The doctoral program concentration in Higher Education Leadership is designed for the professional development of higher education faculty and administrators, and other personnel who desire to pursue careers in higher education. The Higher Education Leadership program prepares students to translate research into effective systems of supervision and leadership. It features a core of studies, a field component, and a dissertation capstone project. This program of studies meets the needs of educators in all post-secondary settings.
The program format allows for completion of course work in just over three years, even though students attend classes only once a week. Some courses will also be offered in a hybrid format which involves both face-to-face and on-line instruction. Starting with the Fall of 2013, an online option will also be offered to students. Courses are taught by both full-time and adjunct faculty who are experts in their fields, providing an insight into innovative, leading-edge theories and practices.
Graduates from the Higher Education Leadership Concentration of the Ed.D. program are expected to meet the following program competencies through attainment of the competencies detailed in specific course objectives:
The Doctor of Education program in Higher Education Leadership is designed to combine theory, practice, and inquiry to enhance students' innovation and leadership skills. The program has three major features. One is a core program of course work that includes research courses as well as courses specifically designed for the higher education professional.
A second feature consists of a field component consisting of three courses for 9 credit hours. The field component provides students the opportunity to engage in problem-based experiences outside the classroom setting that complement their program coursework. The field component aspect provides the opportunity for the student to apply the knowledge and theory learned in the core courses to the solution of specific problems, in a higher education setting. Candidates are expected to complete a minimum of 120 internship hours to satisfy the field component.
The third feature of the program is an applied research component consisting of 9 credit hours and the dissertation/capstone project that serves as a culminating activity for all previously completed courses and the field components. Students must be raised to candidacy before beginning the dissertation/capstone project component of the program. This doctoral dissertation/capstone project totals nine credit hours. The research should demonstrate the student’s design and analysis skills, as well as the student’s ability to write for a professional audience.
Please refer to the academic catalog for the year you began your degree program.