This blended program is designed to prepare you for a scholarly position as faculty in education leadership and higher education or for positions that require knowledge of educational leadership and/or higher education and extensive research preparation.
This PhD degree program provides coursework in areas related to higher education including:
The PhD is awarded once students have completed a minimum of 90 graduate semester hours after attaining their bachelor's degrees, plus research and statistics courses for a total requirement of 108 graduate credit hours.
A minimum of 45 semester hours must be completed at the University of Nebraska-Lincoln after admission to this program. Six credit hours of coursework must be in-residence, on-campus, as approved by your adviser. These are typically completed as one week in-residence sessions during the summer. These courses focus on special topics of major interest and allow for extensive interaction with experts in the field.
Elizabeth Niehaus's areas of expertise are in student affairs, service-learning/international service-learning, internationalization of higher education, study abroad, and research methods. Her research focuses on ways in which educational environments facilitate learning and development for students, faculty and staff in higher education.
Must be from an accredited university
(Only required if English is not your native language)
The University of Nebraska-Lincoln grants the PhD degree to students who have completed a minimum of 90 graduate semester hours after attaining their bachelor's degrees if the following requirements are met. This minimum assumes the student has taken one research course as part of a master's program, plus an additional 15 credit hours of research and statistics courses. Including research and statistics course requirements, the total credit hour requirement is 108 graduate semester hours.
The specialization in Educational Leadership and Higher Education requires completion of a minimum of 45 semester hours taken at the University of Nebraska-Lincoln after admission to this program.
Four common courses are required of all masters students. If doctoral students have not completed these courses, or equivalents, they are also required in the doctoral program.
|Foundations of Research & Methods of Inquiry in Educational Administration||3|
Course Number: EDAD 800
A written report is required. Investigation and analysis of current problems in education administration and supervision.
Course Number: EDAD 830
Introduction to classic and contemporary administrative theory as applied to educational organizations. The theoretical nature of the course content is relevant to those with an interest in a broad variety of educational institutions. General organizational theory, organizational models, historical schools of administrative theory, authority, power, motivation, and leadership. Frequently students are involved in studying problems of practice as a means of testing theory.
Course Number: EDAD 833
Critical analysis of the political and economic elements impacting K-12 school finance. Content and activities address both building and district level concerns with an emphasis on principles, programs, and trends in school finance.
Course Number: EDAD 837
Evolution, principles, and practice of education law in relation to local, state, and national units of organization. Education law of Nebraska.
|Finance in Postsecondary Education||3|
Course Number: EDAD 922
Federal and state government funding, institutional planning, technological and community influences, human resources finance, budgeting, and sources of financial support as they relate to postsecondary education institutions and agencies.
|Law and Higher Education||3|
Course Number: EDAD 925
Examination of legal principles applicable to postsecondary education institutions. Overview of the legal system, postsecondary education institutions as legal entities, authority for governance and administration, faculty rights and responsibilities, student rights and responsibilities, institutional and personal liability, and other selected issues.
|Seminar in Educational Administration||1-3, max 6|
Course Number: EDAD 966
Prereq: PermissionEducation administration problems with an analysis of research and literature pertaining to these problems.
|Introduction to Doctoral Studies in Educational Administration||0|
Course Number: EDAD 993
Workshop seminar topics are determined with the student’s adviser. This is a required, non-credit course.
|Special Topics in Education||3|
Course Number: EDAD 892
(CYAF 892; EDPS 892; EDUC 892; SPED 892; TTEAC 892) Prereq: EDPS 859 or parallel; EDPS 859 or equivalent Aspects of education not covered elsewhere in the curriculum.
|Issues in Educational Politics and Policies||3|
Course Number: EDAD 907
Analyze and evaluate policy processes involved in making choices; develop understanding, apply and evaluate knowledge about key political concepts and theories to the analysis of educational policy issues; analyze and evaluate issues as points of political conflict between institutional structures with competing interests; understand people as the actors in roles they occupy in the political system.
|The Higher Education Environment||3|
Course Number: EDAD 910
Universities are adaptive, living systems interacting with their environment. Equips participants with the skills required to analyze and assess the environment of higher education institutions. Environment concepts, components and structures are studied together with analysis techniques and methodological approaches to future study.
|Community College Leadership||3|
Course Number: EDAD 912B
A course designed to enable the administrators to become knowledgeable of recent trends and issues in school management, finance, or other concerns affecting the administration of the public schools.
|Administrative Issues in Postsecondary Education||3|
Course Number: EDAD 921
Introduction to contemporary issues in the administration of postsecondary education with a focus on the scholarly literature, a comparative analysis of administration in types of institutions, leadership and planning, institutional and environmental issues, and selected topics.
|The Community College||3|
Course Number: EDAD 923
Designed particularly for those interested in upper secondary and college levels. Junior college movement; relationship of movement to provisions for an adequate educational program; functions of the junior college; legal status and basis for extension of junior college; problems of organization, administration, and curriculum.
|The American Professoriate: An Administrative Perspective||3|
Course Number: EDAD 926
Contemporary faculty issues in postsecondary education institutions from the perspective of college administrators. Current status of faculty, assigning faculty workloads and monitoring performance levels, evaluating faculty performance, structuring development activities, and special topics.
|Teaching and Learning in the Community College||3|
Course Number: EDAD 934
This course is planned for individuals who hold or aspire to leadership positions in community colleges that focus on or support instructional programs and others who seek to learn more about this particular aspect of America’s comprehensive community colleges. The primary purpose of the course is to develop a comprehensive understanding of five aspects of the community college:Its curricular missions (general education, transfer education, career education, remedial/developmental education, community education);Its faculty and student population;Issues concerning program and curriculum development;Human resources aspects related to instructional programs (full- and part-time faculty ratios, hiring qualified adjunct faculty, faculty development programs);Issues concerning the evaluation of programs and the assessment of student outcomes.
|Workforce, Economic, & Community Development||3|
Course Number: EDAD 935
Workforce, economic, and community development represents a central mission of the community college. Community colleges provide an important means for educating citizens and preparing skilled workers to maintain the civic vitality and economic growth of their communities. EDAD 890 develops the knowledge base and capabilities needed by community college leaders to advance the workforce, economic, and community development mission of the community college. This course explores the workforce, economic and community development role of the community college within the broader context of recent economic, social, and technological changes in communities, society, and the economy and examines the how this role is integrated with, and distinct from, other community college missions. Drawing on both sound theory and best practices, course topics include the strategy, structure, funding, policy, and programs of the community college related to workforce, economic, and community development. Using both conventional and applied/experiential learning activities, students will explore leadership issues related to planning, managing, budgeting, and evaluating the effectiveness of workforce, economic, and community development programs in the community college.
|Seminar in College Student Development||2-3|
Course Number: EDAD 980
EDAD, EDPS 977. (2-3 cr per sem, max 6) Current knowledge, theories, and practices, and related issues in the area of college student development. Special field experiences and research projects are available to students for additional credit.
Quality learning experience
The University of Nebraska has offered distance education courses for more than 100 years so you can expect a quality, rigorous experience. Online courses are often highly interactive with faculty and students communicating through e-mail, discussion forums and chat groups. You’ll have direct access to world-class faculty – researchers who are experts in their fields or practitioners with real-world experience. Also, you’ll be part of a community of learners and can benefit from the perspectives of students from across the globe.
Online learning gives you the flexibility and freedom to attend your classes wherever is convenient to you. You can save time and money by being able to continue to work and by avoiding relocation or travel costs. You will be required to complete assignments in a certain timeframe, but in most instances, you can log in and complete coursework during the time of day that works best for you. You aren’t tied to a specific class time.
Service you expect from a leading University
Online learners at the University of Nebraska have access to the same student services available to on-campus students. An academic adviser will guide you along your journey, library services are available to help you excel in your program and career services are available when you are ready to take your next step. These are just a few of the services in place to help you succeed.