Chair, Social Welfare Doctoral Program
swphd@case.edu
Degree: Doctor of Philosophy (PhD)
Field of Study: Social Welfare
The PhD in Social Welfare program admits new students to start in alternating years. New students are not being admitted for fall 2026, but will be for fall 2027.
Program Overview
Founded in 1952 as one of the first doctoral programs in social welfare in America, the PhD program is a research training program in social work/social welfare. Doctoral students have the opportunity to engage with world-renowned faculty conducting cutting-edge research.
Learning Outcomes
- Leadership is a process whereby an individual influences others to achieve a common goal. Leadership in academe is unique in that the organizational structure is more horizontal and shared, while in most organizations it is hierarchical. Students will achieve competency in academic leadership by understanding their and others' style of leadership and participating in student and professional activities that enhance leadership skills.
- Research competency means mastery of skills needed to design and conduct systematic, empirical, objective, public, and critical investigation of a social welfare problem or issue. It means having the capacity to frame a question about a social welfare issue or problem that can be evaluated or examined using social science research methods. The research may be descriptive, designed to develop a theory, or intended to test a hypothesis. Research competency also entails mastery of oral, written, and visual communication skills needed to disseminate research. Research competency includes the ability to critically evaluate and synthesize research conducted by others. Lastly, it entails knowledge of, and commitment to, ethical principles guiding research and mastery of skills needed to protect the rights of research participants.
- Teaching competency includes a conceptual understanding of how people learn and the translation of this understanding into constructing and delivering learning opportunities to diverse audiences. Teaching competency at the doctoral level is based upon a general understanding of the historical evolution as well as current roles, structure and function of higher education and the academic profession in American society. A prerequisite to placing social work education within the context of higher education is knowledge of the relationship of professional education to liberal education and knowledge of the history and current context of social work education. This includes knowledge of social work educational policy and program accreditation standards for program design and curriculum development. Teaching competency also entails an understanding of learning theory and its application to professional education, including capability in educational program design, curriculum development, and the delineation and assessment of educational objectives.
- Theory competency means the mastery of skills needed to use theory and conceptual frameworks in social science research. Students mastering the theory competency will be able to use theory effectively to develop research questions and hypotheses for empirical testing. They will possess an understanding of the conceptual nature of theory and the ways theory can be applied in knowledge development. Students who master the theory competency will understand the evolution and history of theory development related to social welfare policies and problems.
Our curriculum and professional development opportunities are focused on assisting students to meet these four competencies. Student performance on the competencies is assessed annually in faculty evaluations in courses and students' yearly report about their activities and accomplishments.
Research
Research involves the mastery of skills needed to design and conduct a systematic, empirical, objective, public and critical investigation of a social welfare problem or issue. Doctoral students graduate with the capacity to frame an original research question about a social welfare issue or problem that can be evaluated or examined by using social science research methods. Their dissertation research may be descriptive, designed to develop a theory, or intended to test a hypothesis. The dissertation must be defended within five years of being advanced to doctoral candidacy, after completing coursework and a qualifying exam. Through the dissertation, students demonstrate the ability to conduct independent research and to make appropriate use of quantitative, qualitative, or mixed methods of social science research.
Mentorship starts at admission; students’ interests are matched with a faculty member’s research projects. Doctoral students present research at professional conferences and author or co-author a publishable-quality article for a peer-reviewed journal during their time in the Doctoral Program.
Teaching
We expect scholars and leaders to be able to effectively communicate with others and to be able to teach. Students take coursework related to teaching and full-time students engage in a teaching mentorship with a faculty member. The teaching mentorship is encouraged for part-time students. During the mentorship, students practice didactic, interactive, and experiential teaching strategies in classroom settings. They also learn approaches to other forms of knowledge dissemination such as presentations and writing papers for publications.
Teaching involves a conceptual understanding of how people learn and the ability to translate this understanding into constructing and delivering learning opportunities to diverse audiences. Formal coursework on social work education and teaching mentorships allow doctoral students the opportunity to develop knowledge of the history and current context of social work education and skills in educational program design, curriculum development, and outcome assessment of educational objectives. Students have an opportunity to participate in seminars on teaching offered by the University Center for Innovations in Teaching Excellence.
Social Welfare Theory
Students in the Mandel School Doctoral Program acquire the skills needed to use theory and conceptual frameworks in social science research. Upon completion of the program, students will be able to use theory to develop research questions and hypotheses for empirical testing and will possess an understanding of the conceptual nature of theory and the ways theory can be applied to the development of knowledge in social welfare. Through coursework, and dissertation work, students apply a theoretical framework in research to a social welfare problem and are able to discuss implications of research findings on theoretical relationships.
Leadership
Leadership is a process whereby an individual influences others to achieve a common goal. Leadership in higher education is unique in that the organizational structure is more horizontal and shared, while in most organizations it is hierarchical. Students will achieve competency in academic leadership by understanding their and others' style of leadership and participating in student and professional activities that enhance leadership skills. Students are encouraged to participate in professional social work organizations in their areas of expertise as well as to assume leadership roles in Mandel School, CWRU and community.
Faculty Advisors
Each doctoral student is assigned a faculty advisor to assist in the planning of their educational experience. At the appropriate time, a dissertation advisor is selected by the student and in consultation with the Doctoral Program Chair.
Qualifying Examination
The qualifying examination for doctoral candidates is taken after completion of required coursework. The exam is intended to test the student’s ability to independently complete dissertation research.
Admission to Candidacy
Students are admitted to candidacy for the PhD degree after completing all coursework and upon the successful completion of the qualifying examination. To be admitted to candidacy, the candidate also must have maintained a grade point average of 3.0. The Doctoral Program follows the grading policy and GPA Guidelines of Graduate Studies.
Dissertation Requirements
Dissertation Formats
Students may choose one of two different formats for writing their dissertation. Each format should be carefully considered by the student in consultation with their dissertation committee chair.
Traditional Dissertation
The first format is the monograph or “book” format for a dissertation. In this format, the dissertation is organized as an integrated set of chapters written as a logical progression of ideas pertaining to a central topic. Monograph dissertations typically include chapters formatted much like a book, with an abstract, table of contents, introductory chapter(s), a chapter summarizing pertinent literature and theory, a methods chapter, one or more results chapter, a discussion chapter, and reference list.
Three Paper Dissertation
The second dissertation format is a series of three research papers that may differ in a topic but are clearly reflective of a coherent program of research. Each paper is a stand-alone manuscript that is intended to be submitted to a high-quality peer review journal after the dissertation is completed. Examples of acceptable paper formats may include: systematic literature review, theoretical or conceptual, or empirical which must contain its own literature review, background, motivation, theory, data, methodology, results, and conclusions. Other types of papers may be acceptable but must be approved by the dissertation committee. The three paper dissertations include the following components: abstract; an introductory chapter addressing the literature and theory of the program of research; three chapters that are the stand-alone manuscripts; a discussion chapter that discusses common implications across the program of research for social work, policy, practice and/or research; and a complete reference list. The student is the sole author of the dissertation, including the three paper chapters. In no case should the paper chapters be articles that have already been published or submitted for publication prior to the committees’ formal, final approval of the dissertation. The student can make the choice to co-author any subsequent publications that are derived from or related to the dissertation research.
Once a student registers for SASS 701, he, she or they must continue to register each succeeding regular semester (fall and spring) until the dissertation is complete unless granted a leave of absence. The minimum requirement for the dissertation is 18 credit hours.
All requirements for the PhD degree must be completed within a period of five consecutive calendar years after a student is admitted to candidacy, including periods of leaves of absence.
Admission and Financial Aid
Information about admission to the Doctoral Program can be found on the Jack, Joseph, and Morton Mandel School of Applied Social Sciences Doctoral Program Website.
Information about financial aid for the PhD in Social Welfare can be found on the Jack, Joseph, and Morton Mandel School of Applied Social Sciences website.
PhD Policies
For PhD policies and procedures, please review the School of Graduate Studies section of the General Bulletin.
Program Requirements
The program is undergoing curriculum changes in 2026-2027. A total of 37 credit hours of coursework is required, in addition to 18 credit hours of dissertation credit. A qualifying examination, given after completion of coursework, determines each student’s eligibility for degree candidacy. The degree is awarded following successful completion of the dissertation.
The school reserves the right to require additional courses, which may not be credited toward the doctoral requirements if the faculty believes the student has insufficient knowledge in core areas of the curriculum, or to assist students in their intellectual and professional development.
| Code | Title | Credit Hours |
|---|---|---|
| Required Courses: | ||
| SASS 608 | Philosophy of Science and Theory Building | 3 |
| SASS 613 | Advanced Research Design | 3 |
| SASS 614 | Models of Qualitative Research | 3 |
| SASS 615 | Social Statistics and Data Analysis | 3 |
| SASS 630 | Seminar on Social Work Education | 3 |
| SASS 638 | Integrative Seminar: Research Development for Social Welfare Scholars (1 credit hour, taken 4 semesters) | 4 |
| SASS 644 | Critical Theories in Social Welfare | 3 |
| NURS 630 | Advanced Statistics: Linear Models | 3 |
| NURS 631 | Advanced Statistics: Multivariate Analysis | 3 |
| Electives a | 9 | |
| SASS 701 | Dissertation Ph.D. b | 18 |
| Total Credit Hours | 55 | |
- a
Courses at the 400-level or above. Students are required to take at least one graduate-level 3-credit hour elective course in a research method or statistics.
- b
Minimum of 1 credit hour per semester until at least 18 credit hours are taken.
UNIV 400 Professional Development for Graduate Teaching Assistants in the first semester is required by the School of Graduate Studies.
To be eligible to take the Qualifying Exam, all required courses must be completed, including the advanced research or statistics elective course.
Qualifying Exam Prospectus: within two years of completing coursework. Per Graduate Studies, students can take only up to 6 credit hours of SASS 701 before completing the Prospectus/Qualifying Exam.
Program Format
In response to the different needs and interests of potential PhD students, the Mandel School offers two formats for meeting course and degree requirements. Program requirements under both formats include taking 55 credit hours (28 credit hours of required courses, 9 credit hours of electives, and 18 credit hours of dissertation), passing a qualifying exam that is the prospectus within one year after coursework, and completing a dissertation. The program structures are:
Full-Time Program
Under this format, full-time students can complete coursework requirements and individualized research fellowships over two academic years.
Part-Time Program
Part time students are expected to complete the coursework requirements within three years.