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Ph.D. in Education – Higher Education Leadership & Management

Lead & Manage Confidently

We are in a crucial time in our history where we need strong, Christian leadership in higher education. If you have a passion for improving the quality of higher education and enjoy the responsibilities of leadership and management, this concentration will help you make the type of impact that changes lives. Regent’s Doctor of Philosophy (Ph.D.) in Education – Higher Learning Leadership & Management prepares you to teach or hold positions of significant administrative leadership. More specifically, this research-based Ph.D. will prepare you for a career in academia.

Online
67
May 10, 2021
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INCREASE YOUR EARNING POTENTIAL

Capitalize on a higher salary with your Ph.D. degree.

EXPAND YOUR CAREER PATH

Take your career to the next level with exciting leadership opportunities.

MAKE AN IMPACT

Present ground-breaking research to improve the world of education.

ALIGN YOURSELF WITH EXCELLENCE

Regent has been ranked among top national universities by the U.S. News & World Report for two consecutive years (2019 and 2020). Our programs have also been ranked among the Top 5 Best Online Graduate Education Programs in Virginia for seven years in a row. Experience the Regent difference through the Ph.D. in Education – Higher Education Leadership & Management program.

Presented from a Christian worldview, this specialty degree is supported by award-winning faculty in Virginia Beach.

To learn more about this program, please complete the Request Information form on this page.

On completing the Ph.D. in Education – Higher Education Leadership & Management degree, you will be able to:

  • Develop vital skills in higher education administration including program evaluation and strategic planning.
  • Prepare for accreditation, train board members, and assess higher education policies.
  • Effectively explain historical and contemporary legal issues that have shaped universities, along with constitutional provisions and federal statutes.

Career Opportunities

  • University Faculty
  • Division Chair
  • Academic Dean
  • Assistant Dean
$112Thousand
Mean annual wage for education administrators, postsecondary U.S. Bureau of Labor Statistics, 2019

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.

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.

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.

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.
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.

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.

2020-21 Semester Check-In Deadlines:

All new students are expected to check-in for the semester two weeks before 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.

SessionSemester Check-InSession Start Date
Session AFriday, August 14Monday, August 24
Session MFriday, September 11Monday, September 21
Session BFriday, October 16Monday, October 26
Session CTuesday, January 5Monday, January 11
Session TFriday, January 29Monday, February 8
Session DFriday, March 5Monday, March 15
Session EFriday, April 30Monday, May 10
Session FFriday, June 11Monday, June 21

Application Process – Doctoral Programs (Ph.D.)

Step 1: Application
Submit your application using our Regent University Online Application.

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: Application Fee
Pay the $50 nonrefundable application fee by check or money order mailed to Regent University, Enrollment Support Services, 1000 Regent University Drive, Virginia Beach, VA 23464.

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.

Step 3: Graduate Program Academic Paper
Please submit a scholarly or published writing sample that demonstrates your research, writing, analytical and problem-solving skills. This writing sample may include either a copy of your master’s thesis (or a portion of it, plus biography), or a formal paper or report. Research skills mean both the skill to utilize a writing style manual (e.g., APA) and the skill of integrating published research into an academic paper or report. Email to apply@regent.edu using the subject line: SOE Doctoral Application Pieces or fax to 757.352.4725.

Step 4: 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 you for an admissions decision. Please submit your unofficial transcript to our Admissions Office by email to apply@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 5: 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 admissions counselor who will be in touch with you right away to help complete the rest of your application.

Step 6: Government-Issued ID
To ensure academic integrity, Regent University requires a copy of a government-issued ID. Please email a scanned copy or photograph of it to apply@regent.edu with the subject line: Government ID.

Step 7: 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.


Note: All items submitted as part of the application process become the property of Regent University and cannot be returned.

PART-TIME STUDENTS

Degree/ProgramTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5506$3,300
Educational Specialist (Ed.S.)$7756$4,650
Doctor of Education (Ed.D.)$7753$2,325
Doctor of Philosophy (Ph.D.)$7753$2,325

Full-Time Students

Degree/ProgramTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5509$4,950
Educational Specialist (Ed.S.)$7759$6,975
Doctor of Education (Ed.D.)$7756$4,650
Doctor of Philosophy (Ph.D.)$7756$4,650

Student Fees Per Semester

University Services Fee (On-Campus Students)$800
University Services Fee (Online Students)$650

Part-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2506$1,500
Master of Education (M.Ed.)$5506$3,300
Educational Specialist (Ed.S.)$7756$4,650
Doctor of Education (Ed.D.)$7753$2,325
Doctor of Philosophy (Ph.D.)$7753$2,325

Full-Time Students

DegreeTuition Cost Per Credit HourAverage Credit Hours Per SemesterAverage Tuition Per Semester
Career Switcher$2509$2,250
Master of Education (M.Ed.)$5509$4,950
Educational Specialist (Ed.S.)$7759$6,975
Doctor of Education (Ed.D.)$7756$4,650
Doctor of Philosophy (Ph.D.)$7756$4,650

Student Fees Per Semester

University Services Fee (On-Campus Students)$750
University Services Fee (Online Students)$600

*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.

Ph.D. Requirements

A Ph.D. student will (a) complete 21 hours associated with the Ed.D. core curriculum, (b) complete 24-26 hours associated with an Ed.D. concentration, (c) complete an additional 6 hours of research related credit, and (d) complete 16 hours of dissertation research credit—the total program is 67 hours. The dissertation demonstrates that the candidate has technical competence in the field and has done research of an independent character. It must add to or modify what was previously known in the candidate’s field of interest or present a significant interpretation of the subject based upon original investigation and research.

Ph.D. students are required to take the following courses:
EDCO 802 Analysis of Variance (1)
EDCO 803 Regression & Correlation (1)
EDCO 804 Structure & Reliability Analysis (1)
EHEA 805 Advanced Research Design and Analysis (3)

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.

“I looked at other institutions, but I understood the importance of a Christ-centered focus, and I wanted that to be a part of my graduate experience.”

Cheryl C. Askew, Ed.D., 2012 Principal, Landstown High School

“The Virginia Beach City Public Schools cohort of ESL teachers in training was the perfect platform in which to study and learn. Upon completion of my last TESOL class, I was blessed with the opportunity to join the ESL staff of VBCPS. The amazing faculty of Regent's TESOL department helped make it possible.”

Altina Suber, M.Ed., 2015 Teacher

“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.”

Jasmine Farnsworth, Doctor of Education, 2022

“A Regent education will open up doors for you. It certainly has for me.”

Roxie Godfrey, Ed.D., 2005 Teacher Educator & Assistant Professor, Texas Tech University

“Looking back, I can take almost every single facet of my daily work and tie it to my training at Regent. ”

Thomas "Randy" Brunk, M.Ed., 1989 Head of School, Cincinnati Hills Christian Academy