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Ed. D. Higher Education Leadership and Management Concentration - Course Sequence

(Effective Summer 2012 & Academic Year 2012/13)

Required During First Semester

  • EDUC 700: Online Orientation (0 credits)
  • UNIV LIB: Information, Research, and Resources (0 credits)

Year 1 - Summer

  • EFND 705A Residency (2)
  • EHEA 702 Role and Mission of the Christian College & University (3)

Year 1 - Fall

  • EFND 702 Research Design (3)
  • EFND 723 History and Contemporary Issues in American Higher Education (3)

Year 1 - Spring

  • EFND 722 Educational Statistics (3)
  • EHEA 811 Administration & Organization Theory in Higher Ed (3)

Year 2 - Summer

  • EADM 703 Advanced Theory & Practice of Leadership & Organizations (3)
  • EHEA 803 Law & Governance in Higher Ed (3)
  • EFND 705B Residency (2)

Year 2 - Fall

  • EDCO 801 Strategic Planning & Program Evaluation (3)
  • EHEA 714 Presidential and Board Leadership (3)

Year 2 - Spring

  • EDEL 807 Organizational & Institutional Change (3)
  • EHEA 802 Higher Ed Finance (3)

Year 3 - Summer

  • EHEA 710 Accreditation & Assessment (3)
  • EHEA 812 Advanced Contemporary Issues in Higher Education (3)
  • EFND 705C Residency (2)

* Candidacy Exams are required and will be given on-campus during the EFND 705C Residency. Students who pass Candidacy Exams will continue on to the dissertation phase of the program with EFND 906A.

Year 3 – Fall

  • EFND 906A: Dissertation (5 credits)

Year 3 – Spring

  • EFND 906B: Dissertation (5 credits)

Year 4 - Summer

  • EFND 906C: Dissertation (5 credits)

Dissertation Continuation

  • EFND 907: Dissertation Continuation (3 credits)*

*If a student has not defended their dissertation after completing EFND 906A, B & C, they will enroll into this class each term until they defend or their program time limit is up. EFND 907 Dissertation Continuation (3 credits)

Total Hours: 60

Ed.D. Higher Education Leadership and Management Concentration – Course Descriptions 

EADM 703 Advanced Theory & Practice of Leadership & Organizations (3) A critical examination of leadership and organizational theories and their corresponding practices within the context of educational systems. Critical assessment and practical application and exploration of effective and ethical leadership practices, systems theory, culture, and change processes as they relate to individuals and organizations.

EDCO 801 Strategic Planning & Program Evaluation (3) Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. Cross-listed with EDCO 501.

EDEL 807 Organizational and Institutional Change (3) An in-depth analysis of the paradigms, processes, elements, and constituents of change. Building upon foundational biblical models of change, an emphasis is given to evaluating current reform efforts and redefining the concept of transformational change. Principles of an effective change process are emphasized from both macro and micro level perspectives.

EFND 702 Research Design & Analysis (3) Overview of scholarly research and methods to evaluate research.  Presents the basic concepts of quantitative and qualitative research methods and the diverse approaches to scholarly inquiry and reflective practice.

EFND 705A Residency – Year One (2) One-week orientation to the Ed.D program; meet professors and classmates, and attend helpful sessions. Activities include classes in preparation for doctoral writing, library research and Blackboard training. Faculty will address your questions, concerns and challenges for the upcoming year.

EFND 705B Residency – Year Two (2) After completing your first year in the Ed.D program meet individually with your concentration advisor to design a schedule for concentration courses. Also meet in classes, participate in a research workshop and attend other residency activities.

EFND 705C Residency – Year Three (2) After completing two years in the Ed.D. program.

EFND 722 Educational Statistics (3) Basic understanding of statistical methods, particularly as they pertain to research in education. Focuses on conceptual rather than mathematical and applied rather than theoretical—understand why a particular statistical technique is appropriate and how to make sense of the results obtained from its utilization rather than to understand the full mathematical underpinnings of the statistic. SPSS will be used as a productivity tool to perform all statistical procedures. Specific topics include descriptive statistics, visual representation of data, hypothesis testing, regression and correlation. 

EFND 723 History & Contemporary Issues of American Higher Education (3) Overview of American higher education from the colonial period to the present. Form a foundational understanding of higher education and the origins of contemporary practices and problems within the academy. Investigate diverse institutions such as land grant colleges, historically black colleges and universities, research institutions, liberal arts colleges, religious colleges and universities and access to higher education. Examine and discuss early innovators of higher education and their policies. Cross-listed with EFND 523.

EFND 898 Candidacy Examination Continuation (6) In order for doctoral students to remain active in the program after an unsuccessful attempt to complete the comprehensive writing assessment, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the writing assessment at a later date.

EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the comprehensive writing assessment later than the summer of their second year must register for this course in order to remain active in the program.

EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  The credits will be equally distributed into 6 credit segments over 3 consecutive semesters.

EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  The credits will be equally distributed into 6 credit segments over 3 consecutive semesters.

EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, collect data, write and defend five chapters of their dissertation.  Each candidate must register for a minimum of 15 dissertation credits.  The credits will be equally distributed into 6 credit segments over 3 consecutive semesters.

EHEA 702 Role and Mission of the Christian College & University (3) Centers on the need for the continuance of Christian colleges and universities in a post-Christian culture. Particular emphasis will be placed on the strategies, objectives and goals that can best insure the future continuance of the spiritual mission and Orthodox beliefs of Christian colleges and Universities.

EHEA 710 Accreditation and Assessment (3) This course examines the roles that state and federal accrediting bodies have on the college and university levels. It will give an overview of the dominant agencies like SACS, NCATE, TEAC, etc. and then place them within the context of assessment procedures that must be used for ten year re-accreditation visits. Particular emphasis will be placed on how an institution can effectively prepare for accreditation utilizing the most recent assessment procedures.

EHEA 714 Presidential and Board Leadership (3)  Examines the leadership roles and responsibilities of Presidents and Boards of Trustees in higher education.  Focuses on new demands for board and presidential accountability, appropriate selection and training of board members, the board's duties in evaluating and compensating presidents, and the president's responsibilities for uniting the board, faculty, and others in meeting the strategic challenges facing the college and university in the 21st century.

EHEA 802 Higher Education Finance: Strategy, Costs & Value (3) Focuses on the knowledge and skills required to effectively deal with financial changes and trends for institutions of higher education.  Students will further their skills in analysis and evaluation of issues from various perspectives – administrative, consumer and societal (government and organizations in the private sector that influence the source and use of funds).  Financial management of higher education (administrative perspective) focuses on effectiveness and efficiency issues associated with the use of funds.  The consumer perspective (access and choice issues in financing students) focuses on the source of institutional funds; both state and federal policies and programs and budgeting will inform the learner from that perspective. Cross-listed with EHEA 502.

EHEA 803 The Law & Governance of Higher Education (3) Provides historical and contemporary legal issues that have, and will continue to shape colleges and universities today. Discusses legal issues regarding the college and trustees, administrators and staff. Investigates the legal basis of higher education in the United States to include constitutional provisions and federal statues that influence higher education policy. Prepares emergent administrators for preventative law measures in an increasing litigious environment. Cross-listed with EHEA 503

EHEA 811 Administration and Organization Theory in Higher Education (3) In-depth study of administrative roles, functions, knowledge and skill requirements, and administrative behavior. Trends in administrative theory and application explored.

EHEA 812 Advanced Contemporary Issues in Higher Education (3) An in-depth examination of one or more student-selected topics with an emphasis on dissertation research.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

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