Educational Studies - Educational Leadership and Higher Education


Educational Studies - Educational Leadership and Higher EducationDoctor of Philosophy (Ph.D.)

This webpage is currently under construction. Please check back later for more updates.

Program Length

4-5 years


Credits Required

60*

*beyond the master’s is typical


Format

Hybrid


GRE/Entrance Exam

Not Required

Application Process

Preparing Future Scholars in Academia.

The Doctorate of Philosphy in Educational Studies provides academic preparation and professional development for those individuals interested in the study of educational leadership and higher education.

Specializations

This program allows students to choose from three different areas to focus. Below are the three specializations which are available. 

Higher Education
The Ph. D. in Educational Studies with a specialization in Higher Education allows students who are currently employed at a college or university the ability to advance their knowledge in the field so that they can become a scholar in the field.

Community Colleges
The Ph. D. in Educational Studies with a specialization in Community Colleges allows students who are currently employed at a community college the ability to advance their knowledge in the field so that they can become a scholar in the field. 

P-12 Educational Leadership
The Ph. D. in Educational Studies with a specialization in P-12 Educational Leadership allows students who are currently employed at a P-12 institution the ability to advance their knowledge in the field so that they can become a scholar in the field. Students interested in becoming a Superintendent should pursue an Ed.D. degree with a specialization in P-12 System Level School Leadership. The Ph.D. degree does not offer a Superintendent endorsement.

The program is described as an online program; however, all students are encouraged or required to travel to campus. The Ph.D. requires students to complete a minimum of 6 credit hours of on-campus research residency seminars. Normally, all doctoral students will be on campus to present the dissertation proposal and for the final defense of the dissertation study.

Courses are offered on the regular semester and summer session schedule of the University of Nebraska-Lincoln. Research residency seminars are offered during the summer in a hybrid fashion (time-intensive on-campus experiences followed by additional online content) to facilitate the on-campus residency requirement. Courses are announced in the UNL schedule available online and students register for courses using the University web-based enrollment and billing system.

New applicants should be aware that not all advisors can accept new students every year. We recommend that you contact the individual faculty members to learn about their scholarly interests and advising capacity in the course of preparing your application for admission. 

Our Unique Program

Faculty

  • Students learn from faculty who conduct and share leading research on contemporary challenges and opportunities in higher education. These scholars have devoted their careers to teaching, researching, discovering, and sharing what works in higher education administration.
  • Students also learn from faculty with decades of combined experience as higher education administrators and leaders who have lived and breathed the work of directors, coordinators, and supervisors at a variety of higher education institutions.
  • Courses are taught by current UNL administrators and carefully selected external professors, bringing an extra dimension of real-world credibility and authenticity to the program.

Individual Attention, Support, & Hands-on Learning

  • Students apply administrative theory and current research to their unique work environments while building supportive relationships with faculty and colleagues. Students leave the program with an expanded network of support, connections, and perspective.
  • Multiple opportunities to grow through additional, no-cost learning opportunities such as the Women in Educational Leadership Conference (WELC), the Critical Issues Forum, and the Sybouts Student Research Symposium.

Access to Leading Higher Education Professionals

  • Experienced college and university administrators share expertise from the very beginning on current issues, such as enrollment, retention, access, campus culture and climate, law, student involvement, equity, and other key topics.

From Day One

  • With a thorough background in theory and experience with its application, our graduates are Day-One-Ready for student engagement and success, recruitment and retention of students, faculty and staff, human and alumni relations, and other aspects of higher education administration.

Courses and Schedule

  • The University of Nebraska grants the Ph. D. degree only to students who have completed a minimum of 90 graduate semester hours. For this degree, EDAD requires 18 hours of doctoral level research and statistics courses in addition to the 90 graduate semester hour requirement. This degree requires completion of a minimum of 45 semester hours (excluding research and statistics courses) at UNL after admission for doctoral study, regardless of how many graduate hours you may have already acquired before admission. Students are required to complete a minimum of 6 credit hours of Research Residency Seminars as part of Electives or Research/Statistics.

Launching Your Journey

Program Curriculum

The Doctorate of Philosphy in Educational Studies is a hybrid program primarily designed to serve the needs of those already employed at a college or university and who seek to advance their knowledge in the study of higher education or community colleges. 

Deviating from this sequence may delay program completion, as certain courses are offered at certain times and are subject to enrollment limits. Students unable to follow the sequence above should be in regular communication with their advisor.

Summer Courses

  • EDAD 987A Superintendent Academy I (3 hours, requires 1 week on-campus w/additional online content) A forum for dialogue and an exchange of ideas and experiences while creating a network of support for colleagues. Exploration and developing the skills, knowledge, understandings and unique features required of the superintendent's roles and responsibilities. Multiple perspectives on effective leadership and participants will be challenged to look at educational issues in new ways. Participants will be encouraged to bring contemporary educational issues to the sessions for intensive, confidential review and discussion. Interaction with session leaders and participants will be facilitated in an effort to examine the rapidly changing realities of public education and the impact these changes are having on the roles/responsibilities of the public school superintendent.
    • Credit Hours: 3
  • EDAD 920 – Diversity and Equity in Educational Organizations Understanding the individual and organizational issues of diversity and multiculturalism in P-20 schools. Increase the student’s knowledge and appreciation of the cultural, social, political, and economic realities of our complex, pluralistic society in relation to our educational system. Through the integration of relevant information from history, law, interpersonal development, organizational development, and philosophy, students will develop a complex, comprehensive understanding of diversity and equity.
    • Credit Hours: 3

Fall Courses

  • EDAD 906 Issues in System Level Administration Selected system level issues faced by pre-K to grade 12 school administrators.
    • Credit Hours: 3
  • Research/Statistics class
    • Credit Hours: 3

Spring Courses

  • EDAD 905 Issues in Governance of Educational Institutions Issues in the governance of K-12 schools including administrator-school board roles and relationships.
    • Credit Hours: 3
  • Research/Statistics class
    • Credit Hours: 3

Summer Courses

  • EDAD 988 Dissertation Proposal Development (3 hours, requires 1 week on-campus w/additional online content) Intended for students who are working on the development of their dissertation proposal. Component parts of the dissertation proposal. Students from all areas of Teachers College and the University of Nebraska who are in the process of developing their proposal will find this course to be of use. Typically the course should be taken after the research tools have been completed.
    • Credit Hours: 3
  • EDAD 986 Leadership in Educational Organizations The examination of leaders and leadership in educational organizations. Through assigned readings and written assignments, students will make applications of the readings to: a) the organization of educational institutions and programs, b) the leadership that occurs in educational organizations and programs, c) the leadership skills and actions that are necessary to achieve the mission, goals, and objectives of educational organizations, d) the student's individual leadership growth and development.
    • Credit Hours: 3

Fall Courses

  • EDAD 901 System-Level School Improvement Knowledge and skills required for system-level leaders to bring about school improvement and enhance student achievement. Creating systems that engage the public, performing in complex political environments, and delivering needed services to schools and classrooms.
    • Credit Hours: 3
  • Research/Statistics class
    • Credit Hours: 3

Spring Courses

  • EDAD 835 Business Management of Schools Allocation and management of fiscal resources including aspects of financial planning and reporting, budgeting and accounting procedures, purchasing, risk management and insurance, investing and bond issues, and auxiliary service.
    • Credit Hours: 3
  • Research/Statistics class
    • Credit Hours: 3

Comprehensive Examination should be taken in Fall of 3rd year

Summer Courses

  • EDAD 987B Superintendent Academy II (3 hours, requires 1 week on-campus w/additional online content) Designed to provide future school superintendents a link between theory and practice through case studies and voice-of-experience discussions. This academy is a forum for processing the "on-the-job" experiences with participants who are pursing doctoral studies, those who are about to enter the role of the superintendent, or those who are new to the work of school leadership. Provides training situations for developing leadership skills, examination of the practical challenges that school leaders face. Examination of contemporary educational issues through different organizational frameworks and review of various issues related to the management of change.
    • Credit Hours: 3
  • Elective
    • Credit Hours: 3

Fall Courses

  • EDAD 987C Internship: Superintendency Opportunity for educational administrators to gain an understanding of administering changes or innovations, and to obtain supervised field experience. Consideration will be given antecedents of change, change models, the role of government, forces that restrict or stimulate change, tools to implement change, and evaluation.
    • Credit Hours: 3
  • Elective (Ed Politics & Policy OR Data for Decision Making)
    • Credit Hours: 3

Upon completion of the courses through UNL, students will then spend the next few semesters writing their dissertation.

  • 12 hours of dissertation (EDAD 999) to be completed between Spring 3rd year and Spring 5th year
  • EDAD 842: College Students in America This course is designed to provide students an understanding of a broad range of facts and issues pertaining to undergraduate college students in America
    • Credit Hours: 3
  • EDAD 920: Diversity & Equity in Educational Organizations Understanding the individual and organizational issues of diversity and multiculturalism in P-20 schools. Increase the students¿ knowledge and appreciation of: cultural, social, political, and economic realities of our complex, pluralistic society in relation to our educational system. Through the integration of relevant information from history, law, interpersonal development, organizational development, and philosophy, students will develop a complex, comprehensive understanding of diversity and equity.
    • Credit Hours: 3

Taylor Sample

Fall 2021

she/her/hers

M.S., COLLEGE STUDENT PERSONNEL ADMINISTRAION, ILLINOIS STATE UNIVERSITY, 2008

B.A., PSYCHOLOGY, UNIVERSITY OF ARKANSAS, 2006

Assistant Director of Residence Life, MacMurray College

Springfield, IL

FULL NAME

Cohort Year

Pronoun

Degrees

Employment

Hometown

FULL NAME

Cohort Year

Pronoun

Degrees

Employment

Hometown

Frequently Asked Questions

 "The skills and knowledge gained from my time as a research assistant and graduate of the EDAD program not only cultivated me as a scholar and methodologist but has helped me thrive as an Assistant Professor at Mississippi State University. Many Huskers supported me along the way; however, I am most grateful for my chair, Dr. Deryl Hatch-Tocaimaza, and my entire dissertation committee, Drs. Yao, Freeman, Bondi, and Morales."

Kaleb L. Briscoe, Ph.D., Assistant Professor in the Department of Educational Leadership, Mississippi State University

 "My work as an administrator at a community college brought more questions than answers, so I knew that community colleges would be one of my research interests. As a working professional who lived in New York, I needed a hybrid program that had: a good reputation, accomplished scholars, and opportunities to engage in research. I found all in the Department of Educational Administration. "

Evagela Q. Oates, Ph.D., Adjunct Librarian, Westchester Community College

Application Process

The application deadline for Fall admission is January 15.

Graduate Admission Requirements
  • Application for Admission with $50 non-refundable application fee. Fee waiver requests will be accepted beginning December 1, 2021. See below.
  • One set of transcripts.
  • If the student’s native language is not English, verification of English proficiency is required.
  • If International: upload copies of all college- or university-level transcripts or mark sheets (records of courses and marks earned), with certificates, diplomas, and degrees plus certified English translations.
    • Official documents are required from all students who are admitted and enroll. Photocopies of certified records are not acceptable. International students enrolled in other U.S. institutions may have certified copies of all foreign records sent directly to the Office of Graduate Studies by their current school’s registrar office.
  • If applicant is not a US citizen and expects an F or J visa: financial information.
  • Applicants must also fulfill any additional requirements the department specifies at the time of application.
    Major Admission Requirements
      • Personal Statement:
        • Describe what brought you to apply to this program, including your personal and professional goals. State an issue in higher education administration that is a concern of yours, and briefly discuss your knowledge of the issue.
      • Essay:
        • The Department of Educational Administration has committed to addressing access and equity in higher education. What does access and equity mean to you and how does that inform your current and/or future work in higher education? How do you believe this program will contribute to your understanding of access and equity in higher education?
      • Resume
      • Three recommendation letters

    FOR MORE INFORMATION AND TO START THE APPLICATION PROCESS

    Want to know more?

    Deryl Hatch-Tocaimaza Associate Professor, Educational Leadership and Higher Education ED.D. & PH.D. Coordinator

    Full Deryl Hatch-Tocaimaza bio

    Follow Dr. Hatch-Tocaimaza on Twitter! Twitter