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It’s an incredible time to work in higher education. Faced with sliding enrollments, increased competition, and shrinking endowments, institutions are making innovative moves to defend their value. Medical schools are integrating with art schools. Universities are bringing their best programs online. More colleges are opening satellite campuses overseas. If you’ve ever wanted to make your mark in higher ed, now is the time. The floor is yours—and with an EdD in Higher Education from Concordia University, people will listen.
This particular EdD specialization includes an emphasis on both higher education administration and higher education instruction, and is designed to prepare servant-leaders for leadership, teaching, and service positions in colleges, universities, community colleges, governmental agencies, educational associations, and other public and private postsecondary educational settings.
Through intensive curricula, scholarly discussions, and a nurturing faculty of highly regarded instructors, our EdD program produces leaders who inspire ethical change. Each of our five fully online, leadership-focused specializations incorporates a unique Virtual Residency component, follows a four-phase schedule of eight-week classes, and is limited in class size to support quality and collaboration. Accredited, nonprofit, and private, Concordia has been developing leaders since 1905.
In addition to meeting the goals and objectives set forth for Concordia’s doctoral program, the Higher Education specialization develops transformative leaders who:
Professionals who plan to pursue careers in teaching, admissions, student services, student records, intercollegiate athletics administration, campus facilities, university business offices, institutional advancement, institutional research, and other administrative and support services in higher education
This course provides opportunities for doctoral candidates to develop and refine their scholarly writing during the first year of the education doctorate in order to become stronger writers during and beyond their academic career. Writing craft development occurs through peer writing groups, close study of published texts, and interaction with faculty writers. Course topics include writing article abstracts and analyses, critiques, and literature surveys. Strategies for reading critically, organizing and developing thoughts, choosing appropriate vocabulary, and revising one's own writing are also covered. Candidates write and revise various genre of scholarly writing throughout the year-long series, culminating in a revised draft of the first Comprehensive Connection Paper.
This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Educators must also ensure that the institutional policies and practices of their school or organization adhere to the application of ethical practice throughout the workplace. The course will emphasize human subjects research issues of harm and deception. This study of the use of ethical principles in an educational context will include an examination of the underlying assumptions and implicit or explicit policies that can support or erode ethical practice. As a result of the activities and discussions completed in this course, candidates will have the opportunity to transform their personal and professional ethical lives and priorities.
This seminar investigates the interface of religion and contemporary society through fundamental questions about the meaning of life, the reality of God, and truth and values to live by in a postmodern context. The candidate will examine critically his/her own beliefs and values in the light of popular assumptions and prevalent attitudes in our time, and the deeper questions of life that are addressed by various religious approaches.
Scholars Before Researchers I and II are courses taken back-to-back in Phase III. The classes are devoted to researching and drafting Chapter Two of the dissertation proposal. Course topics include an overview of the literature review process, advanced library research techniques, and methods of organizing and managing the literature. Students will leave the course with a completed draft of their dissertation literature review. The course is taught by the Faculty Chair who is involved in the process from topic formulation to proposal defense.
The Intense Research Module (IRM) I and II courses assist the candidate in developing the research design and the methods that are employed in the Phase IV research field experience. One intense research module content area is completed in each course to support the development of the dissertation’s research design.
Prerequisites: EDDR 610 & EDDR 619 with grade of P
This course is designed to assist doctoral candidates in completing their dissertation proposals and prepares candidates to defend a dissertation proposal before their dissertation committee. The course continues the Phase III emphasis on developing Scholars Before Researchers by guiding candidates to develop professional writing, research, and presentation skills. Candidates’ Faculty Chairs will instruct, mentor, and advise candidates as they: revise Chapters 2 and 3 of the proposal, write the Chapter 1: Introduction, and then synthesize the full proposal in order to ensure it is defense-worthy. The full dissertation committee will provide input, critique, and support during the development and defense process.
This course will explore the challenges and opportunities that exist in America's system of higher education. Candidates will develop leadership skills in analyzing higher education issues and making informed decisions, based on this analysis, relative to higher education practice. Included in this course will be a study of the impact that state and federal policies have on higher education and the significant role that higher education leadership has in examining and influencing these policies. A particular emphasis will be placed on utilizing appropriate resources to be well-informed on issues facing higher education and developing skills essential to presenting one's perspective through debate and advocacy in order to be an effective leader in higher education.
This course will provide a contextual framework for candidates to understand factors affecting the financial wellbeing of higher education institutions and how these factors affect an institution's long term viability, sustainability and ability to deliver on their mission.
This course examines the character and structure of the American Postsecondary Education system. Candidates will explore the history, major participants, and forces that have shaped the American postsecondary enterprise through a study of six components: (1) History of American Higher Education; (2) Diversity of institutions within higher education; (3) Benefits of higher education; (4) Diversity of Students within American higher education; (5) Issues of Autonomy, Accreditation, Accountability, Academic Freedom and Federal and State Coordination of higher education institutions; and (6) Future Trends in American higher education.
Leadership in American higher education demands an understanding of the legal context of that service, and its policy implications. This course will provide candidates with an overview of the laws and legal precedent most relevant to higher education and will introduce candidates to methods of legal analysis and decision-making so that they can anticipate, recognize and appropriately address legal issues as higher education leaders. Additionally, candidates will learn how to incorporate legal advice from attorneys into decision-making. Candidates will also learn to access court cases, regulations, statutes, and understand the legal relationships among these various sources of law. The primary format for this course will be reflection and discussion, based on articulating deep analytical thinking, both orally and in writing.
The dissertation is a scholarly document intended to demonstrate the research competence of the author and to produce greater understanding. It is written in the formal language and style of its discipline or field of study, and it results from a comprehensive, logical, and ethical investigation. The dissertation is an expression of the highest level of critical thought and is expected to be a substantive contribution to the theory or practice of its discipline or field of study.
Candidates are required to complete a minimum of 6 credits of dissertation.
** Extended Dissertation Opportunity
Should you need more time than the allotted two semesters to complete your dissertation, you may register for an additional eight weeks (1.5 credits; not eligible for financial aid) or, if necessary, an extra semester (3 credits; financial aid may be available).
With our EdD program’s innovative Virtual Residency feature, you’re able to earn your EdD in Administrative Leadership completely online — without having to sacrifice time away from your family, work, and other obligations.MORE INFO
The focal point of any doctoral program is the residency. Since Concordia Portland’s online EdD is aimed at the practitioner-scholar who already balances career, family, and other responsibilities, we designed a doctoral residency that can be completed anywhere, anytime, and completely online.HOW IT WORKS
“It appears clear that one of the main reasons almost 50 percent of students don’t finish their doctoral work is that they don’t have adequate support,” says Dr. Jerry McGuire, Emeritus Professor and former Director of Doctoral Studies at Concordia University-Portland.
As part of our Virtual Residency, students have a rich and expansive support system; they’re linked to mentors who can guide them throughout the program and the doctoral dissertation process.