Charles McClintock, Ph.D.
Director, Institute for Social Innovation and Dean Emerit - School of Leadership Studies | Fielding Graduate University
Santa Barbara, CA, UNITED STATES
Focuses on graduate education, online learning, program evaluation, and evidence-based organizational development
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Biography
Charles McClintock, PhD, is Doctoral Faculty and Dean Emeritus at Fielding Graduate University. He served as President of The Santa Barbara and Ventura Colleges of Law, accredited by the California State Bar and WSCUC, from 2014-2015. He served as Dean of the School of Human and Organizational Development from 2001 to 2012 and founded the Institute for Social Innovation in 2002 where he now serves as Director. Dr. McClintock is Professor Emeritus at Cornell University, where he taught and held academic administration positions from 1975 to 2001. He was a visiting professor at Stanford University in 1981 and University of California, Santa Cruz in 1989.
Dr. McClintock’s scholarship focuses on academic leadership, graduate education, online learning, program evaluation, and evidence-based organizational development. He has worked with colleges and universities, social sector organizations, government agencies, businesses, and philanthropic organizations. His work has been published in Administrative Science Quarterly, Adult Education Quarterly, OD Practitioner, Administration and Society, Policy Sciences, Organization, and Evaluation Review. He has consulted for the United States Senate Committee on Labor and Human Resources, colleges and universities, federal, state and local government agencies, as well as nonprofit, and business organizations.
Dr. McClintock earned a PhD in social psychology from the State University of New York at Buffalo. He serves on the Substantive Change Committee of the Western Association of Schools and Colleges (WASC), and various social sector advisory committees. He is a Trustee and President of the Alumni Association at Occidental College. He also serves on the advisory board for KCLU, the central coast public broadcasting affiliate. Dr. McClintock is active in various academic and professional groups including Council of Graduate Schools, American Evaluation Association, Academy of Management, American Psychological Association, and American Educational Research Association.
Industry Expertise (3)
Education/Learning
Research
Training and Development
Areas of Expertise (7)
Academic & Administrative Leadership
Research and Program Evaluation Methods
Online Graduate Education
New Paradigms for Graduate Education
Organizational Studies
Organizational Change and Development
Evaluation of Health and Social Policy
Accomplishments (1)
Distinguished Administration Award (professional)
(1997) Awarded by Cornell University Gamma Sigma Delta Honor Society.
Education (2)
University at Buffalo: PhD, Psychology 1974
Occidental College: BA, Psychology 1968
Affiliations (6)
- Academy of Management : Member
- American Psychological Association, Division 14, Society for Industrial and Organizational Psychology : Member
- American Educational Research Association : Member
- Council of Graduate Schools : Member
- American Evaluation Association : Member
- NAFSA. Association of International Educators : Member
Event Appearances (5)
Assessing Learning Outcomes in Online Graduate Education
(2012) Council of Graduate Schools Washington, DC
Quality and economic foundations for successful online graduate programs
(2011) Council of Graduate Schools Scottsdale, AZ
Evolving modalities for doctoral education
(2010) Council of Graduate Schools Washington, DC
Evaluation criteria for fostering program adaptability and innovation
(2006) American Evaluation Association Portland, OR
Motivation and change dynamics: Core organizational development skills for evaluators
(2005) American Evaluation Association Toronto, ON
Articles (9)
Competency-Based Education at the Doctoral Level: Perspectives from the Fielding Experience
Fielding Graduate Unviersity, Santa Barbara, CA
(2014) With Rogers, K., Snowden, M., Taylor, O., & Borunda, M. This essay considers competency-based models in doctoral education within the context of their current advancement in higher education. The authors present Fielding Graduate University’s 40 years of experience in offering competency based PhD programs as a case study, as well as perspectives on the requirements for making competency-based education (CBE) work at the doctoral level and the implications for prior learning assessment (PLA) and accreditation...
Online Graduate Education
Council of Graduate Schools. Washington, DC.
(2013) With Benoit, J. and Mageean, D.
Passionate Scholars: Transformative Learning in Doctoral Education
Adult Education Quarterly
(2012) This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning...
Co-presence and group process in on line management education
Information Age Publishing, Greenwich, CN
(2008) With Stevens-Long, J.; In R. DeFillippi and C. Wankel (Eds.) Research in Management Education and Development, Vol. 6. Management Education For a Lifetime: The Challenges of Life Long Learning in Management Education and Development. (pp. 15-32)
Using Narrative Methods to Link Program Evaluation and Organization Development
Encyclopedia of Distributed Learning
(2004) The field of program evaluation has evolved over the past half century, moving from focusing primarily on research methods to embracing concepts such as utilization, values, context, change, learning, strategy, politics, and organizational dynamics. Along with this shift has come a broader epistemological perspective and wider array of empirical methods— qualitative and mixed methods, responsive case studies, participatory and empowerment action research, and interpretive and constructivist versions of knowledge.
The scholar-practitioner model
Sage Publications
(2004) In A. DiStefano, K. E. Rudestam, R. J. Silverman (Eds.). Encyclopedia of Distributed Learning (pp. 393-396).
Integrating program evaluation and organization development
Oxford University Press, New York, NY
(2004) In A. R. Roberts and K. R. Yeager (Eds.). Evidence-Based Practice Manual: Research and Outcome Measures in Health and Human Services (pp. 598-606
The scholar-practitioner model
Sage Publications, Thousand Oaks
(2004) In A. DiStefano, K. E. Rudestam, R. J. Silverman (Eds.). Encyclopedia of Distributed Learning (pp. 393-396)
Spanning boundaries of knowledge and organization: Collaborations for mind and management in higher education
Organization
(2001) Higher education faces two interrelated challenges in a world of increasing demand for life-long learning, as well as for helping to address persistent societal issues such as poverty, and the forces of economic and cultural globalization. The first is intellectual, concerned ...
Social