The Higher Education Leadership program, which offers a Doctor of Education degree (Ed.D.), is committed to preparing students for senior leadership positions in colleges and universities, state and federal agencies, and other educational organizations. The Executive Ed.D. program is guided by a practitioner-scholar model that combines theoretical offerings with application to practical higher education problems. Students focus on areas of special interest and choose dissertation projects that address issues confronting the contemporary higher education workplace.
The Executive Ed.D. is designed to meet the needs of working professionals. Courses are offered on weekends, and a cohort design allows students to develop meaningful relationships, support one another, and learn from the diverse experiences of fellow educators.
The curriculum emphasizes the impact of theory and empirical evidence on administrative, organizational, and policy contexts in post-secondary education. Unique to the University of Miami Executive Ed.D. in Higher Education Leadership is its component in enrollment management, a comprehensive strategy that promotes the seamless integration of administrative responsibilities to efficiently and effectively meet institutional needs and support student success.
Admission to all graduate-degree concentrations in the School of Education and Human Development is based on the recommendation of the faculty. Admissions decisions are based on faculty review of the following general requirements that apply to all Graduate Programs in the School as well as specific documents listed under each concentration.
- Graduate Record Exam (GRE) requirements may be waived for applications to Spring 2021 and following, pending final approvals. However, if the GRE is required for admissions, applicants must achieve acceptable scores on the GRE taken within the past five years. International applicants whose native language is not English or applicants whose degrees are from a non-U.S. University must pass the Test of English as a Foreign Language (TOEFL) or International English Language Testing Systems (IELTS) and the GRE;
- provide official transcripts showing completion of a bachelor’s degree from an accredited institution and an acceptable undergraduate grade point average. A minimum of 3.0 undergraduate GPA is required. Official transcripts from every institution attended by an applicant, whether or not the applicant completed a degree program at the institution, are required;
- provide three letters of recommendation that address the issues and meet the criteria established by the program being applied to;
- provide a personal statement that addresses the mission and purpose of the program being applied to;
- take part in an admissions interview (required by some programs); and
- exhibit personal and professional experiences and characteristics that are relevant to the profession and/or field and/or degree program for which the application is being submitted.
Doctor of Education (Ed.D.)
In addition to the factors listed as general requirements for all applications to the SEHD’s graduate programs, consideration for admission to the Ed.D. program will include the following:
- letters of recommendation should address the applicant’s academic potential;
- available student space in the program; and
- admissions interview.
All international applications must provide additional information and meet additional requirements as required by the UM Graduate School and the Office of International Student and Scholar Services. For an appropriate link to these requirements, please visit the Graduate School website.
Once an applicant has been admitted to graduate study, that individual should meet with the faculty advisor who was appointed to serve in that capacity and whose name appears in the admissions letter. This advisor will help the student enroll in courses that are appropriate to the program; to develop and to refine a Program of Study that must be on file in the Office of Graduate Studies by the end of the first academic year of enrollment.
Honor Code/Handbook of Policies and Procedures
The School of Education and Human Development follows the Graduate School’s Honor Code. All students are required to review the Graduate Student Honor Code and the School of Education and Human Development’s Handbook of Policies and Procedures for Graduate Students and submit the signed Acknowledgement of Receipt located on page 3 by the end of their first semester of enrollment.
|Higher Education Foundations||24|
|Organization and Administration of Higher Education I|
|Higher Education in the United States: From Harvard to Present|
|Student Diversity in American Higher Education|
|Organization Administration of Higher Ed II: Governance, Leadership and Finance|
|College Student Development: Theory, Research and Practice|
|Enrollment Management: Theory and Practice|
|Advanced Seminar in Enrollment Management|
|Seminar in Higher Education Administration: Contemporary Issues|
Select 9 credit hours from the following or as otherwise approved:
|Quantitative Methods I|
|Introduction to Research Methods|
|Quantitative Methods II|
|Applied Multivariate Statistics|
|Computer Applications in Educational and Behavioral Science Research|
|Measurement and Psychometric Theory|
|Categorical Data Analysis|
|An Introduction to Structural Equation Modeling for Multivariable Data|
|Qualitative Methods I|
|Qualitative Methods II: Case Studies and Grounded Theory|
Select 12 credit hours from the following or as otherwise approved:
|Effective Teaching, Learning, Assessment, and Curriculum in Higher Education|
|The Community College|
|Administration of Student Affairs|
|Basic Skills in Counseling and Interviewing|
|Psychological Bases of Education|
|Critical Issues in Student Affairs: The Law and Higher Education|
|Internship in College Teaching|
|Practicum: Administration of Higher Education|
|Group Dynamics and Communication Skills|
|Workshop in Education: Selected Topics|
|Workshop in Education: Selected Topics in Higher Education|
|Dissertation Proposal Seminar (Required)||3|
|Pre-Candidacy Dissertation Research|
|Doctor of Education Dissertation|
|Post-Candidacy Dissertation Research|
|Total Credit Hours||60|
Sample Plan of Study
This is a sample Plan of Study. Your actual course sequence may vary depending on your previous academic experience as well as current course offerings. Students should meet with their academic advisor each semester to determine the appropriate course selection.
|EPS 714||Qualitative Methods I||3|
|EPS 744||Student Diversity in American Higher Education||3|
|EPS 748||Enrollment Management: Theory and Practice||3|
|EPS 700||Quantitative Methods I||3|
|EPS 742||Higher Education in the United States: From Harvard to Present||3|
|EPS 746||College Student Development: Theory, Research and Practice||3|
|EPS 737||Organization and Administration of Higher Education I||3|
|EPS 749||Advanced Seminar in Enrollment Management||3|
|EPS 702||Quantitative Methods II||3|
|EPS 745||Organization Administration of Higher Ed II: Governance, Leadership and Finance||3|
|EPS 7XX Workshop in Education: College Environment||3|
|EPS 747||Critical Issues in Student Affairs: The Law and Higher Education||3|
|EPS 751||Seminar in Higher Education Administration: Contemporary Issues||3|
|EPS 752||Dissertation Seminar||3|
|EPS 7XX Workshop: Seminar in HE||3|
|EPS 830||Pre-Candidacy Dissertation Research||3|
|EPS 835||Doctor of Education Dissertation||6|
|EPS 835||Doctor of Education Dissertation||6|
|Total Credit Hours||60|
The Executive Ed.D. Program in Higher Education Leadership prepares students for senior-level administrative, academic, policymaking, and other leadership roles in both public and private spheres of higher education. To nurture effective leaders, our emphasis is on data-driven decision-making. Grounded in research, theory, applications to daily practice, and enrollment management, our intensive weekend cohort format allows working professionals with master’s degrees to retain full-time careers while earning a Doctor of Education.
Students emerge with the knowledge, skills, versatility, and creativity for solving problems, taking advantage of opportunities, and leading change in a range of educational settings.
Student Learning Outcomes
- Students will grasp the basics of social science research on issues in higher education and demonstrate skills in asking effective research questions, developing sound methodology and conducting appropriate analyses.
- Students will effectively apply knowledge of leadership theory, research and best practices to problems of practice in higher education.
- Students will master all doctoral dissertation components as demonstrated through communication effectiveness – written and oral deliveries – at quality academic and professional levels.