Ed.D. with a concentration in Higher Education Leadership & Management
– Required Courses
- EDCO 800 Qualitative Data Analysis (3)
- EFND 702 Research Design & Analysis (3)
- EFND 705C Residency (2)
- EFND 722 Educational Statistics (3)
- EFND 906A Dissertation Research (5)
- EFND 906B Dissertation Research (5)
- EFND 906C Dissertation Research (5)
(Some courses below may be waived for students possessing an Ed.S. or equivalent upon admission into the Ed.D.: Consult with the concentration advisor).
- EDUC 700 Online Orientation (0)
- ENGL 500 Graduate Academic Writing Seminar (if not exempt) (0)
- UNIV LIB Information Research & Resources (0)
- EADM 703 Advanced Theory & Practice of Leadership, Communication, & Organizations (3)
- EFND 705A Residency (2)
- EFND 705B Residency (2)
- EFND 706 Christian Worldview for Educators (3)
- EFND 715 Data-Driven Decision Making (3)
Concentration CoursesRequired Courses
- EHEA 710 Accreditation & Assessment (3)
- *EHEA 714 Presidential & Board Leadership (3)
- EHEA 803 The Law & Governance in Higher Education (3)
*to be taken in place of EDCO 800
(Some courses below may be waived for students possessing an Ed.S. or equivalent upon admission into the Ed.D.: Consult with the concentration advisor.)
- EDCO 801 Strategic Planning & Program Evaluation (3)
- EDEL 807 Organizational & Institutional Change (3)
- EFND 723 History & Contemporary Issues in American Higher Education (3)
- EHEA 702 Role & Mission of Christian Colleges (3)
- EHEA 802 Higher Education Finance (3)
- EHEA 811 Administration & Organization Theory in Higher Education (3)
Ed.D. with a concentration in Higher Education Leadership & Management
– Course Descriptions
EDCO 800 Qualitative Data Analysis (3) Theory and practice in analyzing qualitative data. Topics include coding, meaning generation, and validation.
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 705 A, B, C Residency (2) One-week, on campus requirement.
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 800 Issues in Education (3) An advanced examination of current educational issues and contributing factors.
EFND 898 Candidacy Examination Continuation (6) For doctoral students to remain active in the program after an unsuccessful attempt to complete the candidacy examination, they must register for EFND 898. During the registered semester, students should review course material to attempt to successfully complete the examination at a later date.
EFND 899 Candidacy Examination Extension (0) Doctoral students who have been granted approval to take the candidacy examinnation later than the summer of their second year must register for this course to remain active in the program.
EFND 906A Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and 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 5 credit segments over 3 consecutive semesters.
EFND 906B Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and 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 5 credit segments over 3 consecutive semesters.
EFND 906C Dissertation (5) Doctoral candidates will work with their dissertation committee to defend their proposal, research and 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 5 credit segments over 3 consecutive semesters.
EFND 907 Dissertation Continuation (3) Designed for doctoral candidates who have not successfully defended their dissertation within 3 semesters, as required by the School of Education doctoral program. Students will enroll in this course each semester and work closely with their dissertation committee until they have successfully defended their dissertation as required by the program.
EDUC 700 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform from which online classes are launched.
ENGL 500 Graduate Academic Writing Seminar (0) Development of the scholarly writing skills of entering graduate students, including consistent standards in grammar and punctuation, academic style, avoiding plagiarism, and learning to critique academic works.
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.
EADM 703 Advanced Theory & Practice of Leadership Communication, & Organizations (3) Critical examination of theories and practices of leadership and communication as they relate to individuals and organizations within the context of educational systems.
EFND 706 Christian Worldview for Educators (3) Explores the development of a Christian worldview with a particular emphasis on Regent University's mission. Evaluates cultural and educational trends through the lens of a Christian worldview.
EFND 715 Data-Driven Decision Making (3) Descriptive statistics and data-driven decision making in problem-based learning applications.
EHEA 710 Accreditation and Assessment (3) 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
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 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 statutes that influence higher education policy. Prepares emergent administrators for preventative law measures in an increasing litigious environment. Cross-listed with EHEA 503.
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 & Institutional Change (3) Paradigms, processes, elements, and constituents of change. Building upon foundational Biblical models, principles of an effective change process are emphasized from both macro and micro level perspectives.
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.
EHEA 702 Role and Mission of the Christian College and University (3) Centers on the need for the continuance of Christian colleges and universities in a post-Christian culture. Particular emphasis 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. Cross-listed with EHEA 602.
EHEA 802 Higher Education Finance (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 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.