Jun 19, 2024  
2019-2020 Academic Bulletin 
2019-2020 Academic Bulletin [ARCHIVED CATALOG]

Higher Education Administration EdD

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The Higher Education Administration program seeks to empower diverse scholar-practitioners for service in national and international colleges and universities, committed to Christian values and high professional standards.

Higher Education is one of the fastest growing areas of education in the world today. The program serves those who wish to pursue careers and academic positions in teaching, administration and research in colleges and universities, as well as corporate training or policy making positions at the private and state level. The curriculum has an international focus that includes visiting international universities to interact with faculty and students of institutions in different countries around the world.

Graduates typically work in the following professional areas:

  • Research
  • Teaching
  • Policy leadership
  • College administration at all levels
  • Community college leadership and management
  • Student personnel administration
  • Corporate and post-secondary policy analysis

Time Limit: Participants must complete the requirements for the EdD within seven years from the beginning of the first semester of class work after acceptance into the doctoral program, irrespective of admission classification.

Delivery: This program is offered on the main campus and in an interactive online format (see School of Distance Education Definitions) with minimal face-to-face requirements. Participants interact with each other and with instructors throughout all courses via an electronic management platform. The online program requires summer on-campus attendance in the first year. Students are also encouraged to come to campus for graduation.

Recommended Electives

Electives may be chosen, as needed, in consultation with academic advisor.

Additional Requirements

  • The degree program requires the completion of a portfolio that documents the participant’s work. The portfolio requires documentation that evidences a level of mastery appropriate to the degree and can be presented in person or via electronic media. The portfolio must be assessed and approved by a faculty committee. More details on portfolio requirements are provided in the introductory course, LEAD 630, required in all programs. The portfolio serves as a component of the doctoral comprehensive examination.
  • Successful completion of a dissertation is required.
  • Beginning the semester after registering for LEAD880, candidates must register for at least 1 dissertation credit during each semester until their dissertation is successfully defended.
  • Many courses are offered as variable credits; therefore, candidates should consider their credit needs when planning their course work and registering for courses.
  • Submission of a research-based article to a peer-reviewed publication is required.

Maintaining Active Status

Participants comply with registration guidelines by enrolling in a course at least one semester out of three consecutive semesters until their program is complete. If participants want to remain active and not register for regular course work they will need to register for EDAL 650 Program Continuation at least every third semester. This course has no credit but allows access to faculty advising and access to the Andrews University library. As an alternative to the above, a participant may request to go Inactive. When Active Status is desired, the participant may request reactivation and, if approved, pay the current Reactivation Fee.

Admission Requirements

  • Applicants must meet School of Education (College of Education & International Services) admission requirements for doctoral programs. If they have not previously taken the courses, candidates must complete  LEAD 630 - Introduction to Leadership and  LEAD 600 - Annual Conference as an introduction to the philosophy of leadership and review of the standards that will guide their educational plan.
  • Previous doctoral degree(s), post-masters’ academic work, especially research courses, documented competencies, and leadership skills and knowledge advantage these applicants in fulfilling program objectives that may be used toward degree requirements.

Student Learning Outcomes

The Higher Education Administration program is guided by a set of competencies that function as student learning outcomes.

Competencies of the Program

Higher Education requires theoretical knowledge and practical application in the following core competencies:

1. Self-Development Competencies: This cluster of competencies focuses on the self-awareness, intellectual growth, and the personal and professional identity required for inspiring and supporting the development of college students.

  • Philosophical foundations—Higher Education functions within the context of multiple perspectives and a personal belief system and worldview that influence their practice.
  • Ethics, values, and spirituality—Higher Education functions from a set of principles and personal values that guide their work, promote healthy behavior, and influence decision making and their relationships with others.
  • Human development and career choice—Higher Education is committed to continuous learning and personal development, articulating career choices based on assessment of interests, values, skills and abilities resulting from formal education, work experience, community service and volunteer experiences. 

2. Interpersonal Development Competencies: This cluster of competencies focuses on the interpersonal aspects of Higher Education that promote growth and development of others and challenge students to learn and develop in holistic ways.

  • Effective communication and mentoring—Higher Education fosters effective communication in all internal and external interactions, to establish and maintain cooperative relationships that are trust-centered, providing empowerment that results in personal and performance improvement toward satisfying mutual objectives.
  • Appreciating diversity—Higher Education values one’s own identity and culture and articulates the advantages and challenges of a diverse society, promoting multicultural awareness and positive regard for differences.
  • Social responsibility—Higher Education is accountable to others and endeavors to see that family, community, and environmental needs are met in local and in global ways, as appropriate. 

3. Leadership and Organizational Development Competencies: This cluster of competencies addresses the organizational aspects of Higher Education, focusing on the achievement of goals and programs that make colleges and universities an educational enterprise.

  • Resource development; human and financial—Higher Education appropriately develops, allocates and manages human and financial resources for promoting change and fostering healthy and strategic outcomes.
  • Legal and policy issues—Higher Education applies and understands the scope of a legal and policy structure appropriate for their field.
  • Organizational behavior, change, and culture—Higher Education understands personal, group, and inter-group behaviors, and how they impact the organizational culture and shape the vision and strategy for facilitating the change process. 

4. Research Development Competency: Research skills are necessary for engaging in organizational development, assessment and evaluation, and other Higher Education projects.

  • Conducting, evaluating and reporting research—Higher Education understands the logic and processes of scientific inquiry, explains major research methodologies, formulates empirically-driven research problems, selects appropriate research designs, conducts basic data collection and analysis and adequately communicates research findings and implements the findings in the workplace.

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