Educational Leadership - Community College / Higher Education Administration, Doctor of Education

In addition to University Requirements:

• Complete individual plan requirements.

• Fieldwork is required for some emphasis areas.

Minimum Units for Completion	63
Additional Admission Requirements	Required
Dissertation	Dissertation is required.
Comprehensive Exam	Comprehensive Exam is required.
Oral Defense	Oral Defense is required.
Fieldwork Experience/Internship	Recommended
Research	Individualized research is required.
Some online/blended coursework	Required

Purpose
 
The EDL Doctoral Program seeks Community College-Higher Education Administration leaders who are willing to move education forward through the application of new competencies, strategies, communications, collaborations, advocacy, and professionalism. Leaders today must understand and practice leadership within diverse fluid contexts that include cultural, social, political, environmental, technological, and global borders. This doctorate for practicing professionals provides courses within a leadership development program that integrates educational and professional foundations, leadership principles, professional ethics, and development of a research agenda that evolves from issue-focused and problem-based experiences and goals.
 
The purpose of the EDL department is to promote the skills, values, and motivation for growth in leadership positions in Community College and Higher Education Administration contexts.  EDL program-prepared leaders will be knowledgeable in the foundations of educational thought as well as in the science, the craft, and the art of leadership. In addition, students will study specialties appropriate to their career goals and acquire the research and evaluation skills essential to leadership practice, as well as to scholarly inquiry. More specifically, the curriculum will:

1. Provide students with an opportunity to develop an understanding of the importance of education in our society, the significance of educational leaders, and in general, the effects leaders have on society;
2. Enable students to gain higher-level skills necessary to pursue leadership careers in schools, colleges and universities, and other educational organizations;
3. Provide experienced leaders with opportunity for growth in skills and knowledge to improve the services they provide; and
4. Enable educational leaders to grow professionally throughout their careers by becoming dynamic lifelong learning professionals.

Leadership consists of skills and abilities applied in diverse settings. The knowledge base of this professional degree is reflected in current curricular design and course syllabi as well as in the use of a variety of instructional strategies that use major journals in the field, and which fully support faculty and student participation in research. Ethno-cultural diversity and global perspectives are integrated. Specific studies in this degree are sequential, developmental, and are drawn, in part, from professional association research.
 
The design of the doctoral program in Educational Leadership is to provide the highest quality of education and training that will enable graduates to enrich their leadership skills in a variety of situations. Students will have opportunities to share and learn in different venues. With the assistance of an assigned advisor, students integrate both theoretical and research-based learnings with their experiences, while developing special skills and knowledge commensurate with their individual backgrounds, abilities, and career goals. Coursework is delivered through hybrid models with no more than one online course each semester. Hybrid courses have face-to-face components scheduled around the typical work week
 
Students Learning Outcomes
Upon completion of the degree, students will:

• Elucidate the philosophical theories and approaches to inquiry and schools of practice in education, articulates their sources, and illustrates both their applications and their relationships to K-12. 
• Assess the contributions of major figures and organizations in the sociological foundations of education, describes major methodologies and practices, and identifies how they impact the current field of education.
• Understand one’s own leadership style and intercultural development level and be able to articulate the cultural environment and views of others.
• Analyze organizations from philosophical, social, historical, political, and intercultural points of view. 
• Analyze historical processes and events and their interrelation, then synthesize and evaluate the pertinent arguments and debates to explore how leaders in education have addressed various organizational and societal challenges.
• Analyze the impact, interactions, and implications of various public sectors on educational systems
• Apply information about an organization (its cultures, environments, patterns, etc.) to develop organizational strategies designed to improve the quality of education and promote the success of all students, while sustaining an institution’s mission. 
• Equitably and ethically sustain people, processes, information, and assets, to fulfill the mission, vision and goals of their institutions
• Use precise listening, speaking, and writing skills to engage in honest, open dialogue
• Demonstrate the ability to develop responsive, cooperative, mutually beneficial, and ethically sound internal and external relationships; ones that nurture diversity, foster student success, and promote the organization’s mission
• Set high standards for self and others, demonstrate personal accountability, and ensure the long-term growth of self and the organization
• Recognize, commit to, and advance the mission, vision, and goals of the organization
• Apply an appropriate model of change to an issue or problem and be able to design and execute a strategic management plan from beginning to end
• Understand and be able to articulate the differences between leadership models and be able to apply leadership models to challenges within the organization and disseminate the results of the scholarship involved in these actions.
• Synthesize and apply organizational and administrative theories to think strategically, solve problems and build community.
• Engage in scientific methods to assess, practice, examine results, and promote sound decision-making
• Evaluate a range of qualitative, quantitative and mixed methods research on educational leadership
• Design, critique and implement relevant research to affect practice, and enact effective change
• Interpret program evaluations, research reports, to identify programmatic applications of research findings
• Articulate significant challenges involved in practicing the field of study, elucidates its leading edges, and explores the current limits of theory, knowledge and practice through a project that lies outside conventional boundaries
• Utilize creativity and innovative skills to select a topic for research and find new information as an outcome of the dissertation process
• Articulate a theoretical framework for the project (including conducting a literature review to assess the theoretical and methodological contributions previously made to this area)
• Identify and define appropriate variables and methods of data collection, select and apply quantitative and qualitative research methods appropriate to the research design, and analyze, interpret and explain your findings
• Evaluate the effectiveness of the project and its implications to the field of Education
• Present your original research to professional and non-professional audiences, articulating sustained, coherent explanations summarizing your work
• Conduct a dissertation defense to a community of educational leadership faculty and peers
• Demonstrate core knowledge in higher education by preparing practitioner projects in areas of finance, law, student affairs, governance, and higher education leadership.
• Practice sensitivity, care, and respect for diversity within professional environments.
• Select and apply appropriate research methods in determining sources and information to assess and solve problems or respond to case situations in higher education.
• Illustrate the knowledge and ability to work with cultural and diverse populations through evaluation and assessment of working environments.
• Analyze ramifications of policy decisions in higher education by identifying sub-discipline areas of impact and examining current and best practices.
• Practice local, national, and global engagement and leadership by distinguishing and integrating facilitative processes into higher education.

Additional Admission Requirements

• Individual program admission requirements over and above admission to NAU are required.

• The NAU graduate online application is required for all programs. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College.
  
  Admission requirements include the following:

  • Transcripts.
  • Undergraduate degree from a regionally accredited institution with a 3.0 GPA on a 4.0 scale ("A" = 4.0), or the equivalent.

  
  Visit the NAU Graduate Admissions website for additional information about graduate school application deadlines, eligibility for study, and admissions policies.
  
  Ready to apply? Begin your application now.

  International applicants have additional admission requirements. Please see the International Graduate Admissions Policy.

• • Three letters of recommendation
  • A writing sample
  • A personal statement or essay

Doctoral Requirements

• Take the following 63 units:
  
  Area I - Professional Foundations (9 units)

  • EDF 711, EDF 703, EDF 742 
  
  Area II - Leadership Theory (9 units)
  • EDL 733, EDL 788, EDL 789 
  
  Area III - Community College/Higher Education Administration Professional Leadership (18 units)
  • Select from the following list of approved CC/EDL electives (15 units):
    • CCHE 710, CCHE 720, CCHE 730, CCHE 740, CCHE 750, CCHE 770
    • EDL 732
  • You may also choose from other NAU 600/700-level courses, upon approval by your advisor.
    • CCHE 696 (3 units)

• Be aware that some courses may have prerequisites that you must also successfully complete. For prerequisite information, click on the course or see your advisor.

• Area IV - Evaluation and Research (27 Units)
  • EDL 799 Dissertation (12 units)
  • EDR 720, EDR 798 (6 units)
  • EPS 525 (3 units)
  • Select from the following (6 units):
    • EDL 770
    • EDR 725, EDR 730, EDR 736
    • EPS 625

• Please Note:

  • EDR 610, or equivalent, is a prerequisite for Area IV.
  • Dissertation units must be at taken a minimum of 3 units at a time in continuous enrollment until 12 units are taken. If additional dissertation units are needed, students may enroll in 1 unit at a time, after they have completed 12 units. Students must be enrolled in 3 units of EDL 799 during the semester they defend their dissertation.
  • No graduate credit-units may be transferred into the program with the exception of credit-units taken from Northern Arizona University for the purpose of Superintendent Certification.
  • For more information about residency and other requirements that pertain to this degree, see Doctoral Requirements Policy.

  Students in the Educational Leadership-Community College/Higher Education Administration; Ed.D. may not pursue the Educational Leadership-K-12 Administration; Ed.D.

• All educational leadership units are as approved by Northern Arizona University's faculty and the State Board of Education.
  
  You must apply separately for these plans. Contact the Educational Leadership office for additional information.

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