doctoral programs in higher education administration

Best Higher Education Administration Programs

Ranked in 2024, part of Best Education Schools

A degree in higher education administration helps

A degree in higher education administration helps future heads of colleges and universities and other administrators learn how to lead effectively. These are the top schools for graduate programs in higher education administration. Read the methodology »

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Here are the Best Higher Education Administration Programs

Michigan state university, university of michigan--ann arbor, university of pennsylvania, pennsylvania state university--university park, university of california--los angeles, vanderbilt university (peabody), university of georgia, university of southern california (rossier), indiana university--bloomington.

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East Lansing , MI

• # 1 in Higher Education Administration
• # 21 in Best Education Schools  (tie)

$900 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,737 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

708 ENROLLMENT (FULL-TIME)

The College of Education at Michigan State University has an application deadline of Dec. 1. The application fee for... Read More »

Education school

Tuition and fees (doctorate).

$900 per credit (in-state, full-time)

$1,737 per credit (out-of-state, full-time)

ENROLLMENT (FULL-TIME)

Average gre verbal (doctorate).

Ann Arbor , MI

• # 2 in Higher Education Administration  (tie)
• # 3 in Best Education Schools  (tie)

$27,714 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$55,826 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

433 ENROLLMENT (FULL-TIME)

The School of Education at University of Michigan--Ann Arbor has a rolling application deadline. The application fee... Read More »

$27,714 per year (in-state, full-time)

$55,826 per year (out-of-state, full-time)

Philadelphia , PA

• # 7 in Best Education Schools

$1,854 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,854 per credit (part-time) TUITION AND FEES (DOCTORATE)

1,013 ENROLLMENT (FULL-TIME)

The School of Education at University of Pennsylvania has an application deadline of Dec. 1. The application fee for... Read More »

$1,854 per credit (full-time)

$1,854 per credit (part-time)

University Park , PA

• # 4 in Higher Education Administration
• # 46 in Best Education Schools  (tie)

$24,956 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$43,266 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

421 ENROLLMENT (FULL-TIME)

The College of Education at Pennsylvania State University--University Park has a rolling application deadline. The... Read More »

$24,956 per year (in-state, full-time)

$43,266 per year (out-of-state, full-time)

Los Angeles , CA

• # 5 in Higher Education Administration

$12,264 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$27,366 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

617 ENROLLMENT (FULL-TIME)

The education school at University of California--Los Angeles has an application deadline of Dec. 1. The application... Read More »

$12,264 per year (in-state, full-time)

$27,366 per year (out-of-state, full-time)

Nashville , TN

• # 6 in Higher Education Administration
• # 5 in Best Education Schools  (tie)

$2,241 per credit (full-time) TUITION AND FEES (DOCTORATE)

$2,241 per credit (part-time) TUITION AND FEES (DOCTORATE)

763 ENROLLMENT (FULL-TIME)

The Peabody College of Education and Human Development at Vanderbilt University (Peabody) has an application deadline... Read More »

$2,241 per credit (full-time)

$2,241 per credit (part-time)

Athens , GA

• # 7 in Higher Education Administration
• # 30 in Best Education Schools  (tie)

$8,878 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$25,186 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

854 ENROLLMENT (FULL-TIME)

The College of Education at University of Georgia has an application deadline of July 1. The application fee for the... Read More »

$8,878 per year (in-state, full-time)

$25,186 per year (out-of-state, full-time)

• # 8 in Higher Education Administration
• Unranked in Best Education Schools

N/A TUITION AND FEES (DOCTORATE)

N/A ENROLLMENT (FULL-TIME)

The Rossier School of Education at University of Southern California (Rossier) has an application deadline of Nov. 1... Read More »

Bloomington , IN

• # 9 in Higher Education Administration  (tie)
• # 34 in Best Education Schools  (tie)

$460 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,545 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

335 ENROLLMENT (FULL-TIME)

The education school at Indiana University--Bloomington has an application deadline of Jan. 15. The application fee for... Read More »

$460 per credit (in-state, full-time)

$1,545 per credit (out-of-state, full-time)

Ohio State University

Columbus , OH

$12,515 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$40,245 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

496 ENROLLMENT (FULL-TIME)

The College of Education and Human Ecology at Ohio State University has an application deadline of Dec. 1. The... Read More »

$12,515 per year (in-state, full-time)

$40,245 per year (out-of-state, full-time)

Harvard University

Cambridge , MA

• # 11 in Higher Education Administration  (tie)
• # 8 in Best Education Schools  (tie)

728 ENROLLMENT (FULL-TIME)

The application fee for the education program at Harvard University is $85. The Graduate School of Education at Harvard... Read More »

University of Maryland--College Park

College Park , MD

• # 25 in Best Education Schools  (tie)

$828 per credit (in-state, full-time) TUITION AND FEES (DOCTORATE)

$1,805 per credit (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

422 ENROLLMENT (FULL-TIME)

The College of Education at University of Maryland--College Park has an application deadline of Dec. 1. The application... Read More »

$828 per credit (in-state, full-time)

$1,805 per credit (out-of-state, full-time)

See all 36 Ranked Schools

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More Schools in this List (Alphabetical)

Arizona State University (Fulton)

Phoenix , AZ

• in Higher Education Administration
• # 17 in Best Education Schools  (tie)

$12,376 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$25,722 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

798 ENROLLMENT (FULL-TIME)

The Mary Lou Fulton Teachers College at Arizona State University (Fulton) has a rolling application deadline. The... Read More »

$12,376 per year (in-state, full-time)

$25,722 per year (out-of-state, full-time)

Boston College (Lynch)

Chestnut Hill , MA

• # 23 in Best Education Schools  (tie)

$1,688 per credit (full-time) TUITION AND FEES (DOCTORATE)

$1,688 per credit (part-time) TUITION AND FEES (DOCTORATE)

336 ENROLLMENT (FULL-TIME)

The Lynch School of Education and Human Development at Boston College (Lynch) has an application deadline of Jan. 4... Read More »

$1,688 per credit (full-time)

$1,688 per credit (part-time)

Johns Hopkins University

Baltimore , MD

$1,900 per credit (part-time) TUITION AND FEES (DOCTORATE)

461 ENROLLMENT (FULL-TIME)

The School of Education at Johns Hopkins University has a rolling application deadline. The application fee for the... Read More »

$1,900 per credit (part-time)

New York University (Steinhardt)

New York , NY

$50,424 per year (full-time) TUITION AND FEES (DOCTORATE)

$2,101 per credit (part-time) TUITION AND FEES (DOCTORATE)

1,320 ENROLLMENT (FULL-TIME)

The Steinhardt School of Culture, Education, and Human Development at New York University (Steinhardt) has an... Read More »

$50,424 per year (full-time)

$2,101 per credit (part-time)

Stanford University

Stanford , CA

$58,746 per year (full-time) TUITION AND FEES (DOCTORATE)

The application fee for the education program at Stanford University is $125. Its tuition is full-time: $58,746 per... Read More »

$58,746 per year (full-time)

College of Professional Studies

Northeastern University’s online Doctor of Education program provides experienced adult learners, working professionals, and scholar-practitioners from diverse backgrounds and perspectives with the practical knowledge and experience they need to transform the learning landscape. Students gain innovative approaches to create authentic change in their communities. The program was selected as the Carnegie Project on the Education Doctorate's Program of the Year for 2022-2023.

The Doctor of Education program is designed to be completed in three to four years of study—following a fast-paced quarter system in lieu of a traditional semester format. Students choose from five concentrations to create a curriculum that matches personal and professional interests. The program's dissertation in practice process will begin at the onset of your coursework as you identify your problem of practice and develop an action plan—incorporating cycles of data collection and analysis, collaboration, change work, and reflection—culminating in the dissemination of your action research findings. Our students come from diverse disciplines and professions, seeking more than just a degree. You'll gain a practical education that translates to your everyday working environment.

While all EdD courses can be completed online (except for hybrid courses in Seattle and Charlotte), annual in-person two-day residencies are held on campus. Residencies focus on networking and tools for career success and allow you to connect with faculty and fellow scholars to share knowledge and experience. You'll attend residencies* in your first and second years of the program at one of our campuses in Boston, Charlotte, or Seattle.

The Northeastern Doctor of Education degree is accredited by the New England Commission of Higher Education (NECHE) and was selected as Program of the Year by the Carnegie Project on the Education Doctorate Program for 2022-2023.

*Please note: International students enrolling in the online EdD program will be provided with an option to complete the residency through online participation in interactive sessions with fellow scholars offered during the residency period.

More Details

Unique features.

• You will choose one of five concentrations—higher education administration, innovative teaching and learning, transformative school leadership, workplace learning, and integrative studies—to focus your studies and further customize your curriculum.
• You'll begin dissertation in practice work at the onset of your program. You'll select a compelling educational/organizational challenge and will be assigned a faculty advisor to support your research throughout the program.
• All coursework is online—providing flexibility for working professionals. Your residencies will be fulfilled in person*, at one of our campuses in Boston, Charlotte, or Seattle.
• You'll learn alongside faculty practitioners—engaging with respected leaders who contribute to the field as authors, journal editors, school board members, bloggers, and podcasters.

*In-person participation in the residency is also available for international students.

Concentrations

• Higher Education Administration: The higher education administration concentration provides an opportunity for experienced higher education professionals to expand their previous understanding of practices within all sectors of postsecondary education—and also advance their professional practice by developing and deepening their understanding of the roles of colleges and universities in our society. Sectors examined include community colleges, four-year colleges, for-profit institutions, and research universities.
• Innovative Teaching and Learning: The innovative teaching and learning concentration focuses on transforming education through innovation, justice, and policy, by providing engaging opportunities for current and aspiring teaching and learning specialists working in various education spaces. The concentration focuses on teaching and learning both inside and outside the bounds of P-20 schools and focuses on developing and leading innovative curricula as well as professional development.
• Transformative School Leadership: The transformative school leadership concentration provides innovative opportunities for experienced education professionals who are current and aspiring leaders of early childhood centers, public or private schools, or school districts. The concentration prepares students to lead and transform educational spaces and be equipped to shape the needs of education in K-12, higher education, organizational contexts, and beyond.
• Workplace Learning: The workplace learning concentration helps professionals gain a deeper understanding of, recognize, and influence real-life social inequalities faced by marginalized populations in the workplace. Courses allow students to advance their professional practice by developing and deepening their knowledge of workplace learning, organizational dynamics, learning strategy, and ethics.
• Integrative Studies: The integrative studies concentration provides an opportunity for students to design a program of study that fits their own professional goals and includes the required foundation and research courses, concentration courses from any EdD concentration, and electives from the Doctor of Education or Doctor of Law and Policy programs.

Program Objectives

Northeastern's Doctor of Education program is designed for experienced professionals interested in deepening their understanding of education, organizational development, and leadership. Throughout the program, students examine various approaches to critical, practice-based issues, learn research methods, and conduct a doctoral research study that investigates a compelling educational or organizational challenge.

2022-2023 Doctor of Education Program of the Year

The Carnegie Project on the Education Doctorate selected Northeastern's EdD program as the 2022-2023 Program of the Year, noting the “redesigned Dissertation in Practice Curriculum and the adoption of action research as its guiding methodology …” The committee praised “the program’s efforts to move beyond the typical five-chapter dissertation and engage scholarly practitioners in the acquisition of skills to realize meaningful change in their local contexts, emphasizing social justice.”

Testimonials

– sara ewell, phd, assistant dean, graduate school of education, – frawn morgan, current student, doctor of education, – aaron b., program graduate, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application
• Academic transcripts: Official undergraduate and graduate degree documentation
• Describe the problem of practice
• Explain why you want to investigate it
• Provide a strong rationale for the significance of the problem
• Minimum work experience: Three years in a related field
• Professional resumé: Must summarize work and education history, include an outline of your educational/academic skills with examples such as research and teaching experience, affiliations, publications, certifications, presentations, and other professional skills.
• Faculty recommendation: Must be from a faculty member in your previous graduate program who can attest to your readiness for doctoral work. If you are no longer acquainted with a faculty member, please choose a professional who can speak of your academic capabilities to engage in doctoral-level research and writing. Recommendations should be presented as a letter attached to the general recommendation form.
• Two professional recommendations: Must be from individuals who have either academic or professional knowledge of your capabilities, a supervisor, mentor, or colleague. It is preferred that one letter of recommendation come from your current employer and/or supervisor. Recommendations should be presented as a letter attached to the general recommendation form.
• Proof of English language proficiency: ONLY for students for whom English is not their primary language.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

Domestic Application Guidelines

International Application Guidelines *

*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

The core of the mission of the program is to allow educators to remain in the places they work, focus on a problem of practice, and through experiential learning and site-specific research opportunities in the program, make an immediate impact in their professional environments. The program explicitly integrates research and practice for professionals so they develop the requisite skills for conceiving, designing, conducting, and producing original site-based research in order to effect ethical change related to real-life problems of practice.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Joseph McNabb, PhD

Cherese Childers-McKee, PhD

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Schools
• Chicago Public Schools
• NYC Department of Education
• Lockheed Martin
• Veterans Affairs
• Johns Hopkins
• Columbia University

What They Do

• Media Consultant
• College President
• Chief Information Officer
• Instructional Designer
• Diversity Officer
• Founder-CEO
• VP of Student Services
• Community Services Director

What They're Skilled At

• Experiential Learning
• Team Building
• International Education
• Change Agency
• Entrepreneurship
• Urban Education
• Strategic Management
• Student Engagement

Learn more about Northeastern Alumni on  Linkedin .

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Doctor of philosophy (ph.d.), you are here, a highly individualized doctoral program with nationally-recognized faculty researching the issues shaping higher education. .

Penn GSE's Higher Education Ph.D. program is pioneering research on the most pressing questions in higher education: college access and affordability; race, gender, and inclusion policies on campus; international education; and university governance. Our graduates are prepared to contribute to the field through positions in academia, government, or nonprofit institutions. 

What Sets Us Apart

About the program.

The Ph.D. in Higher Education prepares students for an academic career in the field of higher education. Through coursework and a research assistantship with their advisor, students develop the skills they need to conduct quality primary research in higher education.

Fall: 3-4 courses; Spring: 3-4 courses

Transfer courses accepted Up to 8 with faculty approval

Culminating experience Dissertation 

The Higher Education Ph.D. program is highly individualized, and students work closely with their academic advisor to draw from courses from the division and from other areas on campus that relate to their area of inquiry. Students develop the skills they need to conduct quality primary research in higher education, including understanding research design; program evaluation; and the analysis of both qualitative and quantitative data.

The Ph.D. program in Higher Education is highly individualized. At least 12 course units of graduate work must be taken at the University of Pennsylvania. The program requires students to complete two methods courses, and Ph.D. students develop a planned program of study in consultation with their academic advisor.

For more information on courses and requirements, visit the  Higher Education Ph.D. program in the University Catalog .

Our Faculty

Higher Education faculty are leading the conversation about how to expand college access, equity, and affordability. These experts are routinely sought by university presidents, foundation leaders, journalists, and policymakers seeking to understand the changing landscape of higher education.  Please contact our program for information on selecting a faculty advisor. 

Affiliated Faculty

Peter Garland Executive Vice Chancellor, Pennsylvania State System of Higher Education Ph.D., Penn State University

Anita Mastroieni Executive Director for Graduate Education and Initiatives Ed.D., University of Pennsylvania

Jason A. Presley Vice Dean, Finance and Administration, Penn GSE Ph.D., New York University

Frank Roth General Counsel & Secretary, Board of Trustees, Lehigh University

Sean Vereen President, Steppingstone Scholars, Inc. Ed.D., University of Pennsylvania

"Everyone at Penn GSE is there for your success."

Demetri Morgan

Our graduates, alumni careers.

• Assistant Professor, Loyola University of Chicago
• Assistant Professor, Seattle University
• Assistant Professor, The University of Michigan School of Education
• Assistant Provost for Administration, Bryn Mawr College
• Associate Dean, Harvard Graduate School of Education
• Senior Program Officer, The Bill & Melinda Gates Foundation
• Senior Policy Advisor, United States Department of Education    

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Ross Aikins Adjunct Associate Professor, Program Manager (215) 898-8398 [email protected]

Noel Lipki Program Assistant (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Institute for Research on Higher Education

The Institute for Research on Higher Education (IRHE) is a university-wide research institute that conducts research relevant to policymakers and educational practitioners.

Alliance for Higher Education and Democracy (Penn AHEAD)

The Alliance for Higher Education and Democracy (Penn AHEAD) is dedicated to fostering open, equitable, and democratic societies through higher education.

You May Be Interested In

Related programs.

• Education Policy Ph.D.
• Executive Doctorate in Higher Education Management Ed.D.
• Higher Education Ed.D.
• Higher Education M.S.Ed.

Related Topics

Ph.D. in Higher Education

GRADUATE PROGRAMS

The PhD in Higher Education is for post-Master’s degree students who are interested in preparing for service and leadership in a broad range of roles in Colleges and Universities. Program graduates will understand the administrative, political, financial, legal, and socio-cultural aspects of higher education and be prepared to be change agents in 21st century institutions of post-secondary education, including community colleges, 4-year degree granting institutions, and comprehensive graduate and professional degree granting universities. In addition to core coursework, students will have the opportunity to specialize by taking a minimum of 6 credit hours of coursework in an area of professional interest. Additionally, focused internships working with professionals in their field of interest and an international research focused study abroad experience will provide students with mentorship and real-world experience.

February 15th is the deadline for consideration for Fall admission. Incomplete applications are not reviewed.

What makes our program right for you?

Purdue specific outcomes and program highlights: 

• Distinguish yourself in the education industry with a superior credential from an institution with worldwide recognition and impact.
• Advance and network with an experienced and motivated peer group for mutual support, team exercises, and enhanced learning. 
• Publish with internationally recognized faculty.

Purdue quality. Flexible schedule.

Online and hybrid students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule. Assignments, discussions, and other coursework are posted each week in the virtual classroom.  Students are required to participate in real-time classes from 6-9 p.m. EST two nights per week.  The hybrid model of this program requires students to travel to campus at least once a semester.

The cohort model provides opportunities for student to get to know their peers.  Students can build friendships and a support system during the program that helps to build a professional network.  Students are able to learn from others who are in the same field and may have different and similar experiences. The Cohort Doctoral Program strives to develop leaders in the education industry.

Students will publish with internationally acclaimed faculty.  During the program, students will co-author with Higher Education faculty a minimum of three articles, published in peer reviewed journals. Higher Education students gain highly sought-after skills and experiences in research, writing and publishing – the currency of Higher Education Institutions.

MAKE YOUR NEXT GIANT LEAP

For more information, view the Admissions Application Checklist

Request Information – Ph.D. Higher Education

• Your Name * First Last
• Email Address *
• Phone Number *

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Career Outlook

The higher education field is growing rapidly, according to the  Bureau of Labor Statistics .  Universities and institutions are struggling to find candidates who have the foundation to understand higher education structure, governance, and operation.  The Ph. D. in Educational Studies, Higher Education can give you the needed foundation to be successful.

Job opportunities include (but are not limited to):

• Leadership Program Administration
• Chief Academic Officer
• Admissions Dean or Administrator
• Financial Aid Director
• Student Services Dean
• Provost or Vice President
• Student Engagement Outreach Specialist
• Athletic Director
• Education Consultant
• Development Officer

Students enroll in 7 credit hours per semester: 2- 3 credit courses and 1 credit of research writing. Students should anticipate spending an average of 15 hours weekly on reading and homework.   Students are required to participate in real-time classes from 6-9 p.m. EST two nights per week.  The hybrid model of this program requires students to travel to campus at least once a semester.

Students attend a required 10-day study abroad experience during the summer after the second year of coursework. Please note that study abroad costs are in addition to tuition and will range between $4,000 – $6,000 plus airfare. (This fee includes one credit hour of tuition). 

Program and Required Courses (42 credit hours)

*all classes are 3-credit hours unless otherwise noted

• Organization & Administration of Higher Education
• Qualitative Research Methods
• Economics and Finance of Higher Education
• Higher Education Leadership
• Quantitative Data Analysis Methods in Education I
• Quantitative Data Analysis Methods in Education II
• Politics & Policy in Higher Education
• Higher Education Law
• History of the American College & University
• International & Intercultural Education
• Cultural Engagement in Communities and Workplaces
• Study Abroad for Educational Leaders (1 hour)
• Assessment and Evaluation in Higher Education
• Research Procedures in Education
• Higher Education Internship (2 hours)

Elective Courses (6 credit hours)

For the remaining 6 credits, you and your advisor will work to develop a plan of study that matches your individualized interests and career goals. One suggestion would be Research Procedures in Education.

Dissertation Research (15 credit hours)

The Ph.D. in Educational Studies with a concentration in Higher Education program is affordable and competitive in cost. 

*Tuition and fees are charges on a per credit hour basis and are subject to annual increase.  Annual increases may change the total program costs. *Textbooks and course materials are not included. *A 10-day study abroad program is required for all students and is completed during the summer of the second year of doctoral students.  The fee for study abroad includes one credit hour of tuition.   *Faculty and staff fee remissions are not valid with this program.  Partial tuition scholarships may be available to Purdue University employees. *International Fee

December 1st is the deadline for applications for those interested in being considered for any available College and University Funding for Fall. Funding opportunities for this program vary year-to-year.

Admissions requirements:

• Official transcripts
• Personal History Statement – This may include relevant details on community service, leadership roles, participation in diverse teams, and significant barriers that you overcame to attend graduate school.
• Academic Statement of Purpose – This is an opportunity for you to share information that will help reviewers understand your academic interests and objectives, assess your academic background, preparation, and training, and determine if you are a good match for the program to which you are applying.
• 3 Letters of recommendation
• English proficiency for international students
• Application fee

For more information, please see  Purdue’s full application instructions and Application Checklist .

Program Faculty

Our faculty are nationally recognized and have the ability to work personally with students to individualize their plan of study to meet personal career interests and goals. These faculty will oversee the intensive coursework required for publications and research.

Christine Rienstra Kiracofe

Lisa Lambert Snodgrass

ALICE JOHNSON

Lamonica williams

Terron Phillips

Ahmad Javadi

Testimonials

This program allows me to keep working full-time without having class, research projects, or internship experiences conflict with my work schedule. I wanted a cohort model, and was really intrigued by the three-paper dissertation format with a broader research arc. Additionally, when I interviewed colleagues, friends, and mentors, they all said they wished they had more experience with law, finance, and policy, which are three strong aspects of this program. MICHELLE L. ASHCRAFT Director of Purdue Promise Student Success Programs

The faculty has successfully created a rigorous program that also inspires collaboration and caring. Every aspect, from the cohort model to the dissertation process, is designed to help students be successful and also to strive a little further toward their educational goals. Cohorts are selected with diversity in mind to provide each class with a broad lens of understanding. Coursework allows for personal growth and development of our research arcs that fit within the scope of the class while allowing me to work full-time. SHAUNA MCCLURE Data Management Specialist Office of Global Partnerships and Programs Purdue University

This program is designed to accommodate full-time workers. I did not have to resign from my position to pursue my doctorate. After a couple months into the program, I can attest to the rigor of the program and most importantly the real-world experiences that we gain through different case studies. There are so many opportunities to do research or even publish a research article in the very first semester into the program. KANGNI “SAM” MOMBOU PhD Student in Higher Education

The program has been a great experience! The coursework has been the perfect blend of theory and real-world application. Faculty have offered tremendous support throughout my journey. I am a much more efficient and effective administrator and leader because of things I have learned and experienced in this program. I would not trade the experience and knowledge I have gain for anything else like it! MARK SCHNEIDER Assistant Vice President of K-14 Academic Initiatives & Support Ivy Tech Community College

Frequently Asked Questions

• How long is the program? The program is designed to take 4 years (Fall, Spring, and Summer semesters).
• Is the GRE required for admission?  Are GRE waivers available? Yes, the GRE is required for all students.  There are no GRE waivers for this program.  However, you can submit GRE scores that are up to 5 years old.
• Is a Masters degree required for admission? Yes.  All applicants must have a masters degree from an accredited College or University. 
• Are there funding opportunities available? Students can apply (by December of the year prior to the start of the cohort) for competitive fellowships through the College of Education and the University. Please note that the fellowship application deadline is much earlier than the regular application deadline.  Fellowship students come and work either as teaching assistants or graduate assistants at Purdue. 
• Is it possible to work full time and complete the PhD? Yes.  However, students must be available to take classes (either in person or live via Zoom) from 6 – 9 p.m. EST two weeknights each week (days may vary). 
• How much is tuition? Tuition is $700/credit hour for in-state students and $750/credit hour for out-of-state students.  Please note that the required study abroad program expenses are in addition to tuition and will range from $4,000 – $6,000 plus airfare.
• How many courses do PhD students take each semester? Standard load is two three-credit courses each semester.  In addition to these two classes, depending on the semester, students may also register for 1 hour of internship, or dissertation research.  Students will not take more than 7 credit hours in a semester unless special arrangements are made in advance.
• What is the study abroad component of the program? The required study abroad program will take place during the summer after students’ second year of coursework. We will travel abroad for approximately 10 days and work with professors and administrators at a partnering Higher Education Institution (currently at Trinity College in Dublin, Ireland).  Please note that study abroad costs are in addition to tuition and will range between $4,000 – $6,000 plus airfare.
• What does the dissertation for this PhD look like? The dissertation requires that students author (with program faculty) at least three peer-reviewed scholarly articles of appropriate length and subject matter during their doctoral studies.  The dissertation consists of an introductory chapter, reprints of these three (or more) articles, and an analysis/conclusion chapter.
• What does the internship involve? Internships are individualized and are designed to give students experience in areas of a college or university that they are interested in exploring.  The internship is not a “job shadowing” experience and students are not required to be physically present in West Lafayette to complete an internship at Purdue.  Instead, the internship is project based, allowing students to gain important experience with “real world” higher education issues and challenges.
• What does it mean to be a “hybrid” doctoral program? Students are required to come to West Lafayette for an intensive class once per semester.  Students are encouraged to attend class in-person each week as they are able.  However, for students who live some distance from Purdue, they can access the weekly courses in real time via Zoom each week.  The only requirement is that students must be available to be “at” classes from 6 – 9 p.m. EST two nights each week.
• When is the application deadline? NEW DEADLINE – February 15 th  (note that students interested in fellowships must apply by December of the previous year)
• Download a PDF of this FAQ factsheet

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Admissions:   [email protected] Course Content Information: Contact Dr. Lisa Lambert Snodgrass and Dr. Terron Phillips Course Registration, payment, drops/withdraws, and removing holds: Purdue Online [email protected] Career accounts: ITaP (765) 494-4000

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Higher Education PhD

Graduate school of education, program description.

The PhD program in Higher Education will prepare you for multiple roles, including: leadership positions in post-secondary education administration, higher education scholars, and positions in policy or advocacy organizations. Our program focuses on issues of concern to scholars and leaders in all types of higher education institutions. Given the variety of positions that you can pursue post-graduation, your advisor will work with you to craft a course of study, and pursue experiences that will help you meet your individual goals.

Renad Aref 366 Baldy Hall Buffalo, NY 14260 Email: [email protected] Phone: 716-645-2110

Instruction Method

• In Person   (100 percent of courses offered in person)

Full/Part Time Options

Credits required, time-to-degree.

• 4 to 5+ Years

Application Fee

This program is officially registered with the New York State Education Department (SED).

Online programs/courses may require students to come to campus on occasion. Time-to-degree and number of credit hours may vary based on full/part time status, degree, track and/or certification option chosen. Time-to-degree is based on calendar year(s). Contact the department for details.

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Higher Education Ph.D.

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We're so glad you're interested in UNT! Let us know if you'd like more information and we'll get you everything you need.

Why Earn a Higher Education Ph.D.?

If you are interested in scholarly research, exploration and teaching higher education, the Doctor of Philosophy degree is for you. This degree will provide you with a career as a professor or an applied researcher and prepare you for senior leadership positions in higher learning institutions, statewide higher education coordinating agencies, medical centers and government agencies.

Our faculty members have published more than two dozen books, monographs and book chapters and more than 100 refereed journal articles. Their research areas include leadership in higher education, higher education policy and finance, access and equity, institutional effectiveness, professoriate, student affairs and student development. Our faculty have:

• Served as editors or editorial board members for various academic journals
• Presented numerous papers at national and international professional meetings and conferences
• Generated more than $2 million in grants from federal, state and private foundations

The program is a member of the Carnegie Project on the Education Doctorate (CPED). CPED is a consortium of colleges and schools that aims to improve the quality of the doctorate in education.

• Assess, develop, implement, and evaluate strategies
• Advanced oral and written communication
• Resource management of people, physical/financial assets
• Produce and use theory-driven research/practices
• Multi-cultural/diversity competencies

Higher Education Ph.D. Highlights

What can you do with a higher education ph.d..

The Higher Education Ph.D can prepare your for roles in:

• Academic and research positions in graduate instructional programs of higher education, higher education institutes and centers for the study of higher education
• Applied and management research positions in institutions of higher learning, government agencies, consortia of higher education institutions and higher education professional associations
• Senior administrative positions in four-year colleges and universities where in-depth knowledge and understanding of the conceptual bases of higher education administration are required

Higher Education Ph.D. Courses You Could Take

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It’s easy to apply online. Join us and discover why we’re the choice of nearly 47,000 students.

Higher and Postsecondary Education PhD

Doctor of philosophy in higher & postsecondary education.

The Higher and Postsecondary Education (HPSE) Program at Teachers College, Columbia University strives to create knowledge, knowledgeable scholar-practitioners, and practicing scholars concerned broadly with teaching, learning, and scholarly and professional development; organizational and institutional analysis, including abilities to probe and develop the structures, processes, policies, and technologies that comprise colleges, universities, and state and national systems of tertiary education; social and comparative perspectives, with attention to the social, cultural, economic, and historic context of knowledge production, policy, and institutional development. We expect that students will work within and across these domains and scholarly disciplines, developing programs of study that, though focused on particular themes and issues (e.g., policy, scholarly learning and careers, student development, professional development), will be informed broadly and deeply by a diverse array of ideas, perspectives, and questions.

The Ph.D. degree in Higher and Postsecondary Education is designed to prepare scholars and researchers in the area of Higher Education. To achieve the purposes of the program, the Ph.D. was designed to provide both subject-matter competence and research skills (study design, methodology). The domain of inquiry for the Ph.D. is the field of higher education. However, each student will also select a discipline-based cognate as an anchor for their developing understanding of the multi-disciplinary field of higher education.

Candidates for the degree will be equipped to recognize significant issues and their value assumptions, identify problems needing research, and design and undertake original scholarly research projects that are likely to have direct application to a particular higher education setting. Candidates will also receive supervised training in the teaching of higher education as a field of study. The program will draw on designated College strengths in diverse research strategies/methods, tailoring these to the study of higher education when appropriate.

The Ph.D. in Higher Education is designed for students pursuing careers as academic faculty, administrators, policy analysts, and educational researchers. Since the PhD is a scholarly degree, the core objective of this degree program is to prepare researchers of the highest quality. Our program engages in broad explorations of higher and postsecondary education, and of the contexts that shape the enterprise and its activities. Ph.D. students conclude their program by writing a dissertation that, though focused on a particular research problem within higher and postsecondary education, reflects the deep understanding of knowledge structures underpinning a particular area of inquiry.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Statement of purpose.

• For more information on our application process and guidelines for the statement of purpose, please visit the Admissions website .

Additional Degree Information

Our curriculum emphasizes the mastery of particular theoretical frameworks and research methods in the social sciences or humanities. Each doctoral student is required to create a cognate in a discipline or interdisciplinary area. Students who enroll full-time typically complete the program in four to five years, past their master’s.

The Ph.D. requires a minimum of 75 points of graduate coursework, completion of the certification exam (two parts), and the writing and successful defense of a dissertation.

Required core courses include (19 points):

ORL 5521 Introduction to research methods in education (3) or equivalent with advisor approval

• ORLH 4020 College and University Organization and Administration (3)
• ORLH 5011 College Teaching & Learning (3) OR ORLH 5527 The College Professoriate (3)
• ORLH 5044 Theories of Diversity in Higher Education (3) OR ORLH 5545 The Civic Mission of Higher Education (3)
• ORLH 5526 The Literature of Higher Education (3)
• ORLH 6511 Coordinating Seminar in Higher Education (3)
• ORLH 7500 Dissertation Seminar (1)

Methods Requirements (9-12 Points):

A minimum of three (3) additional research courses (9 points beyond ORL 5521) will be selected relative to the student's research preparation needs; selection of research coursework requires approval of the dissertation sponsor. At least one introductory qualitative and one introductory quantitative course are required; plus, one advanced methods course. Additional methodological coursework and a research apprenticeship are recommended and may be required by dissertation sponsor or committee toward development of appropriate research expertise. Consult with dissertation sponsor.

Disciplinary Cognate Requirement (12 points):

A minimum of four (4) courses within a discipline that is chosen by student in consultation with academic advisor.

The remaining courses are electives. Up to 30 points may be transferred from a relevant master’s program with advisor approval.

Changes or other adjustments to requirements and distributions, as shown for the Ph.D. in Higher and Postsecondary Education, require approval of the HPSE faculty advisor. The above plan assumes advisor approval for all courses of enrollment.

A limited number of internships may be available to Ph.D. students, pending advisor consultation and approval of the Program Director. For information, please contact the Program’s Internship Coordinator.

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

The Ph.D. degree requires a minimum of 75 points of graduate coursework, completion of the certification exam (two parts), and the writing and successful defense of a dissertation.

ORLH 4020 College and university organization and administration (3)

ORLH 5011 College teaching & learning (3) OR ORLH 5527 Advanced professional seminar: The college professoriate (3)

ORLH 5044 Theories of diversity in higher education (3) OR ORLH 5545 Advanced professional seminar: The civic mission of higher education (3)

ORLH 5526 Advanced professional seminar: The literature of higher education (3)

ORLH 6511 Coordinating seminar in higher education (3)

ORLH 7500 Dissertation seminar (1)

A minimum of three (3) additional research courses (9 points beyond ORL 5521) will be selected relative to the student's research preparation needs; selection of research coursework requires approval of the dissertation advisor. At least one introductory qualitative and one introductory quantitative course are required; plus, one advanced methods course. Additional methodological coursework and a research apprenticeship are recommended and may be required by dissertation advisor or committee toward development of appropriate research expertise. Consult with dissertation advisor.

A minimum of four (4) courses within a discipline that is chosen by the student in consultation with their academic advisor.

The remaining courses are electives. Up to 30 points may be transferred from a relevant master’s degree program with advisor approval.

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Program Director : Professor Noah D. Drezner

Teachers College, Columbia University 206 Zankel

Phone: 212-678-3750 Fax: 212-678-3743

Email: highered@tc.edu

Info for Morgan State University

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Higher Education & Student Affairs

PhD in Education with a concentration in Higher Education Leadership

The Ph.D. in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies. 

 The Ph.D. in Education offers both high residency and low residency options. High residency students will take courses on-campus, hybrid-flex, and remote synchronous modalities. Students in the high residency option should be able to come to campus for evening courses. Low residency students will take remote synchronous courses scheduled in the evenings and will be required to come to Baltimore for an in-person retreat during the Fall and spring semesters. 

Tanya Johnson PhD Higher Education Administration Candidate

Program Objectives

The educational objectives for the Ph.D. in Education are the following:

• To advance research on inequity issues within the full P-20 educational pipeline.
• To prepare students to use original and existing research to transform educational practice.
• To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market.
• To prepare candidates to create a collaborative learning community that integrates all the various educational contexts.
• To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice.

Taiwo Adenuga , PhD,  Higher Education Administration (2022)

Exploring Adjustment Challenges of Nigerian International Students in U.S. Higher Education

Megan Schutte , PhD,  Higher Education Administration (2022)

"Try This Brick": A Transformative Narrative Inquiry Examining the Lived Experiences of Transgender and Gender Nonconforming Community College Students

Tiffany Quawaine Brown , PhD,  Higher Education Administration (2021)

An Analysis of the Relationship Between Student Behavior, Community Characteristics, and Crime on HBCU Campuses

Fatimah Mansour , PhD,  Higher Education Administration (2021)

Academic Writing Difficulties for Graduate Saudi International Students in U.S. Higher Education Institutions

Shahinaz Alkhaldi , PhD,  Higher Education Administration (2021)

Examining Foreign Language Classroom Anxiety of Saudi International Students Attending Colleges in the United States of America   

Olushola Emiola Owolabi, PhD,  Higher Education Administration (2021)

The Use of Active Learning Pedagogy in Two Undergraduate Remote Civil Engineering Classrooms: A Mixed Methods Study

Nada Hamouh , PhD,  Higher Education Administration (2021)

Saudi Female Students’ Experiences at an HBCU

Mona Aldahlawi , PhD, Higher Education Administration (2020)

Examining the Relationship of Student Characteristics on Engagement to Predict Academic Gains of Saudi Female International Students in the United States of America

Marc H. Strothers, PhD,  Higher Education Administration (2020) Administrators’ Perceptions and Responses to Sexual Assault and Violence Against Women at an Urban Historically Black University

Corey D. Robinson , PhD, Higher Education Administration (2020) The Role that Society and Culture Play in African American Students' Decisions to Attend HBCUs

Tobias R. Morgan , PhD, Higher Education Administration (2020) Owt on the Yard: An Exploration of Masculinity among African American Members of Historically Black Greek-Letter Fraternities Who Identify as Gay, Bisexual, or Same-Gender Loving at Historically Black Colleges and Universities

Trevor R. McKie , Ph.D., Higher Education Administration (2020) The Relationship Between Student Engagement and the Academic Success of African American Males Enrolled at an HBCU

Derrick W. Wise , PhD, Higher Education Administration (2019) The Role of Spirituality in the Resilience of the Collegiate African American Male

Danny Molock , PhD, Higher Education Administration (2019) The Journey in a Mile: An Exploration of Leadership Identity Development in Black Males it in HBCU

Alexandria Burrel , PhD, Higher Education Administration (2019) Exploring the Experiences of Black and Latina Female Students at a Predominantly White Institution and Their Perceptions of Campus Climate

DeAnne Perry , PhD, Higher Education Administration (2019) A Narrative Exploration of the Experiences of First-Generation Undergraduates in a Living-Learning Program

Abosede Gbenga-Akinbiola , PhD, Higher Education Administration (2018) Telling Their Stories: Women in Nigerian Higher Education

Avetta White , PhD, Higher Education Administration (2018) An Examination of the Differences in Presenting Mental Health and Psychosocial Issues of College Students by Race/Ethnicity and Gender

Charmaine Troy , PhD, Higher Education Administration (2018) Examining Media Bias Surrounding Black Higher Education: A Content and Discourse Analysis of Print News Surrounding Critical Incidents that Have Occurred at Two Historically Black College and Universities         2018-19 Department Dissertation of the Year Winner

Martin A. Dada , PhD, Higher Education Administration (2017) African American Students' Assumptions about Blackness or Whiteness, Explored in the Context of College Selection: An Interpretive Analysis         2017-18 Department Dissertation of the Year Winner

Rhonda Battle , PhD, Higher Education Leadership (2015) International Student-Athletes’ Retention at an NCAA Division I Institution

Charisse F. Werneke , PhD, Higher Education Administration (2015) How One Small, Private Non-profit University Has Prospered During and After the Great Recession: An Ethnographic Case Study

Dennis W. McCunney , PhD, Higher Education Administration (2015) Striving for the Magis: An Ethnographic Case Study of Transformative Learning and Sustained Civic Engagement at a Jesuit University

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Fall Admission Application Deadline: March 1  (ALL application materials must be received by this date for consideration)

Spring Admission Application Deadline: September 1  (ALL application materials must be received by this date for consideration)

Visit the Graduate School page to apply today!

1. Applicants are required to have at least 1 year of post-master's, full-time professional work experience in a college/university setting, or closely related professional experience (such as a higher education association, policy association, state/federal agency focused on higher education, etc.) that would allow an applicant to understand the context and general environment of higher education.

2. Official transcripts of all academic work completed at other regionally accredited institutions of higher education are required prior to matriculating and beginning coursework. Applicants are expected to have an undergraduate GPA of 3.0 or better on a 4.0 scale for the last two years of undergraduate work, and a GPA of 3.5 or better on all postgraduate study beyond the baccalaureate degree. Applicants with a graduate GPA of less than 3.5, but above 3.0 will be considered along with other materials that show academic promise for success.

3. Three (3) official recommendations from supervisors, faculty, or professionals who can comment on and attest to applicant's ability to engage in doctoral level work. Note that recommendations cannot come from family members or friends.

4. A written statement outlining the applicant's background and experience in higher education, specific career goals related to higher education, and how achieving a PhD through Morgan State University's program will assist in accomplishing those career goals. Applicants should also discuss any initial research ideas about the dissertation, and how faculty might be able to support and nurture those research ideas. Applicants are not required to identity a faculty "sponsor" or primary research advisor before being admitted; but if an applicant wishes to work with particular faculty that should be mentioned. It is imperative that applicants discuss all elements outlined above in their personal statement. 

5. A current resume or curriculum vita, documenting professional experiences.

6. A sample of professional writing (such as a professional paper, grant proposal, publication, or research proposal abstracts). If applicant does not have a recent professional writing sample, applicants are asked to respond to the following questions in a 4-5-page essay: What do you see as three (3) major trends or issues facing higher education? What are the implications of these trends/issues for campuses (including students, faculty, staff, or other constituents)?

7. International students, whose native language is not English, must provide a minimum TOEFL score of 590 PBT/97 iBT (scores approximately at the 75th percentile), or an IELTS score of 6.5, and demonstrate through the required written documentation and interview that they have requisite verbal and analytical skills needed to successfully complete the program. Applicants whose native language is not English must recognize that the program does not teach English Language skills; it is expected that international applicants have mastery and proficiency in both written and spoken English at a level that would allow them to fully participate in and contribute to the PhD program.

8. Personal interview with program faculty (at discretion of faculty).

9. NOTE: As of October 2017, GRE/MAT tests are no longer required for admission into the PhD program.

All application materials must be sent directly to the Graduate School. Any materials sent to the department or the program coordinator will not be placed in an applicant's file. It is the responsibility of applicants to ensure that all materials are appropriately submitted. Applicants should not ask the department to follow-up on their behalf.

Visit the  School of Graduate Studies  for information about financial aid.

For additional information:

For questions and/or more information, please contact  Dr. Steve Mobley Jr. , Program Director

Find us on Twitter @MorganStateHESA

Contact Information

Dr. Steve Mobley Jr. Program Director & Associate Professor Department of Advanced Studies, Leadership and Policy Banneker Building #315H

P: (443) 885-3292 E:   [email protected]

Interested in Our Programs? Please contact us: https://forms.gle/YU6U6CcEDYyhSraj8

Years To Complete

Refine your leadership skills with a specialized ed.d. higher education degree.

Leading in the higher education space is inherently rewarding. It’s also undeniably competitive and rapidly changing. These influences, combined with rising tuition costs and lower completion rates, make it more than challenging for traditional leaders to fully support the intellectual development of the next generation of students. What’s needed are innovative leaders with fresh perspectives who can navigate these cultural and economic shifts with confidence. With Franklin’s Doctor of Education in Organizational Leadership with a focus on Higher Education Leadership (Ed.D.-Higher Education Leadership), you’ll develop contemporary leadership capabilities while gaining practical insight from mentors who are already successfully tackling the issues in the real world.

Program Availability

Practical Focus

Put theory into practice to inspire change.

Data-Informed Success

Leverage research findings to improve systems and organizations.

No-Fear Dissertation™

Get 360-degree support to take on (and finish!) your dissertation.

3-Year Completion

Finish your doctorate faster -- including one year for your dissertation.

Amplify Prior Learning

Transfer up to 24 hours of previously earned credit.

Program Overview

Become the best kind of higher education leader — your own.

When it comes to higher education, it’s just as important to make your mark as it is to make an impact. With Franklin’s Ed.D.-Higher Education Leadership, you’ll develop your leadership skills and style as you explore the roles and responsibilities of leaders in community colleges, private colleges and four-year public colleges and universities. You’ll also dig into the history and major theories of higher education administration and leadership, gaining a better understanding of its evolution. Plus, you’ll explore current issues, such as access, accountability, diversity, inclusion, and government policy, and learn how to develop an informed approach to addressing these and other issues.

Learn how to develop innovative leadership strategies for unprecedented times

With higher education facing an increasingly uncertain future, leading and inspiring change is becoming essential. Franklin’s Ed.D. in Higher Education Leadership prepares you to emerge as a strong, empowered leader, ready to tackle challenges and overcome obstacles – despite disruption and discontinuous change. Franklin’s higher education doctorate will build your capacity for data-informed leadership practice. If you’re seeking a role in higher education leadership or higher education administration within the context of teaching or service, this is the Ed.D.-Higher Education Leadership program for you.

Learn and practice real-world skills under the guidance of future-forward higher education leaders

With the Ed.D.-Higher Education leadership doctoral program, you’ll not only learn about fundamental leadership theories, you’ll put theory into practice. With Franklin’s online doctoral programs in higher education, you’ll be under the mentorship of real-world higher education leaders. That means you’ll be given unique opportunities to develop and hone your leadership skills under the guidance of experienced professionals. You’ll contextualize your own higher education leadership development within the broader scope of leadership theory and practice, preparing you to lead and strategize through actual situations within college and university settings.

You’ll also enjoy a cohesive and robust graduate culture and cohort. Together, our practice-minded faculty and your fellow students will support, mentor, encourage and keep you accountable to the program – and to yourself. At Franklin, you’re never alone on your doctoral journey.

Expand your leadership approach

As an Ed.D.-Higher Education Leadership student at Franklin, you’ll participate in core research and elective courses with doctoral students in business administration, healthcare administration and instructional design leadership. This interdisciplinary collaboration will deepen your insights and inform your thinking so you’ll be prepared to move forward with credibility and purpose. You’ll also benefit from interacting with a diverse group of professionals whose perspectives are rooted in disciplines other than your own, ensuring your preparedness to lead and serve varied populations, organizations and communities.  

Dr. Gina J.

Ed.d higher education leadership '23.

"What I loved most about my Franklin experience was the welcoming atmosphere, supportive instructors, and a curriculum that challenges students and fosters learning. My Ed.D. degree has equipped me with the tools to lead individuals and organizations and teach in the university setting. I value my educational journey at Franklin University, cherish the connections gained, and take pride in being the change I desire to see in students, leaders, and organizations."

If there’s such a thing as a no-fear dissertation process, Franklin has it. We’ve intentionally designed a dissertation structure to help you complete your dissertation step-by-step, beginning with your enrollment in the program. We’ve also built in faculty mentoring and guidance, and peer-to-peer support so you’re never left to “figure it out” on your own.

Throughout the Ed.D.-Higher Education leadership program, you’ll develop important research skills and the necessary writing prowess to complete and publish a dissertation in practice (DiP) as the culmination of your studies. Your DiP will showcase your ability to solve a challenge within the workplace using action research. As a part of the (DiP), you will test your hypotheses in the real world, or based on your findings, document a process to implement your solution. 

Your Best Value Doctor of Education in Organizational Leadership (Ed.D.)

Choose Franklin's Ed.D. and get an applied doctorate that fits your budget and your ambition.

Finish Formula

2 years of coursework + 1 year for the dissertation.

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Highly Recommended

98% of graduating students would recommend Franklin to their family, friends and/or colleagues.

Source: Franklin University, Office of Career Development Student Satisfaction Survey (Summer 2023)

Curriculum & Course Descriptions

The doctoral colloquium is designed to build a community and ensure that learners have the support, motivation, and guidance necessary to succeed in their doctoral programs. This first colloquium also will provide students with an overview of the doctoral program expectations, coursework sequence, doctoral student support services, as well as comprehensive exam and dissertation requirements. The first colloquium is designed to establish a learning community and graduate culture for the doctoral students at Franklin University. The doctoral colloquium will be held at the University's main campus in facilities that provide appropriate online interaction for out-of-state and international students.

In this course, students prepare to be active participants in advanced professional and academic discourse communities by practicing the writing and research strategies associated with their chosen field of study. By calling attention to the conventions of research writing, the course provides students the analytical tools that will help them join ongoing scholarly conversations. Students will analyze and compose a variety of academic writing genres as they develop a literature review over the course of the term. They will also develop their presentation, peer review, proofing, and reflection skills in alignment with the standards of advanced academic study.

Through this course, students will gain an overview of quantitative research designs and methods. The course starts with successful completion of the CITI training - the protection of human research participants, to move on to an introduction of quantitative sampling designs, data collection approaches, experimental versus non-experimental designs, and data analysis. Students will engage in practical hands-on experience with formulating a research question or hypotheses, discussing important ethical issues, designing sampling methods, collecting data, and analyzing data. They will learn how to examine validity and reliability issues and will be introduced to available software for conducting quantitative design. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.

Through this course, students will gain an overview of qualitative research designs and methods. The course starts with an introduction to qualitative approaches. Students will become familiar with the narrative approach, phenomenology, grounded theory, ethnography, and case studies. This course will introduce students to some of the critical works in qualitative research methods and design and give an overview of the historical progression of the field. Students will gain hands-on experience with observations, qualitative data collection, and qualitative sampling design. They will also get some introduction in qualitative data analysis, validity, reliability, and researchers' bias in qualitative work. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.

This course will introduce the concepts of descriptive statistics and probability distributions. Topics will include basic statistical terminology, statistical graphs, numerical summaries of data, probability concepts and distributions, and sampling distributions. The course is designed to allow students integrate statistical software of choice with the aforementioned concepts and to provide opportunities to interpret resulting outputs.

Applications of statistical techniques and methods will be explored, including fundamental statistical tests for central values, variances, and categorical variables, as well as regression analysis and the general linear model. The emphasis will be on selecting and applying the appropriate statistical techniques as well as the interpretation and reporting of results with the use of a major statistical software. The course is also designed to provide numerous opportunities to critique statistical techniques commonly used in empirical research articles.

This is an advanced course in statistics that covers analyses used in multivariate statistical techniques. The course is designed to broaden and deepen learners understanding of advanced statistics in multivariate techniques. As such, several multivariate techniques are covered, including their appropriateness to given situations, analysis, and interpretation. The emphasis of the course is on practical application of concepts learnt to given research problems and/or opportunities. The course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Learners also complete a draft research proposal integrating sound research plans and procedures.

The advanced qualitative research course builds on the knowledge and skills students acquire in prior research courses. This course leads students to an in-depth treatment of qualitative research methodology, exploring its theoretical underpinnings and associated methods for design, data collection, interpretation, and reporting of results. Ethics are emphasized for each stage of research. This course will guide students to develop the methodology and data analysis for their dissertation proposal and research.

Through this course, students will familiarize with mixed-methods research and design. They will gain knowledge on the four different types of mixed-methods: triangulation design, embedded design, explanatory design, and exploratory design. Students will learn how to conceptualize their own study in terms of these different design types. They will gain hands-on experience on how to formulate a research question fitted for a mixed-methods design, collect some data, and analyze it. They will discuss and learn about challenges and advantages of mixed-methods designs. At the end of this course students will be able to work on their dissertation proposal.

This is a hands-on course designed to equip students with skills and knowledge necessary to develop new, valid and reliable instruments as well as help improve existing ones. In particular, the course looks at evolution of measurement development and the process involved in developing reliable and valid measurement instruments. The course includes creation of a reliable and valid measurement that can be readily used and applied in the field.

This course is designed to equip students with essential skills in qualitative coding, analysis, interpretation of findings, and writing of the qualitative results. These skills are crucial for the doctoral candidacy journey. The course aims to provide students with hands-on experience in collecting text data from original qualitative research studies, as well as mapping, memoing, coding, analyzing, interpreting, and writing qualitative research. By the end of the course, students will have produced a small meta-synthesis, allowing them to put their newly acquired skills into practice.

In this course, students will be introduced to the main schools of critical and social theory: structuralism, post-structuralism, cultural theory, queer theory, gender theory, critical race theory, disability studies, and post-colonialism among others. Students will analyze foundational theoretical scholarship, examine how critical and social theory has developed over time, and consider the ways in which theory might inform their own research. Throughout the course, students will complete short papers as well as a major writing assignment at the end of the term.

The aim of this course is for you to learn about and be able to apply key research design frameworks in quantitative, qualitative, and mixed methods approaches. In particular, you will learn conditions under which each design and/or approach would be most appropriate and effective. Additionally, you will learn how to formulate research questions, critically evaluate various research designs in order to select a suitable one for a given research problem, develop appropriate data collection and analysis procedures and plans as well as ethical conduct of research studies. During the course, you will learn to craft a research proposal integrating critical components, namely background of study, purpose statement, research question, theoretical framework, significance of the study, critical review and synthesis of key literature underpinning the study, appropriate research design, and data collection and analysis procedures.

This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives. Students will evaluate real-world situations, cases, and scenarios in order to recommend and justify theoretically based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs. Students will conduct scholarly research to explore, evaluate, and interpret state-of-the-art change concepts for viability in today?s organizations. Students will assess the role of change agents as key players in the overall change process.

This core course focuses on leadership and followership skills and attributes through the lens of traditional and 21st century leadership theories, constructs, and concepts as applied to institutions. Students will apply transformational and other state-of-the-art leadership theoretical underpinnings to real-world cases, scenarios, and situations that involve optimal practices in leading individuals and organizations through leadership challenges. The course concentrates on the application of critical thinking to optimal practices in leading institutions, their stakeholders and culture for optimal effectiveness.

The course will study the teaching and learning philosophies, methods, and techniques in higher education. Topics will cover learning theories, instructional design models, instructional strategies, and evaluation of student performance. By the end of this course, students will develop their own teaching philosophy along with an instructional unit demonstrating their mastery of learning theories and instructional design models, selection of proper learning technologies in designing the instruction, and incorporation of appropriate instructional and assessment methods. In addition, students will also explore faculty careers in higher education.

This core course focuses on state-of-the-art leadership skills necessary for the effectiveness of today's leaders and managers. The course concentrates on the specific transformational, servant-leadership, and other leadership competencies and skills necessary for providing sound management of institutional resources, projects, and performance. Students will apply leadership theoretical underpinnings to real-world cases, scenarios and situations that involve effective and ineffective resource and performance management practices. The course concentrates on the application of critical thinking and decision-making in optimal practices for providing highly effective leadership in today's organizations.

Organizational Leadership:

This course addresses historical and current leadership concepts, theories, and constructs. An emphasis will be on the application and assessment of transformational, servant, and authentic leadership theories for use by both leaders and followers in 21st century business and academic settings. The course will challenge you to assess your own leadership strengths and weaknesses and produce an in-depth plan of action to develop and refine leadership competencies. You will conduct substantive scholarly research to address and capture relevant and cutting-edge leadership theoretical work for application in course assignments.

This course is an advanced research seminar in the field of organizational culture and behavior. The seminar allows you to begin the process of substantive academic research and formal inquiry into these important theories and the implications of these for managers. The seminar will require the synthesis of critical thinking, analysis, research, writing, and evaluation. Students will develop a key deliverable that involves a research proposal in the fields of organizational culture and behavior and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research-ready proposal utilizing, at minimum, one research methodology.

PK-12 Educational Leadership:

This course is key for students who have chosen the PK-12 educational leadership concentration that require a solid understanding of 21st century technological skills as it applies to educational technology (including social media). After establishing a foundation and knowledge base of educational technology, you will learn about the most recent and innovative educational technology that can be utilized effectively for both learning and leading in the PK-12 educational setting. Through the lens of ensuring all students in the PK-12 educational setting are college-, career-, and life-ready, you will analyze and learn how educational technology plays a vital role in this process. In addition, you will analyze and evaluate how to utilize the most recent educational technology tools with effective building and district leadership in the PK-12 educational setting. Finally, you will analyze and evaluate current trends and issues associated with use of educational technology (including social media) within the PK-12 educational setting.

This course is key for students who have chosen the PK-12 Educational Leadership focus and must develop expertise and practice in navigating the unique aspects of building and district leadership in K-12 structures. Concepts of transformational leadership developed through the Leadership Core will be leveraged in the examination of school level and district level issues. Students will be required to define problems within their unique professional situation and apply recognized leadership structures to promote a shared vision, and establish a professional learning community that focuses on the mission of ensuring that all students learn through the development of a culture of collaboration rooted in data-based results.

Higher Education Leadership:

This course provides an examination of leadership theories and structures in institutions of higher education. Focusing on major theories of leadership of higher education organizations that inform leadership practices, students will develop skills as practitioners in university leadership. By the end of the course, students will be able to understand the structure and function of university leadership structures from multiple theoretical perspectives. Students will gain an understanding of the management, leadership, and administrative roles of academic and student affairs offices in colleges and universities including personnel, program definition, research and teaching issues, and other functions of academic and programming oversight. Additional consideration to the roles, responsibilities, and leadership styles required will be examined for different organizational contexts. Through the linking of theory to practice, the class activities will lead students to develop skills as campus leaders and to empower them to make conscious, deliberate decisions, utilizing multiple, and at times divergent, theoretical frames.

The purpose of this course is to explore critical, challenges facing American higher education. The course explores the history of higher education, with an emphasis on the development of higher education in the United States, to present challenges facing institutions. It includes issues of access, accountability, academic freedom, financial aid, state and federal government policy, changing legal structures, teaching and learning in a digital age, student issues, diversity, and the influence of business models and values on institutional strategy and practice. This course also covers different educational systems (community colleges, private colleges, and public colleges) and the critical issues affecting their institutional type. Students will gain an understanding of their responsibilities, critical thinking, and explore current issues that affect managers in institutions of higher education. This course addresses interdisciplinary influences on leadership practice within learning organizations and focuses on recent developments that have broad implications for research and practice in educational leadership.

8 credits from levels 800-899 in the following subjects: ACCT, EDUC, HIM, HCM, HRM, IDL, MGMT, MKTG, MTHD, PUAD, ITEC.

This course is designed for students to prepare for, take and complete their comprehensive exam. Remedial strategies and actions will also be provided for students who do not successfully pass their comprehensive exam on the first attempt, with the opportunity for a retake during the six weeks of the course if the student chooses to do so. A third attempt on taking the Doctoral Comprehensive Examination will not be automatically provided to doctoral students failing to successfully pass the examination after two attempts. Any third attempt will only be considered upon receiving a written petition by the student requesting a final attempt. The request may or may not be approved based on review by the Dean of Doctoral Studies and the student's doctoral Program Chair. Students who fail the comprehensive examination two times, or fail the examination three times when a third attempt was granted through appeal, are dismissed from doctoral studies at Franklin University.

At least 6 credits from the following courses:

In consultation with the Dissertation Chair and Committee Members, the doctoral candidate will design and conduct research to complete the aims identified in their research prospectus, proposal and IRB application or as subsequently modified in line with recommendations from the Chair and Committee Members. This course may be repeated as necessary to earn sufficient credit or to finalize the Dissertation to fulfill requirements to earn the doctorate.

Doctoral candidates will finalize all aspects of the Dissertation/Dissertation in Practice and make an oral defense of their design, methods and findings.

Students may complete 8 credit hours of a focus area to count within the Major Elective requirement. Only one declared focus area will print on the diploma.

At least 8 credits from the following courses:

Health Informatics Focus

In this course students will evaluate an organizations current health information governance infra-structure and will make recommendations for improvement that will cover the broad spectrum of strategic issues in healthcare including policies, guidelines, standards, processes and controls required to manage and implement enterprise-level information. Students will research how health data and organizational information systems are utilized as a strategic asset to healthcare organizations, process to manage various risks to the quality of information and ensure its appropriate use.

In this course students will evaluate an organizations existing clinical workflows to include a variety of inpatient, outpatient and emergency healthcare environments. Material in the course covers the documentation, review, mapping and diagramming of clinical workflow information and processes. Students will also assess and make recommendations for improvement of patient care to workflow mapping and change management, as part of evidence based decision making in healthcare.

In this course, students will evaluate an organization’s existing process of retrieving, analyzing and reporting intelligence to make healthcare decisions. Student will assess and make recommendations for improvement on the techniques of extracting, transforming, and loading data from a myriad of operational databases into corporate data warehouses, as well a means to ensure that decision making is based on clean and reliable information. Students will also develop skills for reporting the healthcare intelligence gathered.

Healthcare Management Focus

This science of epidemiology is essential for projecting the population health needs, and appropriate allocation of public and private resources. This course focuses on the utilization of epidemiologic studies and techniques as a basis for organizational policy and administrative decision-making. Students will examine the connection between organizational leadership and social health. Students will create and recommend organizational strategies that enhance organizational, community, and global health.

This course will explore various aspects of corporate, state and federal policy making. Students will examine the impact of existing health policies on healthcare organizations, providers and patients. Students will develop skills to influence and change existing healthcare policies. Students will also create and propose a new healthcare policy.

This course will examine the importance of resource and financial management in a healthcare organization. Students will determine the financial status of a healthcare organization and create strategic plans to sustain healthcare services. This course will also explore the various concepts driving healthcare economics. This course will also critique the use of organizational supplies, human resources, and technology.

This course will examine various aspects of patient safety, quality improvement and risk management in healthcare. Students will compare and contrast several process improvement models with the goal of improving organizational efficiency, patient safety, and service quality. Students will also research governmental agencies driving quality improvement in healthcare organizations.

Healthcare Leaders, more than ever, are facing challenging opportunities with the changing dynamics of the industry. During this course students will explore how executive-level leaders can manage complex health systems using strategic planning, risk management and innovative business practices.

The science of epidemiology and population health concepts are essential for addressing and projecting the health needs of communities and the allocation of public and private resources. This course focuses on the utilization of epidemiologic findings and population health data to support and aid health care policy development and administrative decision making. Students will be able to apply these concepts to analyze public health and population health data for epidemics, chronic health conditions, or diseases to develop data supported strategies as healthcare administrators.

Instructional Design Leadership Focus

Leaders of instruction and learning must stay abreast of continual changes in trends and technology and leverage them to ensure the competitiveness and health of their organization. However, not all technologies and emerging processes are worth adopting. In this course, students will examine pedagogical trends and emerging technologies. Students will learn how to evaluate theories and incorporate designs, processes, and technologies in strategic and tactical decisions for instruction and learning in the organization.

In this course, students will be exposed to new and innovative approaches for designing effective learning and instruction. This course will equip students with knowledge of applicable frameworks and strategies for implementation at the organizational level. Students will review learning environments such as e-learning, blended and hybrid learning, mobile learning, game-based learning, and informal and social learning, to determine the appropriate learning environment based on the learning and training needs of an organization.

Today's researchers, leaders, and managers in the instructional design field must be able to use data to make decisions, as well as influence others in their organizations. In this course, students will learn how to apply relevant tools, techniques, theories, and principles of strategic assessment and decision-making to address the learning and performance needs for continuous improvement for learning problems or a learning organization.

Learning and knowledge management is crucial to the success of organizations. In this course, students will go beyond the design of learning environments and acquire skills to lead and manage the learning organization at a strategic level. Students will be able to recognize and meet the evolving learning needs of an organization within the framework of the organization's strategic goals. Multicultural awareness and how to lead multi-functional and cross-cultural instructional design teams and projects will also be addressed in this course.

Instructional design leaders often work in a consulting role with both internal and external clients and stakeholders. In this course, students will gain consulting skills in instructional design. Major topics of the course include: applying doctoral-level research strategies to analyze and evaluate learning and performance problems; communicating effectively with stakeholders; applying consulting strategies and skills; and creating a consulting professional development plan.

Management Focus

The primary objective of this course is to provide a substantive overview of the development of management theory and its applications through the 20th century to date. Managerial concepts and constructs will be researched and applied in a scholar to practitioner modality. The course will focus on the evolution of management thought and the implications of its development for modern managers and leaders.

This course focuses on the theory and practice of organizations as open and adaptive systems. Students will address the implications of systems theory for organizational sense-making, learning, innovation and transformation. The complexity of organizations as integrated participants in while systems will be addressed through research and presentations.

Innovation enables organizational growth and sustainability. However, for companies to remain competitive, leaders must understand the theories, models, and strategies framing innovation applying relevant concepts and practice to business development, customer satisfaction, and market acquisition. Conceptually, innovation, defined and applied in organizations, has morphed over the last three decades. However, the 21st-century global business environment offers an opportunity to rethink, even reimage innovation and its application to the emerging digital defined markets and workplaces. While innovation is evolutionally, even revolutionary relative to an organization's purpose, product, and processes, leadership should explore contemporary knowledge and skills associated with innovation determining if cultivating cultures of innovation, is essential to achieving organizational goals.

This course addresses a multi-prong approach to manage, lead, and assess overall organizational performance in achieving tactical and strategic goals. Metrics including: shareholder value, the balanced scorecard, risk management, system alignment, human resource management, and organizational learning are addressed in this course. Also the application of research on organizational performance theories are incorporated in the course.

This course focuses on the evaluation and analysis of key ethical decision-making theories and constructs, and their direct application and integration in 21st century organizational practices. The role of corporate social responsibility will be explored by assessing the role of organizational leaders and stakeholders with improving the quality of life for individuals and the community.

This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives. Students will evaluate real-world situations, cases, and scenarios in order to recommend and justify theoretically based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs. Students will conduct scholarly research to explore, evaluate, and interpret state-of-the-art change concepts for viability in today’s organizations. Students will assess the role of change agents as key players in the overall change process.

Marketing Focus

This course is an advanced research seminar in contemporary marketing management. The seminar relies on critical inquiry and analysis as the foundation for substantive academic research involving current marketing issues that shape and are shaped by society. Upon successful completion of this course, students will have completed a comprehensive research study proposal.

This course is an advanced seminar in consumer behavior and market-driven applied research. Readings and assignments will synthesize prior knowledge of consumer behavior, research methodologies, methods, and theories with critical analyses of how these are used to inform marketing decision-making. Upon successful completion of this course, students will have developed a plan to conduct and analyze a research study.

This course is an advanced seminar in the use of quantitative and qualitative data in the marketing process. Upon successful completion of this seminar, students will have an understanding of how quantitative and qualitative analyses are used by marketing academicians and practitioners for academic and applied research, assessment, and decision making.

Methodology Focus

Public Administration Focus

This course focuses on theories and practices for leading cross-sector collaborations to accomplish public policy goals and objectives of mission-driven organizations. Students evaluate different collaborative approaches for delivering government and nonprofit services and assess the risks and benefits of engaging in cross-sector collaborations. Students learn analytical approaches, principled negotiation skills, and best practices for initiating and managing effective cross-sector collaborations.

The course examines the latest technologies that can be used to improve service delivery, engage stakeholders, and solve problems. Students learn the technologies and best practices for using web-based applications, e-commerce solutions, geographic information systems, crowd-sourcing, social media and other e-tools to make government and nonprofit organizations more efficient and effective. Ethical, legal, and implementation, aspects of these approaches are assessed.

This course examines concepts, tools, and techniques for evaluating government policies, philanthropic, and social programs to assess the performance of mission-driven organizations. The course focuses on evaluating different approaches to program evaluation and applying methods for performance evaluation, including needs assessments, logic models, evaluation designs, quantitative and qualitative evaluation techniques, ethics, and reporting.

Human Resource Management Focus

Organizations across the globe are composed of groups of people working together to achieve goals that include organizational success, employee growth and contribution, and contribution to the larger community. The defining factor that differentiates the most successful companies from those that struggle to survive is the people who make up the employee base. While the Human Resources function has the specific task of planning for and resolving many employee issues and needs, individual managers and employees have direct responsibility and accountably for achieving sustained organizational success. Organizations that invest in their employees and develop workplace environments that encourage full employee engagement are rewarded with a competitive advantage in the marketplace. This course provides students with an opportunity to learn the knowledge and skills needed to enhance the contributions of all employees in support of an organization's purpose. Student's research will analyze trends and issues influencing the development and application of these elements within contemporary organizations. Additionally, students will come to understand the benefits afforded to organizations that create, craft and maintain a rich, empowering culture.

In Strategic Human Resource Management, students will analyze workforce management processes in light of their strategic importance. This will include an examination of the relationships between traditional human resource functions and the various business functions so that efficiency and effectiveness are balanced and optimized. Students will also review these processes and relationships in both the domestic and global environments now and in the future. Further, students conduct research to explore trends within the discipline of Human Resource Management that have a positive impact upon employee engagement as well as the productivity and profitability of an organization.

In this course, students will evaluate the process of change as related to the principles and practices of various types of organizations. Students will conduct research into the area of total rewards to determine what influences are leading many organizations to implement progressive human resource practices. Students will apply this learning to examine change processes and techniques used to facilitate transformational change in order to enhance employee engagement and organizational success. Students will also understand the business case supporting why companies should invest in their employees and internal cultures, regardless of industry affiliation, company size and/or revenue generation and apply this research to examine the processes and techniques for facilitating transformational change.

Information Technology Focus

This course critically analyzes the current state of IT strategy practices and demonstrates how an IT strategy serves as a strong foundation for competitive IT management. Several tools and methods are synthesized to assess internal and external environments for formulating a strategy, execute a strategy based on environmental factors, and improve a strategy. The course brings the current academic and business literature to the class. It examines emerging IT strategy and management issues such as hyper-automation, AI, cybersecurity mesh, anywhere operations, and the internet of behaviors.

This course aims to improve critical thinking and decision-making skills in the IT policy and governance field. The course brings forth today's complex and cutting-edge computing environment by taking threats, vulnerabilities, and cyber controls into account. This course provokes the questions of how the GRC (Governance, Risk Management, Compliance) practices should be applied in today's complex IT environments to make the most out of the cutting-edge technology and how critical assets should be protected from adversarial actions of advanced persistent threats. The course brings various essential processes and services to the table, including but not limited to supply-chain risks, innovation, and resilience. Research papers and discussion assignments help students obtain pertinent information and improve research and academic writing skills within the field.

Vision is necessary for an organization to adopt, implement, and use information technology effectively. Leadership makes vision work. In this course, students will study, research, and apply leadership concepts, theories, and constructs that have been shown to be successful in information technology organizations. Two broad topics, (1) Vision and leadership in IT, (2) How to choose and benefit from the technology to accomplish the vision, will be delivered in the first four weeks of the course. This course is heavily based on research, presentation, and writing on future trends combined with leading people and IT organizations. In the first four weeks, each student will pick a very recent technology and research and write a paper about it. In the last four weeks, they will present the technologies that they've researched.

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Microcredentials Align with Job Essentials

In today's dynamic work environments, adaptive professionals thrive. A microcredential - either as a stand-alone course or integrated into your degree program - is a short, skill-specific recognition that enables you to demonstrate your competency in a distinct area. Like Franklin's degree programs, microcredentials are aligned with market and industry demand to ensure what you learn can be put to use right away. Microcredentials are easily shared via digital badges and can be stacked to create a unique portfolio of in-demand skills.

PK-12 Educational Leadership

Higher Education Leadership

Organizational Leadership

Doctor of Education in Organizational Leadership-Higher Education Leadership Focus Program Details

A learning outcome map functions as a roadmap to help guide students' progress through their program of study. Click HERE to view the Doctor of Education in Organizational Leadership matrix.

The admission process reflects Franklin University’s efforts to clearly identify the performance standards that can help predict student success in graduate level study. The selection criterion for Franklin’s graduate programs, as determined by faculty, emphasizes academic ability, contributory work experience, and personal qualities and characteristics.

Requirements for admission include having earned a master’s degree from an institution accredited by a Council for Higher Education Accreditation (CHEA)-recognized accrediting organization with a 3.0 GPA on a 4.0 scale. Applicants who earned lower than a 3.0 GPA on a 4.0 scale in their earned master’s degree can petition for admission to the program chair by submitting an essay detailing other criteria that the applicant believes should be considered to demonstrate their ability to be successful in a doctoral program. This petition could include details on the applicant’s work experience, work ethic, level of professionalism, personality characteristics, level of difficulty of program of study previously completed, etc. 

If a student is admitted as a result of the petition, the student will need to obtain a “B” average (3.0 GPA) during the first doctoral-level course (ENG 800) of their program. If the terms of the conditional enrollment are not met, the student will not be allowed to advance in their program and will be unable to earn this graduate degree from Franklin University. 

English Language Testing & TOEFL IELTS

Prospective students must demonstrate English Language Proficiency. The requirement is met through any of the following:

• The applicant is a citizen of a country where English is the official language.*
• The applicant has received a bachelor’s degree (or higher) from an institution located in an English-speaking country in which the courses were taught in English.*
• The applicant has earned appropriate scores on language proficiency exams taken within the last two years, as listed in the  Academic Catalog .  

*For more information about English proficiency, including a list of English-speaking nations, please visit our International Students section.

To be awarded a graduate degree, students must:

• Successfully complete all required curriculum courses.
• Maintain a minimum cumulative grade point average (GPA) of 3.00.
• Earn in residence at Franklin University at least 34 of the 58 required credits. According to the Ohio Department of Higher Education, to earn a doctorate degree, students must have completed a minimum of 90 semester credit hours above the bachelor’s degree. Students requiring additional credit hours to meet this minimum will take GRAD 900 Advanced Integrative Research.
• Complete the payment of all requisite tuition and fees.
• Not to be under disciplinary dismissal due to academic dishonesty or violation of Student Code of Conduct.

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Career Opportunities

Presidents plan and direct academic programs and operational activities.

College Dean

College Deans manage the resources within an academic college, from budgets and faculty workload to maintenance and expansion of new and existing programs.

Professors primarily plan curriculum, conduct original research, and teach and test students, helping expand their knowledge within a particular subject matter or discipline.

Adjunct Faculty

 Adjunct faculty provide high-quality instruction, as well as evaluate and monitor student progress.

Admissions Director

Admissions directors set university enrollment goals, participate in the awarding of financial aid and scholarships and oversee admissions team members who manage the application process.

Employment Outlook

From 2021-2031 jobs in organizational leadership are expected to increase by 13%.

All Occupations

Chief Executives

Postsecondary Teachers

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Frequently asked questions.

At Franklin, you could complete your online Doctorate in Higher Education degree -- including your dissertation -- in about 3 years. Want to finish even faster? Ask about transferring up to 24 hours of previously earned credit.

When you start your Ed.D. in Higher Education online program at Franklin, you’re also starting to transform your career path. Like our other online doctoral programs, Franklin's Ed.D. Higher Education leadership doctorate starts every January, April, August and September.

Investing in your future is affordable at Franklin University because you get a quality education at a competitive cost. Unlike per-year or per-term college expenses, our per-credit-hour tuition rates make it easy to calculate the cost of earning your doctorate. Franklin’s 2023-2024 tuition rate is $748 per credit hour. Get a personalized cost estimate of your Ed.D.-Higher Education Leadership with Franklin’s free MyCost Estimator . Questions? Ask our helpful staff about financial aid programs and tuition financing options.

An Ed.D. in Organizational Leadership with a focus in Higher Education Leadership draws on best practices in leadership to build your competency as an effective leader who is well-prepared to solve real-world problems and drive organizational change. Franklin’s Ed.D. in Higher Education is ideal for current and aspiring leaders who are ready to make an impact in their workplace.

With an Ed.D. in Organizational Leadership degree with a focus on Higher Education Leadership, you can qualify for a variety of positions, including university president, dean of students or faculty member. From community colleges and private colleges to four-year colleges and universities, institutes of higher education are looking for leaders who hold the skills and qualifications of an Ed.D. Higher Education.

Earning an Ed.D. Organizational Leadership doctorate in Higher Education is the pinnacle of career credentials to support your professional ambitions. The Organizational Leadership Ed.D. in Higher Education is designed to equip and empower you to become a dynamic leader who can translate the complexities of an institution of higher learning into opportunities for growth and success.

As a leader in practical application education, an Ed.D. in Higher Education online program from Franklin University equips you with the decision-making and ethical leadership skills needed to develop and implement strategies that solve complex issues. And because Franklin uses an embedded dissertation process, our program is designed for completion. That means you'll use the findings you develop throughout your coursework to advance your dissertation research and get a head start on finishing it -- all while you earn your degree.

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Higher Education Administration (HIED) PhD Program

This nationally recognized Ph.D. program emphasizes informed, ethical decision making in the administration of higher education. It is intended to launch its graduates into new areas and/or higher levels of leadership in colleges and universities.

Students take core coursework in higher education foundations, administration, governance and organization, law, and postsecondary students in the United States. 

The sequence of five research courses culminates in a dissertation of original contribution to the knowledge of higher education. Based on a cohort model, students’ professional and life experiences actively contribute to and enhance the learning experience in the classroom. The program is designed to be completed in three years for those pursuing full-time study. Required core and research courses are scheduled in the evening, allowing for greater flexibility for those maintaining full-time employment while in the program.

Most full-time students are employed in a variety of graduate assistantships that both support and supplement the program, and that typically provide a full tuition scholarship. The Global Understanding Requirement, a unique feature of the program, broadens and diversifies students’ conceptions of higher education and how it is influenced by culture and custom internationally.

The program is committed to educational leadership grounded in the following values: 

• A zeal for involvement and advocacy in the higher education profession;
• A holistic perspective of higher education that reflects an understanding of the interests and concerns of the internal campus environment (its faculty, staff, students, and administrators), external constituents (consumers, governmental agents, the public), and the global community;
• Expertise in a discipline-based academic specialty, in addition to a command of a core of professional studies in higher education; appreciation for both quantitative and qualitative tools of inquiry, emphasizing an understanding of their application to an array of problems, challenges, issues, and practices in higher education.

Students are expected to integrate and synthesize content across domains.  Learning outcomes are achieved through engagement in course work, independent research, employment, co-curricular and professional experiences, and interaction with faculty, peers, and university leaders.

Administration and Leadership in Higher Education

• Understand the history, philosophy, sociology, and law pertaining to governance, administration, and leadership in higher education institutions and systems
• Articulate how higher education is differentiated by mission, sector, curriculum, size, and stakeholders
• Evaluate and apply organizational theories and models to create and lead effective organizations 
• Develop effective practices and policies to create socially-just higher education and institutions and systems

Postsecondary Students’ Learning and Development

• Understand the demographic profile and trends of college students in the U.S.
• Analyze and critique models and theories of student learning and development and understand the cultural factors that influence their creation and use 
• Articulate the effect of individual and group differences and similarities on students' learning and development
• Create environments, policies, programs, and services that promote deep learning and foster the success of all students
• Collaborate within and beyond the institution to foster student learning, growth, and development

Diversity, Equity, and Social Justice

• Articulate the experiences of historically underrepresented and marginalized groups in higher education in the United States
• Understand issues of diversity, equity, and social justice in higher education
• Evaluate and create socially just policies and practices in higher education
• Understand a non-U.S. higher education system in the context of its culture
• Understand how U.S. higher education is similar to and different from other higher education systems
• Understand the role of globalization in higher education

Inquiry: Assessment, Evaluation, and Research

• Articulate paradigmatic assumptions that underlie different approaches to research, evaluation, and assessment
• Understand and interpret results from programmatic and institutional data
• Develop expertise in at least one research methodology
• Apply best practices of assessment and evaluation in postsecondary education
• Analyze qualitative and quantitative data to address research questions
• Evaluate the strengths and weaknesses of research and assessment studies
• Create and implement at least one assessment project and one research study

HESA Community: Prospective Student N omination

Watch the Higher Education Administration Webinar to learn more!

Learning Outcomes

Upon completion of the graduate degree, students in Higher Education Administration are expected to be able to:

• Administration and Leadership in Higher Education:  Evaluate theories and models of organizations and leadership to achieve institutional mission and goals. 
• Postsecondary Students’ Learning and Development:  Assess and critique models and theories of student learning and development, informed by cultural factors that influence their creation and use.  
• Diversity, Equity, and Social Justice:  Evaluate campus policy and practice to promote diversity, equity, and social justice. 
• Inquiry: Assessment, Evaluation, and Research:  Design and execute a research study to address an important concern in higher education. 

Accreditation and/or Program/Cluster Review

Bowling Green State University [BGSU] is accredited by the Higher Learning Commission .  BGSU has been accredited by the Higher Learning Commission since 01/01/1916. The most recent reaffirmation of accreditation was received in 2012 - 2013. Questions should be directed to the Office of Institutional Effectiveness .

Professional Licensure (If applicable)

Bowling Green State University programs leading to licensure, certification and/or endorsement, whether delivered online, face-to-face or in a blended format, satisfy the academic requirements for those credentials set forth by the State of Ohio.

Requirements for licensure, certification and/or endorsement eligibility vary greatly from one profession to another and from state to state. The Higher Education Administration program does not lead to professional licensure.

Gainful Employment (If applicable)

Under the Higher Education Act Title IV disclosure requirements, an institution must provide current and prospective students with information about each of its programs that prepares students for gainful employment in a recognized occupation.

The Higher Education Administration program is not a recognized occupation that requires a Gainful Employment disclosure.

Updated: 01/05/2024 10:25AM

Degrees and Programs

Residential Master's in Education

Immersive campus experience for aspiring and established educators, leaders, and innovators, with five distinct programs to choose from.

Online Master's in Education

Part-time, career-embedded program, delivered online, for experienced educators looking to advance their leadership in higher education or pre-K–12.

Doctor of Education Leadership

Preparing transformative leaders to have the capacity to guide complex organizations, navigate political environments, and create systemic change in the field of education.

Doctor of Philosophy in Education

Training cutting-edge researchers who work across disciplines, generate knowledge, and translate discoveries into transformative policy and practice.

University of South Florida

Higher Education & Student Affairs

College of Education

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Higher education administration.

Offered on USF's Tampa campus

The PhD in Curriculum and Instruction with a concentration in Higher Education Administration is a research degree that prepares individuals interested in teaching, research, and policy positions in both community colleges and universities.

Appropriate professional positions for graduates of this program would be:

• Faculty who intend to teach in universities in the field of higher education
• Faculty who wish to teach in community colleges
• Administrators who seek positions that entail expertise in research and policy
• Institutional researchers in colleges and universities
• Policy analysts in state and national higher education agencies and organizations   

To learn more about our program's curriculum, please visit the USF Catalog. 

USF Catalog

NEED MORE INFORMATION?

For more information about the PhD concentration in Higher Education Administration, please contact us. 

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• Doctor of Education in Educational and Organizational Leadership

Online Doctor of Education in Educational and Organizational Leadership (EdD)

The fully online Doctor of Education (EdD) degree program at York College of Pennsylvania transforms educators, school leaders, and organization leaders into scholar-practitioners who advance their careers with specialized skill sets, research capabilities, and leadership experience.

Completed in three to five years , this doctorate in educational leadership allows students to apply what they learn and improve upon the challenges they face in their schools and organizations in real time. In the Applied Research Capstone, students complete elements through scaffolded coursework, leading up to a final research project and presentation that addresses a real workplace issue and analyzes the proposed solution's success.

The program's fully online coursework gives professionals enrolled in the EdD in Educational and Organizational Leadership the freedom to pursue their careers, classes, and other commitments simultaneously. With guidance from our expert faculty, students learn to create lasting change in curriculum, training and development, higher education, literacy, and other areas supported by flexible course options and program requirements.

About the EdD in Educational and Organizational Leadership

Online edd format and delivery.

• 3-5 year completion
• 15-week semesters in fall and spring
• 7-week summer courses offered
• Online asynchronous courses
• Occasional live Zoom meetings (4-7 per course)

EdD in Educational and Organizational Leadership Program Requirements

The focused and practical curriculum of the online EdD in Educational and Organizational Leadership spans four "strands," or pillars: Organizational Transformations, Professional Leadership and Learning Enterprise, Professional Specialization, and Evidence-Based Decision Making.

In fulfillment of the Professional Specialization Strand, students choose one specialization as a secondary or tertiary area of expertise within a sub-discipline sourced from graduate-level courses at the College. Current course areas include business administration, public policy, school leadership, teacher leadership, and youth resilience. 

Practical applications underpin each course. You may take courses such as:

• EOL 701: Engaging Adult Learners
• EOL 711: Grant-Writing Essentials
• EOL 714: Organizational Improvement and Change

Explore our other graduate education program subfields .

EdD Program Admissions

Applications for the Educational and Organizational Leadership doctoral program are accepted year-round, following a cohort model with new cohorts starting each fall term. Priority entry into the program will be awarded to strong candidates who submit materials by the early admissions deadline of April 1st . Applications are accepted until August 1st or until the cohort is filled.

Applicants to the Doctor of Education degree program must have a master’s degree and will be required to apply with the following materials: 

• Current résumé
• Contact information for two references for electronic reference letters
• Academic goal statement
• Writing sample

Review complete graduate admissions and financial aid information .

Earn an EdD in Educational and Organizational Leadership at York College of Pennsylvania

Graduates of York College’s online doctorate in educational leadership develop themselves as lifelong learners, improve the communities in which they live and work, and promote the constant betterment of the institutions and organizations on which our society depends.

To start your journey to the EdD program, request more information today . Or, begin your application .

Careers with an EdD in Educational Leadership

Graduates of the online EdD in Educational and Organizational Leadership degree program prepare for the next stage in their careers with support and resources provided along the way.

With opportunities to develop specializations through tailored coursework and research, graduates build individualized skill sets to succeed in school or district administration, higher education, government agencies, or corporate or nonprofit environments. Graduates are suited to lead others and push for progress in roles such as:

• Curriculum Designer
• Curriculum Manager
• Non-Profit Leader
• Public Administrator
• Reading and Literacy Specialist
• Research Associate
• School Administrator
• Training and Development Manager

The Career Development Center and Graduate and Professional Studies at York support doctoral students and candidates as they progress through the program and look ahead to new roles or advancement in their current positions and organizations.

EdD Salary Outcomes

The expertise of a doctoral degree allows graduates to elevate their salary expectations in current or lateral roles. They also gain the credentials and skills to pursue a wide range of advanced positions in educational administration, academia, government, and business with rewarding salaries that vary based on location, years of experience, specialization or certification area, and other factors.

Salary.com and the Bureau of Labor Statistics report on recent average yearly salaries for roles you can pursue as an EdD in Educational and Organizational Leadership:

• Postsecondary teachers —$80,840
• Education administrators —$99,820
• Postsecondary administrators —$99,940
• Educational consultants —$109,001
• Training and development managers —$120,000

Applied Research Capstone

The final research component of the online Doctor of Education in Educational and Organizational Leadership degree program is a piece of unique scholarship developed through the application of theory and skills students have engaged with throughout the program.

In a written report and presentation, created over three courses in the program's final year, students present rigorous research and analysis that applies a solution to a real-world problem faced by their school, organization, or company.

Finding and solving a real-world problem in an educational institution or organization creates the confidence to accelerate career development and provides hands-on experience connecting research, theory, and practice — resulting in a tangible outcome that furthers graduates' career opportunities.

Project-Based Learning

Apart from the Applied Research Capstone, each course and specialization within the online doctorate of educational leadership program takes research and theory and transforms them into projects with real-world benefits. Students may:

• Develop a grant project and participate in grant review processes
• Receive, respond to, and give professional editorial feedback
• Explore venues to present scholarly work, including publishing research and conference presentations
• Create editorial manuscripts for peer review

Full-time professors and adjunct faculty members in the School of Behavioral Sciences and Education teach engaging courses through online learning anchored by a select number of group cohort meetings. Faculty members are senior leaders in schools across South Central Pennsylvania, at York College, and beyond. 

Graduate Professional Engagement Board

Both an opportunity for leadership experience and a personal connection to an expanded professional network, the Graduate Professional Engagement Board (GPEB) advocates for support and resources for graduate and professional students and aspires to strengthen graduate programs at York College of Pennsylvania.

Working through the Graduate Leadership Council, Student Senate, and ambassadorships during graduate-sponsored events, EdD students who are members of the GPEB improve the graduate learning experience through real opportunities to implement structures and foster cultures in these environments.

Skills for Advanced Careers in Education Leadership, Policy, and Consulting

Whether you work with adult learners in an organization or students of varying ages and needs, it's crucial to acquire the hard skills in organizational development and leadership needed to impact the success of any school or business.

In York College’s online Doctor of Education program, you can enhance your comprehension and practical application of pedagogical skills and soft strategies for learning and effective communication. Graduates can:

• Manage educational organizations or related enterprises through strategic planning and financial and personnel considerations
• Explore funding opportunities, including grants
• Write conference proposals and scholarly research publications
• Apply theoretical knowledge and data-backed research in educational leadership to create solutions for real-world problems in schools, government agencies, or business settings
• Effectively develop and implement policies that support organizational goals and promote causes within educational law and policy
• Improve curriculum, teaching strategies, and instructional practices

Frequently Asked Questions

Yes, an EdD in Educational and Organizational Leadership is worth it for professionals aiming to enhance their leadership skills and impact in educational settings. It prepares graduates for advanced roles in administration, policy development, and organizational improvement, offering opportunities for higher salaries, greater influence, and the ability to drive meaningful change in education systems and other organizations.

With a doctorate in educational leadership, graduates can pursue high-level careers as senior school leaders, educational policymakers, university administrators, curriculum developers, and consultants. This degree opens doors to leadership positions in K-12 schools, higher education institutions, educational non-profits, and government agencies focused on education.

The online EdD program typically ranges from 3 to 5 years, depending on the student's pace, program structure, and whether the student is enrolled part-time or full-time.

Program Requirements

2023-2024 graduate catalog.

• View the 2023-2024 Catalog

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Dawn Keiser, Administrative Assistant Appell Life Sciences Building, Room 355 Phone: 717.815.1551 [email protected]

Administration and Supervision

Specialize in higher education with Ed.S. in Administration. Tailored curriculum that is ideal for college professionals.

Home » Program » Administration and Supervision, Higher Education Concentration, Ed.S.

Administration and Supervision, Higher Education Concentration, Ed.S.

Currently work in higher education? Thinking about furthering your education? Already have a masters degree, but a little overwhelmed with the doctorate process? Want to enhance your skills and knowledge for working with ever-changing student populations? If you answered "yes" to any of those, the Education Specialist in Administration and Supervision with a higher education concentration is what you are looking for as a next step!

The Higher Education concentration in the Administration and Supervision program, which is designed for graduate students currently employed or looking to work with technological institutions (TCATs), community colleges, four-year institutions, or other higher education related agencies, is your next step on the path in a career in postsecondary education. There is so much that happens at an institution outside of the classroom and this program can help propel your career.

Professors work with students to choose a focus in a higher education area while assuring they complete requirements in foundations core, a specialized core, and elective hours. This practitioner focused program will help develop professional knowledge and skills. Courses focus on practical application of theory, current events, trends, and concepts in the field to enhance connections to current and future employment.

Additional helpful information:

• It is offered 100% online, making it available to any working professional without regard to geographic location
• The Graduate Record Exam (GRE) is not required for admission
• Faculty include current and recent practitioners from a variety of fields and focuses
• All of the degree requirements may be credited toward degree completion in MTSU’s Assessment, Learning and Student Success (Higher Education concentration) Education Doctorate*

*evaluation completed upon enrollment into Ed.D. program at MTSU. Up to 30 credit hours from the program may be awarded.

Requirements

News Briefs

End of the semester gathering for Higher Education Master's, Ed.S. and Ed.D. programs

End of the semester gathering for students, faculty, and staff who are in the Higher Education Master's, Ed.S. and Ed.D. programs. This Admin and Supervision degree with a concentration in Higher Education, is designed for professionals who want a career at a higher education institution.

Graduate student Molly Mihm selected to attend FOSAS (Future of Student Affairs Summit) at James Madison University this summer

So proud of our College of Education graduate student Molly Mihm for being selected to attend FOSAS (Future of Student Affairs Summit) at James Madison University this summer. FOSAS is a high-impact professional development opportunity for student affairs professionals. Molly is a first-generation college student from Murfreesboro. She graduated last May with a bachelor’s degree in healthcare administration from the Jones College of Business. She works for the Office of Student Organizations and Service as a graduate assistant and serves on the Middle Tennessee State University Board of Trustees as the Student Trustee.

Related Media

Graduates from the Administration and Supervision program with the higher education concentration may be employed in a variety of positions at universities and community colleges. Examples include, but are not limited to, Academic Advisors, Admissions office representatives, Recruiters, Scheduling Center officials, Student Affairs administrators, Student Life administrators, and more. MTSU graduates are employed in universities, community colleges, and technology centers, and higher education agencies; examples include:

• Columbia State Community College
• Middle Tennessee State University
• Motlow State Community College
• Tennessee Board of Regents
• Tennessee Centers of Applied Technology
• University of Memphis
• University of Mississippi
• University of North Alabama
• University of Southern Mississippi
• University of Tennessee
• Volunteer State Community College

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Higher Education Administration, MS

Program description, student learning goals (educational objectives), for additional information.

The online 33 SCH Master of Science in Higher Education Administration (HEAD) program focuses on the principles and practice of administration in two-year and four-year colleges, universities, and higher education systems, as well as the study of higher education as an object of applied research. The program strives to prepare socially just leaders to function as administrators in such settings. The program offers instruction in higher education finance and economics, policy and higher education law, faculty and labor relations, college student services, as well as research on higher education and institutional research which includes evaluation, accountability, and philosophy.

It is designed for working professionals pursuing careers in mid-level administrative and academic leadership positions at postsecondary institutions and will expand opportunities for their career advancement. The program will advance knowledge and understanding of student development, as well as the structure, governance, and operations within diverse types of institutes of higher education via a critical social justice lens. This degree can be used as a stepping-stone to doctoral degrees in educational leadership and student affairs.

The program utilizes the Carnegie Project on the Educational Doctorate (CPED) design concepts of scholar-practitioner, signature pedagogy, inquiry laboratory, and mentoring practices. These design concepts offer graduate students the opportunity to frame their knowledge and practice around questions of equity, ethics, and critical social justice to bring about solutions to complex problems of practice through field-based opportunities, as well as professional knowledge and practice. The curriculum is designed around the CPED framework that supports creating quality, rigorous practitioner preparation while honoring the local context.

Students will demonstrate a critical understanding of the principles and practices common to the functional areas of higher education administration.

Students will:

• Obtain a broad background in higher education administration to prepare them to work in a variety of institutions of higher education settings.
• Demonstrate an understanding and application of knowledge of organization, culture, diversity, and history of institutions of higher education.
• Incorporate a professional expression of ethics, inclusion, and social justice; and,
• Understand and apply relevant research on higher education administration and conduct programmatic assessments on complex problems of practice.

Campus Address: Faculty Center, Room 213 Phone (361) 825-2992 [email protected]

Mailing Address: Department of Educational Administration and Research, Unit 5818 College of Education and Human Development Texas A&M University-Corpus Christi 6300 Ocean Drive Corpus Christi, Texas 78412-5818

Admission Requirements

New and transfer graduate students who wish to pursue the proposed master’s degree in higher education administration must be formally admitted to the University. While the university requires a minimum last 60 hours GPA of 2.5 for a graduate program, the HEAD program requires a 3.0. Applicants must complete a one-to-two-page statement of purpose that provides (1) the reasons for pursuing a master’s degree in higher education administration, (2) an explanation of leadership experiences, and (3) career plans. No test scores (GRE or MAT) are required.

Program Requirements

Online offering

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