May 25, 2024  
2023-2024 Academic Bulletin 
2023-2024 Academic Bulletin [ARCHIVED CATALOG]

Higher Education Administration EdS

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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. Graduates of this program typically work in administrative and executive positions in student services such as enrollment, admissions, financial services, athletics and residence halls. 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.

The Educational Specialist program in Higher Education provides advanced graduate education and training of high quality midlevel administrators for postsecondary institutions. It prepares professionals seeking administrative advancement and service to local institutions of higher education. This degree is appropriate for positions such as:

  • Deans and assistant deans
  • Assistant to the president
  • Director and in-service directors
  • Department chairperson in selected areas
  • Program manager

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

Delivery: This program is offered on the main campus and in an interactive online asynchronous 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.


As needed, electives are chosen 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 comprehensive examination.
  • Many courses are offered as variable credits; therefore, candidates should consider their credit needs when planning their course work and registering for courses.

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 course, candidates must complete LEAD 630 - Introduction to Leadership  as an introduction to the philosophy of leadership and review of the standards that will guide their educational plan. GRE scores are not required for admission. However, an applicant may choose to take the GRE test and submit scores to Andrews University for consideration in potential scholarship awards.

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

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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