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PhD in Education, Leadership for Higher Education

School of Public Service and Education

The doctoral Leadership for Higher Education specialization integrates current, recognized theory and best practices with practical application. Learners engage in a curriculum that emphasizes leadership theories and models; higher education history, politics, law, assessment, funding and financing, human resource management and administration; and the future of teaching and learning. Throughout the specialization, learners focus on developing the research and problem-solving skills needed to meet leadership challenges in higher education and guide traditional and distance education programs. Successful graduates of this specialization are prepared to pursue academic or executive leadership positions at community colleges; universities; or other public, private, or for-profit postsecondary educational institutions.

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Twenty-Two Required Courses

 

 

At least 80 quarter credits

Core courses:

ED6504
Leadership in Higher Education

Learners analyze and apply leadership theories and decision-making structures to higher education challenges. Learners investigate organizational structure, the culture and politics of higher education, and strategies for leading equity-minded practice in higher education. Learners develop a personal philosophy of leadership. ​ ​ Cannot be fulfilled by credit for prior learning. 

4 quarter credits
ED7841
The History of Higher Education

Learners investigate the evolution of colleges, universities, and other postsecondary institutions. Learners evaluate the societal, cultural, and economic influences that have shaped the development of higher education curricula, culture, practices, and governance.

4 quarter credits
ED8000
Advanced Studies in Education: Theory, Practice, and Purpose

Learners in this course focus on critical thinking and scholarly writing—requisite skills for graduate study and professional practice. This course provides opportunities for learners to acquire and practice skills necessary to succeed in online learning. In keeping with Capella University’s focus on the scholar-practitioner model, learners also critically examine and apply relevant educational theory to their practice. Finally, learners articulate and examine their professional purpose and how it aligns with their chosen degree program and professional career aspirations. Must be taken during the learner’s first quarter. Cannot be fulfilled by transfer.

4 quarter credits
RSCH7860
Survey of Research Methods

Learners in this course critically evaluate research in order to gain an understanding of the scientific methods of inquiry and the ethical considerations of research. Learners develop and apply skills needed to become educated consumers and creators of research. Learners also use their research design skills to analyze and apply research methodologies, validity, reliability and other components of scientific research related to their field of interest. Learners may only earn credit for PSY7860 or RSCH7860. Cannot be fulfilled by transfer.

4 quarter credits
RSCH7864
Quantitative Design and Analysis

In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques; appropriate applications of quantitative research; research design, measurement, and analysis, and their associated interdependencies; variable types and levels of measurement; sampling; descriptive and inferential statistics; and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and null hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864. Cannot be fulfilled by transfer.

4 quarter credits
RSCH7868
Qualitative Design and Analysis

Learners in this course assess the fundamental concepts needed to conduct qualitative research. Learners practice qualitative research techniques; appropriate applications of qualitative research; the strengths and weaknesses of qualitative research design, sampling, and analysis and their associated interdependencies; and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7868 or RSCH7868. Cannot be fulfilled by transfer.

4 quarter credits
ED-V8925 *
Doctoral Project Development – Topic Ideation

In this ten-week virtual residency, learners develop and evaluate proposed topic areas and theories for their doctoral project. Learners analyze the literature on potential topics to assess relevance to the discipline and potential methods to use in the doctoral project. Learners gain an understanding of the writing, research, and critical thinking skills necessary to complete the final project. Further development of the doctoral project is determined through a final assessment. This residency includes required synchronous sessions.  For 92-credit PhD in Education learners only. Grading for this course is S/NS. Prerequisite(s): Completion of our concurrent registration in RSCH7860. Cannot be fulfilled by transfer. 

3 quarter credits
ED-V8926 *
Doctoral Project Development – Topic Development

In this ten-week virtual residency, learners apply writing, research, and critical thinking skills by identifying a problem, developing project questions, and finalizing a project topic that is appropriate for the program. Learners use evidence to support the selection of theories, problems, and questions to guide further refinement of their topic. Learners establish an appropriate topic area, preliminary project design, and begin development of a literature review. Further development of the doctoral project is determined through a project topic framework. This residency includes required synchronous sessions.  For 92-credit PhD in Education learners only. Grading for this course is S/NS. Prerequisite(s): ED-V8925, completion of or concurrent registration in RSCH7868. Cannot be fulfilled by transfer. 

3 quarter credits
ED-V8927 *
Doctoral Project Development – Framework Development

In this ten-week virtual residency, learners apply advanced research and writing skills through the development of a detailed project framework based on work in prior residencies. Learners develop a project framework that includes methodological and/or research design, sampling or participant recruitment plan, intervention plan (if applicable), strategies for data collection, analysis, and outcomes of the project. Further development of the doctoral project is determined through an assessment of the project framework, which is finalized once the learner enters the advanced doctoral stage of the program. This residency includes required synchronous sessions.  Learners must complete Track 3 prior to beginning the comprehensive examination phase of the program. For 92-credit PhD in Education learners only. Grading for this course is S/NS. Prerequisite(s): ED-V8926, completion of or concurrent registration in RSCH7864. Cannot be fulfilled by transfer.

3 quarter credits

Specialization courses:

ED7546
Human Resources in Higher Education

Learners in this course focus on human resource management in colleges, universities, and other postsecondary institutions. Learners also identify and assess potential litigation scenarios, gain experience resolving case studies, and participate in a mock arbitration. Finally, learners investigate compensation, selection, training, development, collective bargaining, retention, tenure, and termination. Cannot be fulfilled by transfer.

4 quarter credits
ED7547
Assessment in Higher Education

This course provides an examination of assessment from the perspective of leaders in higher education as institutions strive to achieve institutional effectiveness and meet accreditation requirements. Learners study the rationale for assessment, the processes for establishing a culture of assessment, and strategies for utilizing assessment results for program, department, or institutional improvement. Cannot be fulfilled by transfer.

4 quarter credits
ED7818
The Future of Teaching and Learning: Issues for the Educational Leader

In this course, learners explore and analyze the issues shaping teaching and learning. Learners use futuring methods to examine the ways history, technology, trends, and change affect the future of teaching and learning. Cannot be fulfilled by transfer or credit for prior learning.

4 quarter credits
ED7834
Higher Education and the Law

In this course, learners evaluate constitutional, statutory, and case law as related to higher education. Learners review federal and state legislation and their implications for both public and private higher education institutions. Cannot be fulfilled by transfer.

4 quarter credits
ED7840
The Politics of Higher Education

Learners evaluate the changing perceptions of the role of higher education in the United States. Learners analyze the politics of competition for resources, the expectations of consumers and providers, and the role of state and local government in higher education institutions. Cannot be fulfilled by transfer.

4 quarter credits
ED7845
Technology for Higher Education Leaders

In this course, learners investigate the use of technology to support higher education. Learners gain a firm understanding of the use of technology within their institutions for both teaching and learning as well as running the business of education. Learners critically analyze how higher education leaders choose to use technology to enhance learning and to manage their institution more effectively.  Cannot be fulfilled by transfer.

4 quarter credits
ED7855
Higher Education Administration

Learners in this course analyze the theories, policies, and procedures involved in administering higher education institutions. Learners distinguish between leadership and management and examine the knowledge and skills needed to address higher education administrative challenges. Cannot be fulfilled by transfer.

4 quarter credits
ED8447
Advanced Funding and Managing Education Enterprises

In this course, learners explore and analyze the financing and fundraising plans of higher education enterprises. Learners explore current political and finance issues associated with higher education institution funding and management with an emphasis on endowments, public and private funding models, and intellectual property rights. Cannot be fulfilled by transfer.

4 quarter credits

Upon completion of all required coursework: 

EDCN9919 *
Doctoral Comprehensive Examination

This course includes an overview of the comprehensive examination process, the university’s expectations of academic honesty and integrity, the three core themes of the examination, and the evaluation criteria. The courseroom mentor provides three questions addressing the core themes. Learners write answers to the comprehensive examination questions. Answers are evaluated by faculty readers using point-scale scoring rubrics. Upon passing the comprehensive examination, learners are eligible to register for the first dissertation course.  For 92-credit PhD in Education learners only. Learners in the 120-credit PhD in Education program should register for ED9919 instead. Department consent is required for registration. Grading for this course is S/NS. Prerequisite(s): Completion of all required and elective coursework with a cumulative GPA of 3.0 or better. Completion of practicum courses, if applicable. Completion of external exam requirements, if applicable. Fulfillment of all residency requirements. Cannot be fulfilled by transfer.

3 quarter credits

Learners must register for EDCN9960 a minimum of four times to fulfill their specialization requirements.

EDCN9960 *
Dissertation Courseroom

This course provides learners with resources, guidance, and peer and mentor support during each dissertation course as they complete the required milestones.  For 92-credit PhD in Education learners only. Learners in the 120-credit PhD in Education program should register for ED9960 instead. Department consent is required for registration. Grading for this course is S/NS. Learners must register for this course a minimum of four times to fulfill their specialization requirements. Prerequisite(s): EDCN9919. Cannot be fulfilled by transfer.

3 quarter credits each

 

 

Three Elective Courses

 

 

At least 12 quarter credits

Choose any graduate course(s).

 

 

Total

 

 

At least 92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

This specialization is not designed to lead to license, endorsement, other professional credential, or salary advancement. Contact your school district for a determination on qualifications for salary advancement.