Ed.D. – Higher Education Leadership & Management
School of Education
#4 Best Online Graduate Education Programs in Virginia, U.S. News & World Report, 2019
CAEP Accredited
850+ Teachers of the Year
11 Total Higher Ed Administrators
Lead & Manage Confidently
Cultivate the expertise you need to take your career to the next level. Regent's Doctor of Education (Ed.D.) in Higher Education Leadership & Management is designed to prepare mid- to senior-level administrators at Christian higher educational institutions for positions of significant administrative leadership.
EXPAND YOUR SALARY
Higher job responsibilities lead to higher compensation.
WIDEN YOUR JOB PROSPECTS
Enjoy rewarding opportunities in schools and communities.
DEVELOP MARKETABLE SKILLS
Gain the expertise needed for high-profile job positions.
Presented from a Christian worldview, this specialty degree is supported by award-winning faculty in Virginia Beach.
Online w/Residency
NEXT SESSION START:
TOTAL CREDIT HOURS: 66+
APPROVED DEGREE PLAN: Click to download PDF
Take Your Career to the Next Level
On completing this Ed.D. concentration, the graduate will be able to:
- Develop vital skills in higher education administration including finance and strategic planning.
- Effectively manage resources, space and personnel.
- Apply preventative law measures by understanding historical and contemporary legal issues that have shaped universities, along with constitutional provisions and federal statutes.
Career Opportunities
- University President/Provost
- Executive Vice President
- Academic Dean
- Assistant Dean
- Executive Leadership
Click any section below for additional information
Critical examination of theories and practices of leadership and communication as they relate to individuals and organizations within the context of educational systems.
Theory and practice in analyzing qualitative data. Topics include coding, meaning generation and validation.
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.
One-week, on-campus requirement.
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.
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.
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.
Introduction to descriptive statistical analysis and the purpose of statistical treatments and interpretation of results that may identify and inform sound financial and other educational decisions. Pass/No Pass.
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.
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 ensure the future continuance of the spiritual mission and Orthodox beliefs of Christian colleges and universities. Cross-listed with EHEA 602.
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 10-year re-accreditation visits. Particular emphasis will be placed on how an institution can effectively prepare for accreditation utilizing the most recent assessment procedures.
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.
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.
In-depth study of administrative roles, functions, knowledge and skill requirements, and administrative behavior. Trends in administrative theory and application explored.
An online two-credit course designed to help acclimate students to Regent University and online learning. It will provide the knowledge, resources and essential skills needed for success at the graduate level. Topics include academic writing, online learning, information literacy, and advising and support services. It may be required for some students as a condition of admission, and may substitute for UNIV LIB Information Research and Resources and/or ENGL 500 Graduate Academic Writing Seminar.
In this exploding age of information, it is the objective of the library faculty to prepare graduates to be on the cutting edge of information technology. Information literacy is the ability to effectively access information for problem solving and decision-making; thus, the knowledge and abilities you glean from this course will open doors to lifelong learning. It is imperative for graduate study research. Since the information learned in this course is a vital foundation for all other coursework, its completion is required within the first semester of study. The course takes approximately ten hours to complete.
2019-2020 Semester Check-In Deadlines:
All new students are expected to check-in for the semester 2 weeks prior to the session start date. Students should apply, be accepted, enroll in their first courses, and confirm a plan to pay for their courses prior to this date.
|
Session |
Semester Check-In |
Session Start Date |
|
Session A |
Friday, August 9 |
Monday, August 26 |
|
Session M |
Friday, September 13 |
Monday, September 23 |
|
Session B |
Friday, October 18 |
Monday, October 28 |
|
Session C |
Friday, January 3 |
Monday, January 13 |
|
Session T |
Friday, January 31 |
Monday, February 10 |
|
Session D |
Friday, March 6 |
Monday, March 16 |
|
Session E |
Friday, May 1 |
Monday, May 11 |
|
Session F |
Friday, June 12 |
Monday, June 22 |
Application Process – Doctoral Programs (Ed.D.)
Note: All items submitted as part of the application process become the property of Regent University and cannot be returned.
Step 1: Application & Application Fee
Submit your application using our Regent University Online Application.
Pay the $50 application fee online during the application process.
Fee Waiver: Attend a graduate School of Education on-campus or online information session to learn how to streamline your application process, discover financial aid resources and waive your $50 application fee.
Note: If you are unable to complete our application due to a disability, please contact our Admissions Office and an admissions representative will provide reasonable accommodations to assist you in completing the application.
Step 2: Submit your Unofficial College Transcripts
We are able to examine and view your unofficial transcripts from U.S.-based schools, which indicate successful completion of bachelor's and master's degree programs, in order to review your application for an admissions decision. Please submit your unofficial transcript to our Admissions Office by email to transcripts@regent.edu using the subject line: SOE Doctoral Application Pieces.
Non-U.S. transcripts must be evaluated by an NACES-approved company. For further details, please review the International Admissions Checklist on the International Students Admissions page.
International Applicants: Please visit the International Students Admissions page for a more detailed explanation of the Regent University application information and to determine whether or not you qualify as an international student.
*Upon conditional acceptance to the program by review of unofficial transcripts, Regent University's Admissions Office will attempt to obtain your official transcripts from your U.S. degree-granting institutions, which indicate successful completion of bachelor's and master's degree programs. We will notify you if your previous institutions will not release transcripts directly to us.
Step 3: Complete Your Admissions Questionnaire
Please complete a brief admissions questionnaire based on your professional goals and interests. This should only take a few minutes to complete, but please answer the questions completely and thoughtfully. This gives us a better opportunity to get to know you and align your objectives with our programs. The admissions questionnaire can be found here. Once completed, it will be sent directly to an enrollment counselor who will be in touch with you right away to help complete the rest of your application.
Step 4: Government-Issued ID
To ensure academic integrity, Regent University requires a copy of a government-issued ID. Simply scan and upload a copy of your driver's license, high school ID, passport, permanent resident card or official government ID card, using our secure and convenient online tool. If you would prefer to take a picture of your government-issued ID and email that to our office, please attach your ID and email to apply@regent.edu with the subject line: Government ID.
Step 5: Admissions Interview
If an interview is necessary, the admissions office will contact you to schedule an appointment. The interview can be conducted on campus or over the phone and typically takes about an hour.
Important Information
Background Check: Students in endorsement programs are required to complete a background check because the program includes direct contact with students in field experiences. Regent University School of Education has entered into an agreement with Certified Background/Castle Branch (CB), a private vendor that conducts background checks for many universities and educational institutions. After you are admitted into the program, you will be provided instructions to set up an online profile with Certified Background and request your background check. Learn more.
2018-19 Tuition Rates
| Degree Level / Program | Cost Per Credit Hour |
|---|---|
|
Ed.S. |
$715 per credit (In-state & Out-of-state) |
|
Ed.D. & Ph.D. |
$775 per credit (In-state & Out-of-state) |
2019-20 Tuition Rates
| Degree Level / Program | Cost Per Credit Hour |
|---|---|
|
Ed.S. |
$775 per credit (In-state & Out-of-state) |
|
Ed.D. & Ph.D. |
$775 per credit (In-state & Out-of-state) |
(The Ed.S. program & tuition rate counts toward the first 31 credit hours of the Ed.D./Ph.D. Remaining credit hours toward a doctoral degree incur the higher tuition rate.)
Student Fees Per Semester
| University Services Fee (Online Students) | $550 |
| Library Orientation | $50 (one-time fee) |
| Blackboard Orientation | $50 (one-time fee) |
*Rates are subject to change at any time.
Estimated Cost of Attendance: View the estimated cost of attendance to see an example of the total cost of tuition and fees.
Learn more about scholarships and financial aid.2019 Residency: July 8-11 on the Virginia Beach Campus
Residency Information
The Ed.S., Ed.D. and Ph.D. programs are committed to the historical foundations of the specialist and applied doctoral degree in which a community of scholars and experts is created among faculty-mentors, successful professionals in the field, and learners. Regent University mirrors historical tradition by using intensive residencies. Residencies occur in the summer, and they allow learners to interface with faculty and other students to provide specialized professional experiences outside the usual course of study and provide interaction with various constituencies. In view of this goal, waiving residency requirements will not be considered. Residencies are required, with 2 credit hours being awarded for each residency. Residency takes place on the Virginia Beach Campus for four days (Monday - Thursday).
The 2019 residency is July 8-11 on our Virginia Beach campus.
The information below is designed to help you get acquainted with the area as you prepare for travel. Additional info concerning lodging, schedules, expectations, maps, and other pertinent details can be found on the Blackboard Residency Organization site, which is updated regularly. If you have any additional questions, please contact your Academic Advisor.
Campus and Local Area
Travel Information
- By Air: Norfolk International Airport (ORF) is approximately 9 miles (15 min.) from Regent University. Newport News – Williamsburg International Airport (PHF) is approximately 35 miles (45 min.) from Regent. Richmond International Airport (RIC) is approximately 92 miles (1 hr. 30 min.) from Regent. If you are staying at The Founders Inn and will be arriving at Norfolk International Airport, you may call the hotel to make arrangements for the shuttle to pick you up from the airport. (757) 424-5511 – Ask for Guest Services.
Advanced Standing
Students possessing an Ed.S. or equivalent may be admitted to the Ed.D. program with advanced standing after a review of their post-master’s transcript(s). Offered in a cohort model. Students may begin the program in the spring, summer or fall semesters. Courses are delivered online with some required face-to-face components. School division cohorts are also offered in varying formats.
Faculty
Dr. Pittman is the concentration chair for Higher Education Leadership & Management and is committed to your success.
Dr. Jeff Pittman brings a wide range of experience to his faculty role in the School of Education. He served for over nine years as Vice President for Student Services at Regent University. He has also held Regent positions as Associate Dean for Administration and Academics in the School of Divinity; Assistant Vice President for Administrative and Auxiliary Services; and Assistant Director of Admissions and Financial Aid.
Active in several organizations, Pittman is past president (2005) of the National Association of College Auxiliary Services (NACAS). He currently serves on the board of the Council for the Advancement of Standards in Higher Education (CAS). He also serves on the board of the NACAS Education Foundation. In addition to his affiliation with NACAS, Pittman is a member of the National Association of Student Personnel Administrators (NASPA) and the Southern Association of College Student Affairs (SACSA).
A prolific writer, Pittman is a contributor to Business Officer, College Planning and Management, College Services, the International Journal of Emergency Mental Health, and Leadership Exchange. Pittman completed his Ph.D. at Old Dominion University, where he was selected as a member of the honor society of Phi Kappa Phi. He earned his MBA from Regent University and his B.A. from the University of North Carolina at Chapel Hill. Pittman holds professional certificates from the Administrative Management Institute at Cornell University and the College Business Management Institute (SACUBO) at the University of Kentucky.
Hear From Students & Alumni
![Joyce Erber]({"src":"//progdb.regent.edu/files/testimonials-49.png","watch":".success-stories"})
Joyce Erber, M.Ed., 2009
School of Education"The adult track of the TESOL program in Regent's School of Education prepared me to work with students on a beginning English level as well as students on the post graduate level."
![John Pienkowski]({"src":"//progdb.regent.edu/files/testimonials-190.jpg","watch":".success-stories"})
John Pienkowski, M.Ed., 2017
School of Education"When I felt called to teaching after a career in the military, Regent University bridged the gap and laid a solid, Christian-based path for me to follow."
![Sandra Turner]({"src":"//progdb.regent.edu/files/testimonials-43.png","watch":".success-stories"})
Sandra Turner, M.Ed., 2016
School of Education"Regent opened a door to self-discovery and selflessness. My Regent instructors encouraged me to operate on a higher level of motivation and others-oriented awareness."
![Josh Arnold]({"src":"//progdb.regent.edu/files/testimonials-46.png","watch":".success-stories"})
Josh Arnold, M.Ed., 2008
School of Education"Regent really helped me understand the unique landscape of Christian higher education. I feel better prepared to contribute to Life Pacific College's distinct mission and purpose because of my time spent here."
![Jasmine Farnsworth]({"src":"//progdb.regent.edu/files/testimonials-217.jpg","watch":".success-stories"})
Jasmine Farnsworth, Doctor of Education, 2022
School of Education“What I love about Regent is being treated not only as a student trying to pursue an education, but as a person who is trying to make a difference in the world.”
Ed.D. – Higher Education Leadership & Management