The doctor of education with a concentration in higher education is designed specifically for practicing and aspiring educators, trainers, and staff developers working with adult learners. This concentration fosters the development of leadership skills to administer higher education programs and institutions through self-reflection, analysis, and best practices used to solve real problems in the workplace through practical application. The doctoral program with a concentration in higher education focuses on providing broad knowledge of social, political, and economic forces at work in society, as well as developing leaders that can meet both current and future leadership challenges in higher education.
practicing or aspiring educators, trainers, and staff developers in public and private colleges and universities, hospitals, government, religious organizations, the military, and private corporations
individuals with master’s degrees or above who wish to obtain a doctoral degree in education and increase their knowledge and skills in higher education administration and leadership
completed admission application packet, including $50 nonrefundable application fee made payable to Nova Southeastern University
official transcripts indicating conferral of a master’s degree by a regionally accredited institution (minimum 3.0 grade point average required) or the completion of one of the alternative admission requirements
official transcripts from all previously attended postsecondary institutions
two professional letters of recommendation by two different individuals who can attest to the applicant’s ability to succeed in a doctoral program
employment in or access to professional field(s) appropriate to applicant’s selected concentration
a test score report showing that the applicant received a raw score of 37 (scaled score 391–396) on the Miller Analogies Test (MAT) or a combined score of 1000 on the verbal and quantitative sections of the Graduate Record Examination (GRE). The test must have been taken within the past five years. If the score falls below the minimum requirement, the applicant must submit a rationale, in essay format, providing an explanation of why scores do not reflect the applicant’s academic potential.
FOR NON-NATIVE ENGLISH SPEAKERS
Applicants whose native language is not English are required to demonstrate English proficiency by providing proof of a minimum score of 213 on the computer-based or 550 on the paper-based Test of English as a Foreign Language (TOEFL) exam or 6.0 on the International English Language Testing System (IELTS) exam.
FOR INTERNATIONAL APPLICANTS
Students taking classes in certain FSEHS international clusters may be exempt from submitting MAT, GRE, and TOEFL scores. Please contact a FSEHS enrollment representative regarding requirements for your international cluster.
(66 credits minimum)
DSO 8000 Doctoral Studies Orientation
FSC 8000 Conference on Global Leadership, Learning, and Research
CORE SEMINARS (18 CREDITS)
EDD 9100 Leadership
EDD 9200 Trends and Issues
EDD 9300 Methods of Inquiry
RESEARCH ELECTIVE (3 credits—choose one)
ARC 8912 Statistical Methods
ARC 8913 Program Evaluation and Policy Analysis
ARC 8914 Psycho-Educational Assessment
ARC 8915 Survey Research
ARC 8916 Qualitative Research
ARC 8917 Advanced Program Evaluation
ARC 8918 Advanced Statistical Methods
ARC 8919 Single Subject Research
ARC 8920 Mixed Methods
CONCENTRATION (21 CREDITS)
EDD 8002 Surviving Change: Politics, Power, Money, and the Law
EDD 8007 Governance and Management in Higher Education
EDD 8010 Curriculum and Program Development
EDD 8030 Moving Toward the Future: Successful Strategic Action Plans
EDD 8442 Ethics and Social Responsibility
EDD 9810 Contemporary Challenges in Higher Education Leadership
Choose one of the following courses:
EDD 8031 Financing Institutions of Higher Learning
EDD 8034 Foundations, Sponsored Research, and Collaborations in Institutional
Development
EDD 8061 Targeting our Students: The Dynamics of Student Services
EDD 8472 Human Resource Development
EDD 8410 Technological Literacy for Leaders
EDD 8510 Leading a Learning Organization
ELECTIVES/MINORS (9–24 CREDITS)
Through the electives component, students can individualize their doctoral degrees. Depending on the number of credits required in their main concentration, students must complete the minimum 66-credit requirement using electives. These electives also may be applied toward a second concentration (18–24 CREDITS) or a minor (15 CREDITS). Elective courses must be taken online
APPLIED DISSERTATION (12 CREDITS)
The Applied Dissertation is a detailed, accurate, and cohesive account of a scholarly investigation designed to answer one or more research questions. It is required of all FSEHS doctoral students and its purpose is to improve practice in education and human services. The dissertation process consists of a total of 12 credits encompassing three major benchmarks (i.e., concept paper, proposal, and final report).
| ARC 8966 | Applied Dissertation Seminar 1—Concept Paper | (2 CREDITS) |
| ARC 8967 | Applied Dissertation Seminar 2—Proposal | (5 CREDITS) |
| ARC 8968 | Applied Dissertation Seminar 3—Dissertation | (5 CREDITS) |
CONTINUING DISSERTATION SERVICES
If the program is not completed within 24 months, continuing dissertation services will begin on the 25th month. Students must enroll in ADS 8090 between the 25th and 36th months of their program and ADS 8091 beginning the 37th month of their program in order to receive dissertation services from their committee chair and/or the applied research center.
ADS 8090 Applied Dissertation Services I
ADS 8091 Applied Dissertation Services II
Coursework for the doctor of education is offered in a variety of formats—completely online or in a combination of on-site and online (blended). This allows busy professionals to complete their degrees without leaving their jobs or traveling great distances. Students may elect to take their core seminars at the sites or completely online. Concentration and elective courses will be delivered completely online.
- Online courses allow students to interact in a virtual classroom.
- Blended programs combine on-site and online instruction. On-site courses are offered periodically over weekends and supplemented with online study.
In addition to coursework, all doctoral students are required to participate in the Conference on Global Leadership, Learning, and Research in their first year of studies.
The Doctoral Studies Orientation is an online course that provides students with an overview of six distinct areas related to doctoral studies: program overview, student services, applied research, technology, distance library services, and debt management. Completion of this non credit course is a mandatory requirement for all students entering a doctoral program at the Fischler School. Students should complete DSO 8000 prior to beginning their first doctoral course.
The Summer Conference is a mandatory program component for all first year doctoral students. The experience includes conference sessions, applied dissertation workshops, the face to face portion of the summer term trends and issues, and research courses, as well as the opportunity to meet one on one with dissertation chairs. Equally important, students have the opportunity to network and interact with their doctoral peers and meet with their field associates.
Completion of the Doctoral Studies Orientation
participation at the Conference for Global Leadership, Learning, and Research within the first year of admission into the program
satisfactory completion of all required courses
successful completion of an applied dissertation
cumulative maintained grade point average of 3.0 or higher
completed application for degree
Faculty members for the doctor of education are recognized scholars and educators from Nova Southeastern University and other major universities and institutions throughout the country. In addition many are also highly respected professional practitioners. They are carefully selected on the basis of their subject expertise, teaching abilities, and professional involvement. Most importantly, they are united in their desire to not only educate, but to inspire students to use what they learn to inspire others.