Qualifying Paper Rubric – Organizational Leadership / Higher Education Administration

10 points
Thorough and in- depth critical thinking and appraisal of theories in the multidisciplinary area of global leadership scholarship to identify a gap in research.

8-9 points
Generally complete critical thinking and appraisal of theories in the multidisciplinary area of global leadership scholarship to identify a gap in research.

6-7 points
Acceptable critical thinking and appraisal of theories in the multidisciplinary area of global leadership scholarship to identify a gap in research.

1-5 points
Incomplete or superficial critical thinking and appraisal of theories in the multidisciplinary area of global leadership scholarship to identify a gap in research.

10 points
Thorough and in- depth contribution to the creation of empirical knowledge and theory development in the area of global leadership by proposing specific research for further investigation.

8-9 points
Generally complete contribution to the creation of empirical knowledge and theory development in the area of global leadership by proposing specific research for further investigation.

6-7 points
Acceptable contribution to the creation of empirical knowledge and theory development in the area of global leadership by proposing specific research for further investigation.

1-5 points
Incomplete or superficial contribution to the creation of empirical knowledge and theory development in the area of global leadership by proposing specific research for further investigation.

10 points
Holistic understanding of global leadership is evident; the student thoroughly considers both global leaders and global followers and their interaction with and within complex global systems when discussing research designs for project.

8-9 points
Generally complete holistic understanding of global leadership is evident; the student generally considers both global leaders and global followers and their interaction with and within complex global systems when discussing research designs for project.

6-7 points
Acceptable holistic understanding of global leadership is evident; the student inconsistently considers both global leaders and global followers and their interaction with and within complex global systems when discussing research designs for project.

1-5 points
Incomplete or superficial holistic understanding of global leadership is evident; the student only superficially considers both global leaders and global followers and their interaction with and within complex global systems when discussing research designs for project.

10 points
The student used unique approaches and skills to develop research questions and hypotheses for global leadership research.

8-9 points
The student used some unique approaches and skills to develop research questions and hypotheses for global leadership research.

6-7 points
The student used acceptable approaches and skills to develop research questions and hypotheses for global leadership research.

1-5 points
The student used superficial approaches and skills to develop research questions and hypotheses for global leadership research.

10 points
The student thoroughly demonstrated advanced skills through both written and oral communication in empirically defining research variables.

8-9 points
The student generally demonstrated advanced skills through both written and oral communication in empirically defining research variables.

6-7 points
The student inconsistently demonstrated advanced skills through both written and oral communication in empirically defining research variables.

1-5 points
The student superficially demonstrated advanced skills through both written and oral communication in empirically defining research variables.

10 points
Student thoroughly addressed global leadership challenges across diverse sectors, described action plans to advance organizational success, and considered standards of global leadership.

8-9 points
Student generally addressed global leadership challenges across diverse sectors, described action plans to advance organizational success, and considered standards of global leadership.

6-7 points
Student inconsistently addressed global leadership challenges across diverse sectors, described action plans to advance organizational success, and considered standards of global leadership.

1-5 points
Student superficially addressed global leadership challenges across diverse sectors, described action plans to advance organizational success, and considered standards of global leadership.

10 points
Few to no surface errors; the errors that occur do not subtract from the meaning of the paper.

8-9 points
Surface errors are minimal.

6-7 points
Apparent surface errors that do not substantially interfere with the meaning.

1-5 points
Numerous surface errors that interfere with reading the paper.

10 points
Student conducted a critical analysis that thoroughly analyzed theories, research, and best practices about academic leadership and culture employed by individuals and organizations in higher education organizations and managerial practices which impact human behavior in organizational, national and global context.

8-9 points
Student conducted a critical analysis that generally analyzed theories, research, and best practices about academic leadership and culture employed by individuals and organizations in higher education organizations and managerial practices which impact human behavior in organizational, national and global context.

6-7 points
Student conducted a critical analysis that inconsistently analyzed theories, research, and best practices about academic leadership and culture employed by individuals and organizations in higher education organizations and managerial practices which impact human behavior in organizational, national and global context.

1-5 points
Student conducted a critical analysis that superficially analyzed theories, research, and best practices about academic leadership and culture employed by individuals and organizations in higher education organizations and managerial practices which impact human behavior in organizational, national and global context.

10 points
Student conducted a critical analysis that thoroughly analyzed theoretical and empirical literature, and best practices of the higher education legal processes, rights, responsibilities, duties and liabilities of faculty, administration, and students within the context of higher education.

8-9 points
Student conducted a critical analysis that generally analyzed theoretical and empirical literature, and best practices of the higher education legal processes, rights, responsibilities, duties and liabilities of faculty, administration, and students within the context of higher education.

6-7 points
Student conducted a critical analysis that inconsistently analyzed theoretical and empirical literature, and best practices of the higher education legal processes, rights, responsibilities, duties and liabilities of faculty, administration, and students within the context of higher education.

1-5 points
Student conducted a critical analysis that superficially analyzed theoretical and empirical literature, and best practices of the higher education legal processes, rights, responsibilities, duties and liabilities of faculty, administration, and students within the context of higher education.

10 points
Student demonstrated a thorough understanding of the key transformational role of technology and its impact on current trends in higher education in the United States and globally.

8-9 points
Student demonstrated a general understanding of the key transformational role of technology and its impact on current trends in higher education in the United States and globally.

6-7 points
Student demonstrated an inconsistent understanding of the key transformational role of technology and its impact on current trends in higher education in the United States and globally.

1-5 points
Student demonstrated a superficial understanding of the key transformational role of technology and its impact on current trends in higher education in the United States and globally.