Best Accredited Universities for Doctoral Phd program in Higher Education/Higher Education Administration

Doctor of Philosophy in Education (Ph.D.) Program Policies.

Part 4: Academic Integrity and Standards of Conduct.

College and university administrators early in their careers responsible for the strategic direction, administrative management, and local leadership of their respective departments and units.

Institute for Management and Leadership in Education (MLE).

Experienced higher education administrators who are both leader and follower working alongside other leaders and followers with principal oversight and responsibility for their school, department, or division.

Harvard Graduate School of Education 13 Appian Way, Longfellow Hall, Fifth Floor Cambridge, MA 02138.

The Metro New York Southern Connecticut HERC is one of 19 regional affiliates of the national Higher Education Recruitment Consortium (HERC). HERC also provides its 700+ member institutions with networks and resources to bolster equitable, inclusive recruitment and retention practices. Through an on-line member portal, HERConnect, HERC offers expertise in the areas of diversity and inclusion in the higher education workforce equitable recruitment practices best practices for work-life in academia and dual career couples.

The site also explicitly includes jobs for research scientists and post-doctoral candidates. HERC supports dual career couples through a dual career search and a network of connections with employers within and beyond higher education.

Penn GSE 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.

#4Higher Education is ranked #4 by U.S. News World Report.

Penn proudly houses the IES Predoctoral Training Program, a multi-year opportunity for current Ph.D. students offering both financial and skill-building support.

The Ph.D. in Higher Education prepares students for an academic career in the field of higher education.

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.

These experts are routinely sought by university presidents, foundation leaders, journalists, and policymakers seeking to understand the changing landscape of higher education.

Peter GarlandExecutive Vice Chancellor, Pennsylvania State System of Higher EducationPh.D., Penn State University.

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.

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

Penn Alliance for Higher Education and Democracy Logo.

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.

Joint PhD in Computer Science and Learning Sciences.

Center for Education Efficacy, Excellence, and Equity (E4).

MS in Higher Education Administration and Policy Program.

Upcoming Virtual Information Sessions for the MS in Higher Education Administration and Policy (MSHE) Program.

Note: The MSHE Admissions Team will be taking a two week break from information sessions during the month of March to observe Northwestern spring break.

After registering for a virtual information session, view our asynchronous, on-demand Careers in Higher Education webinars featuring MSHE alumni panelists. Webinars are approximately one hour and offer insights from alumni currently working in a variety of current higher education roles.

Career Launchers (Recommended for college students and recent graduates).

Career Advancers (Recommended for those with significant work experience in higher education).

Certificate in Data Management and Statistical Analysis (Online).

The Higher Education Leadership program, which offers a Doctor of Education degree (Ed.D.), is committed to preparing students for senior leadership positions in colleges and universities, state and federal agencies, and other educational organizations. The Executive Ed.D. program is guided by a practitioner-scholar model that combines theoretical offerings with application to practical higher education problems. Students focus on areas of special interest and choose dissertation projects that address issues confronting the contemporary higher education workplace.

Courses are offered on weekends, and a cohort design allows students to develop meaningful relationships, support one another, and learn from the diverse experiences of fellow educators.

The curriculum emphasizes the impact of theory and empirical evidence on administrative, organizational, and policy contexts in post-secondary education.

The University of Miami Executive EdD in Higher Education Leadership offers a choice between two study concentrations for earning the Doctor of Education degree:.

Ours is the only program that combines training in community and higher educational leadership simultaneously. Students learn lead social justice initiatives and development and change in community organizations and in educational settings, gaining valuable skills in applied research, program development, program evaluation, social change, and community participation. Graduates also gain knowledge in the highly sought field of civic and community engagement and in diversity and equity promotion in university settings. Foundational courses instill clear understanding of the community engagement and social change processes that are essential to advancing diversity, equity, and inclusion in multiple sectors.

International applicants whose native language is not English or applicants whose degrees are from a non-U.S. University must pass the Test of English as a Foreign Language (TOEFL) or International English Language Testing Systems (IELTS) .

Official transcripts from every institution attended by an applicant, whether or not the applicant completed a degree program at the institution, are required .

Provide a personal statement that addresses the mission and purpose of the program being applied to .

Take part in an admissions interview (required by some programs) and.

Higher Education in the United States: From Harvard to Present.

Organization Administration of Higher Ed II: Governance, Leadership and Finance.

Effective Teaching, Learning, Assessment, and Curriculum in Higher Education.

Critical Issues in Student Affairs: The Law and Higher Education.

Workshop in Education: Selected Topics in Higher Education.

This is a sample Plan of Study. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings.

The Executive Ed.D. Program in Higher Education Leadership prepares students for senior-level administrative, academic, policymaking, and other leadership roles in both public and private spheres of higher education. To nurture effective leaders, our emphasis is on data-driven decision-making.

Community Leadership Concentration: The Community Leadership Concentration prepares you for transformational leadership roles in community-based organizations as well as in colleges and universities, education related organizations, and public policy settings.

Students will grasp the basics of social science research on issues in higher education and demonstrate skills in asking effective research questions, developing sound methodology and conducting appropriate analyses.

Students will effectively apply knowledge of leadership theory, research and best practices to problems of practice in higher education.

At quality academic and professional levels.

Students will gain valuable skills in applied research, program development, program evaluation, social change, and community participation.

Students will master clear understanding of the community engagement and social change processes required to advance diversity, equity, and inclusion in multiple sectors.

The doctoral program in higher education administration seeks to cultivate scholarly identities, inquiry-driven learners, critically reflective practitioners, and socially just practices. The program is designed to prepare leaders within the field of higher education. Students complete seated and online coursework to develop the knowledge, skills, and background useful for serving in advanced and senior level academic, administrative, and research roles in 2-year and 4-year institutions of higher education, national and international associations, government agencies, and other post-secondary educational settings. The program provides a high-quality, fast-paced scholarly experience in which students can integrate theory and research seamlessly with practice.

Transcripts are required from all colleges and universities attended, whether or not credit was earned, the program was completed, or the credit appears as transfer credit on another transcript. Official transcripts are required only of applicants who are offered admission.

Transcripts from institutions outside the United States must be accompanied by an official transcript evaluation from an accredited independent evaluating agency. Please be sure you request a detailed evaluation that includes all course titles, credit hours, grade-point average (GPA), United States degree equivalency, and date of degree conferral.

In an essay of 750 to 1,200 words, state your purpose in undertaking graduate study at George Washington University, describing your academic objectives, research interests, and career plans. Discuss your related qualifications, including collegiate, professional, and community activities and any other substantial accomplishments not already mentioned in the application. You should also clearly indicate your primary and supporting fields of study and describe your research areas.

The requirements for the Doctor of Education program.

GSEHD Level B research methods courses are advanced courses in a specific research methodology. All GSEHD doctoral students are required to take at least one Level B course in the methodology of their dissertation. EDUC 8120 Group Comparison Designs and Analyses, and EDUC 8122 Qualitative Research Methods, must be completed before enrolling in a Level B course.

Some programs require than one Level B course. Some Level B courses are taken in a predetermined sequence for this reason, students should check each course description for prerequisites, as courses in the sequence build on others.

Ohio State is one of the nation strongest programs preparing leaders in higher education and student affairs. This tradition is reflected in many alumni who have become senior leaders in the field. Our students, too, are recognized for their involvement and leadership in and out of the classroom.

The EdD program is practice-oriented, meant as training for scholarly practitioners. Candidates will be able to apply research to practice with a part-time course load with other working professionals. The program culminates in a dissertation in practice (assessment evaluation).

The research-oriented PhD program is for full-time students. The main focus of the program is training candidates to conduct their own original research. At the end of this program, candidates will be asked to present a traditional dissertation as a final project.

Sponsored by the Council of Graduate Students, the university forum highlights exemplary and innovative research conducted by Ohio State graduate students.

Understanding religious worldviews should have larger emphasis in higher ed, study suggests.

In education.

The Ph.D. program is designed to prepare students for academic, administrative, policy, and research positions in higher education, non-profit, and governmental settings. Students develop competencies needed to contribute substantively to the academic discipline of higher education, as well as to the development of higher education as a force in economic and technological development, intellectual and cultural advancement, and international cooperation.

The McBee IHE Ph.D. program follows a rigorous curriculum of course work and independent research. Students studying full-time (3 or 4 courses per term) typically graduate in four years. During the third and fourth years, the major focus of the program shifts from coursework to research as students focus on their dissertations. Throughout the program, students also engage in additional professional development activities such as participation in research teams, grant writing, conference presentations, and publication in various scholarly outlets.

A valuable component of each student doctoral program is the opportunity to participate in the McBee Institute professional development activities. McBee IHE regularly hosts workshops, seminars, conferences, and lectures that are specially designed to promote student engagement with the broader field of higher education. Additionally, select presentations have been recorded and are available on our YouTube Channel.

Major conferences in the field include the Association of the Study of Higher Education (ASHE), the American Educational Research Association (AERA), and the Association for Institutional Research (AIR).

Our Philosophy: The Ph.D. in Higher Education is a 96-hour program that prepares graduates for a broad range of administrative and leadership positions in colleges and universities, including roles in academic affairs, student affairs, policy, planning, resource management, assessment, enrollment management, outreach and engagement, advancement, and equity, diversity, and inclusion, among others.

Some graduates work for professional associations or as policy analysts for state and federal agencies.

Social justice and scholarly rigor are essential to the philosophical foundations of the program and the curriculum. Together, the program and the curriculum prepare graduates to emphasize social justice in their research and practice.

Graduates from the Higher Education Doctoral Program will acquire knowledge, skills, values, and attitudes in three specific areas:.

The Higher Education Doctoral Program curriculum consists of a minimum of 96 semester hours of graduate study in five areas, which includes the dissertation.

EDHE 6044: Governance and Policy in Education .

EDHE 6064: Higher Education in the United States .

EDHE 6084: Financial Administration in Higher Education .

EDHE 6404: Designing Research Proposals in Education .

Advanced Theories of College Student Development (Note: title and course number under review).

EDHE 5984: Special Topics: Crisis Management in Higher Education.

EDRE 6605: Quantitative Research Methods in Education I .

EDRE 6606: Quantitative Research Methods in Education II .

Note: beyond the core research courses, students will select at least two advanced courses, intended to strengthen their overall competence in research and evaluation theory and methods or to develop a specific skill required for dissertation research.

The Doctoral Program Guide provides detailed information on the curriculum, phases of doctoral studies and benchmarks along the way, and general expectations of students.

The Ph.D. in Higher Education is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct an original research study culminating in the presentation and defense of a dissertation.

History, philosophy, and goals of the student affairs profession in American higher education. Standards and contexts for student affairs, including scholarly literature related to students and student organizational culture, ethical principles, and professional and quality standards. Pre: Graduate standing.

Theories of college student development. Foundational, integrative, and social identity theories, fundamental criticisms of well-known student development theories, identification of current student populations affected, and applying theories to student affairs practice and personal development. Pre: Graduate standing.

EDHE 5404 Staffing Practices in Higher Education.

Study of human resource management in education. Emphasis on recruitment and selection, orientation, supervision, staff development, performance appraisal, and separation. Application of a human resource development perspective guides research and assessment of current and future practices. Pre: Graduate standing.

EDHE 6044 Governance and Policy in Education.

Antecedents of public policy affecting education in the United States, and the relationships between policy making and implementation and educational administration.

EDHE 6064 Higher Education in the United States.

EDHE 6084 Financial Administration in Higher Education.

Financing higher education. Emphasis on examination of the revenue source and patterns of funding and the roles of federal, state, and local governments in the fiscal support of higher education. Methods for the determination of institutional resource allocation, program and financial planning, and the internal allocation and effective use of resources.

EDHE 6094 Educational Administration Processes and Skills.

College and university leadership and administration. Focus on executive leadership, governance, development, research, outreach and engagement. Pre: Graduate standing.

EDHE 6404 Higher Education Research Proposal Design.

Conceptualize and write elements of a research proposal suitable for a doctoral dissertation including topic selection, literature reviews, conceptual frameworks, research questions hypotheses, and select research techniques appropriate for gathering data. Pre: EDRE 6605, EDRE 6606, and EDRE 6524.

Planned program of advanced clinical practice in education through assignment under direct supervision of outstanding practitioner for periods of up to two semesters. (Maximum 24C).

The Ph.D. program operates on a modified cohort model. Full-time students who begin the program at the same time attend many of the same classes in the same sequence and pursue common plans of study.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. Students who participate in cohort models generally report a strong sense of belonging and are likely to complete their programs of study in a timely manner.

While the cohort experience may differ for part and full-time students, all benefit from connecting with colleagues within and beyond the Higher Education doctoral program. Many courses include peers in the M.A.Ed. program in Higher Education and Student Affairs, the Certificate program in Higher Education Administration, and students in other disciplines and fields.

Bilingual Dual Language Education Endorsement and Graduate Certificate.

Digital Media Design Making in Education Online Graduate Certificate.

The first banquet for the Harold Grinspoon Foundation Pioneer Valley Excellence in Teaching Awards was held on May 1 to recognize Hampden County West award winners. Among the winners was Katerina Sherrick, a History Teacher License graduate from the Bridges to the Future pathway. Kudos, Katerina!

Most importantly, our emphasis on scholarly practice helps graduates to support student success through evidence-based policies and interventions as well as rigorous empirical research.

Our doctoral program is research and writing intensive. Along the way, you will develop a mastery of research methods and key issues and concepts in at least one major area of study within higher education ( e.g., student learning and development social justice, oppression and diversity assessment, evaluation, and research methods policy, politics, and economics). Along the way, you will develop new methodological, theoretical, and analytical skills that will support you as you complete a comprehensive exam and then write a dissertation.

Doctoral students in our Ph.D. program come from a range of backgrounds and professions. Some attend UMass full time (taking three courses each semester) while many attend part-time and work full-time at nearby higher education institutions.

Well before completing their degrees, our doctoral students become active members of the higher education research community. Many of our students publish their work individually or in collaboration with others, often in some of the most prestigious academic journals in the field of higher education. The conferences they attend include NASPA, ACPA, ASHE, AERA, and CIES.

Minimum Credit Requirements for the Doctoral Program: 52 credits (42 credits from coursework and 10 from dissertation credits).

Students who matriculated prior to Fall 2022, please refer to the 2021 Handbook for Program of Study requirements.

EDUC 643 Foundations of Higher Education (3 credits) EDUC 621 Managing Higher Education (3 credits) EDUC 644 Critical Perspectives on Equity and Justice in Higher Education (3 credits) EDUC 621B Race, Class and Gender in Higher Education OR EDUC 601 Student Development Theory (3 credits) EDUC 697K Supporting Student Success EDUC 642 (3 credits) EDUC 647B Principles Practices of Student Affairs OR Higher Education Policy (3 credits).

Students also take five semesters of EDUC 717 Research in Higher Education, a 1-credit proseminar, with an additional 1-credit independent study in their final semester of EDUC 717 for a total of 6 credits in applied research.

Possible research courses include:.

Generally, however, the program of study for full-time students resembles the following:.

EDUC 643 Foundations of Higher Education (replaced by an elective for students with a masters degree in higher education) 3.

EDUC 717 Research in Higher Ed (one-credit proseminar) 1.

EDUC 644 Critical Perspectives on Equity and Justice in Higher Education 3.

EDUC 621B Race, Class Gender in Higher Education OR EDUC 601 Student Development Theory 3.

EDUC 642 Principles Practices of Student Affairs OR EDUC 647B Higher Education Policy 3.

EDUC 717 Research in Higher Ed (taken for two credits one-credit proseminar and one-credit independent study) 2.

As can be noted in the sample part-time schedule, students continue to enroll in EDUC 717 Research in Higher Ed until they have successfully defended their comprehensive exams. Doctoral students can register for dissertation credits at any point as long as they enroll in at least ten (10) credits prior to graduation for most students, it is advisable to enroll in these credits early in their program of study.

The comprehensive examination consists of two components: an applied research paper and two applied analysis papers in which you respond to questions you prepare with your committee. Together, these papers give you the opportunity to demonstrate mastery of the knowledge, skills and expertise necessary for conducting dissertation research in this multidisciplinary applied field. You will be required to demonstrate your knowledge of the research process as well as key issues and concepts in at least one major area of study within higher education.

Whereas the comprehensive exam allows you to demonstrate a breadth of knowledge higher education, the dissertation is your opportunity to demonstrate depth of knowledge in one particular area of higher education. The dissertation is a highly individualized endeavor representing the area in which you will become an expert and generate new knowledge for the field. In close coordination with your dissertation adviser, you will design, execute, and report on a major research study. The process begins with your dissertation proposal, which your committee must approve.

For details on the doctoral program course of study, consult the Higher Education Program Handbook.

As they prepare application materials. Embarking on a doctoral program means shifting from being a consumer of knowledge to being a producer of knowledge. In the admissions process, you will communicate your vision of how you will add to scholarship and practice. Please note that as a program we are particularly interested in applications from candidates who describe how their work will challenge and re-envision the norms and assumptions of higher education.

As a program, we feel that we are particularly well-positioned to support doctoral students interested in topics such as: student success critical and social justice perspectives on higher education student learning and development and higher education policy. Once finalists are identified, they are then invited to an interview with two admissions committee members, where they discuss their interest in UMass and in higher education, their interests, and what they can contribute to the program. Following the interview process, we notify applicants of admissions decisions in late February or early March.

Priority Deadline: December 1. However, we encourage applicants to apply by the December 1 deadline in order to obtain first priority for full consideration into the Higher Education concentration.

We strongly recommend that you have experience working in the field of higher education.

A personal statement that tells us why you are interested in pursuing a doctorate in higher education, and why this is the right program for you.